The Salem News

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Wednesday, January 27, 2016

FINAL-1 Mon, Jan 25, 2016 6:49:41 PM

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FINAL-1 Mon, Jan 25, 2016 6:49:42 PM

Life isn’t fair.That universal truth is

something that children seem to understand almost intuitively at a young age, but the path through which they develop a sense of what’s fair and what isn’t — and how they act on injustices — is something that has been a puzzle for social scientists.

Fairness, a willingness to sacriice for the sake of greater quality, is an ideal that supports cooperation, resource sharing and sacri-ice. But it also can lead to competition and greed.

It is often talked about as the basis of human civiliza-tion, and it affects every aspect of our lives. As the gap between the world’s top 1 percent and the rest has increased to historic highs in recent years, fairness in material payoffs or inequality

has become one of the most important issues of our time.

In an effort to understand how much of this concept is hard-wired into our biology and how much of it is cul-tural, a team of psychologists and anthropologists led by Harvard University professor Felix Warneken traveled to seven countries to study how different groups of children play fair.

Their work, which was published in the journal Nature, was focused on the children’s reaction to two types of scenarios that are unfair. The irst, disadvanta-geous inequity, occurs when one receives less than a peer. The second, advantageous inequity, happens when one receives more than a peer.

The theory has been that these are two distinct con-cepts that emerge at different ages and use different parts of the brain. But little has been known about environmental inluences until this study.

Both are believed to be part of the glue that holds societies together.

An aversion to disadvanta-geous inequity “can provide long-term beneits by pre-venting competitors from attaining a relative advantage and signaling that one will not tolerate being exploited,” Warneken, a social sciences professor, and his co-authors wrote.

Advantageous inequity aversion “entails a larger immediate sacriice by reject-ing a relative advantage. It may signal that one is a good cooperative partner who will not exploit others.”

Previous studies have found that a distaste for disadvanta-geous inequity develops in children by the time they are 4. Advantageous inequity aversion, on the other hand, doesn’t appear until closer to 8. That seems to indicate the inluence of social norms.UNIVERSAL VS. CULTURAL

The new study, believed to

be the irst to look at inequity aversion across societies in children, was seeking to ind out more about which aspects of fairness might be universal and which might be culturally driven. To that end, the researchers designed an “inequity game” that they used to test 866 pairs of chil-dren ages 4 to 15 in Canada, India, Mexico, Peru, Senegal, Uganda and the United States.

Co-author Peter Blake, an assistant professor of psychology at Boston Uni-versity, explained that the experiment was speciically designed to see how children would respond to two sides of inequality and how they made decisions that affected both themselves and a peer.

The rules were simple: Two children of the same gender and similar age were seated across from each other and were offered some Skittles candy. Sometimes the allocations were equal and sometimes they were not.

One of the two children got to decide whether both of them accepted the allocation or rejected it.

The experiment was set up to work through a machine that required the child to pull on one handle to accept the deal — resulting in the candy being poured into a bowl for each child — and a different handle to reject it — Dumping the sweets into a third bowl where neither one would get to eat it.

In all seven societies — which ranged from small villages with a subsistence economy to large industri-alized cities — the results indicated a rejection of disad-vantageous inequity. That is, when the children were allo-cated less candy than their peers, they tended to route all the treats into the bowl that no one could access.

That was expected. “This seems to be a basic human response to getting less than someone else,” said study

co-author Katherine McAu-liffe, an assistant professor at Boston College.

Whether they were rejecting the candy out of frustration or meanness, the children were motivated to deprive others of an advan-tage, she said.EMPHASIS ON EQUALITY

The reactions to advanta-geous inequity were more mixed. Children in only three countries — the United States, Canada and Uganda — had a tendency to reject unequal distributions of candy when they got more than their peers.

“In these societies, rejec-tions of advantageous alloca-tions increased with age. ... Given that Western societies tend to emphasize establish-ing and enforcing norms of equality, it is possible that children in these communities face social pressures to inter-nalize and enact these norms earlier in development,” the researchers wrote.

How do kids learn to play fair? Findings may surprise youBy AriAnA Eunjung ChA

STAR TRIBUNE

(MINNEAPOLIS) (TNS)

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FINAL-1 Mon, Jan 25, 2016 6:49:43 PM

Celebrate your child’s scribbles. A novel experi-ment shows that even before learning their ABCs, youngsters start to recog-nize that a written word symbolizes language in a way a drawing doesn’t — a developmental step on the path to reading.

Researchers used a pup-pet, line drawings and simple vocabulary to ind that children as young as 3 are beginning to grasp that nuanced concept.

“Children at this very early age really know a lot more than we had previously thought,” said developmental psycholo-gist Rebecca Treiman of Washington University in St. Louis, who co-authored the study.

The research published recently in the journal Child Development sug-gests an additional way to consider reading readi-ness, beyond the emphasis on phonetics or being able to point out an “A’’ in the alphabet chart.

Appreciating that writing is “something that stands for something else, it actu-ally is a vehicle for language — that’s pretty powerful stuff,” said Temple Univer-sity psychology professor Kathy Hirsh-Pasek, a spe-cialist in literacy develop-ment who wasn’t involved in the new work.

And tots’ own scribbling is practice.

What a child calls a fam-ily portrait may look like a bunch of grapes but “those squiggles, that ability to use lines to represent some-thing bigger, to represent something deeper than what is on that page, is the great open door into the world of symbolic thought,” Hirsh-Pasek said.

The idea: At some point, children learn that a squig-gle on a page represents something, and then that the squiggle we call text has a more speciic meaning than what we call a drawing. “Dog,” for example, should

be read the same way each time, while a canine draw-ing might appropriately be labeled a dog, or a puppy, or even their pet Rover.

Treiman and colleagues tested 114 preschool-ers, 3- to 5-year-olds who hadn’t received any formal instruction in reading or writing. Some youngsters were shown words such as dog, cat or doll, sometimes in cursive to rule out guess-ing if kids recognized a letter. Other children were shown simple drawings of those objects. Researchers would say what the word or drawing portrayed. Then they’d bring out a puppet

and ask the child if they thought the puppet knew what the words or draw-ings were.

If the puppet indicated the word “doll” was “baby” or “dog” was “puppy,” many children said the puppet was mistaken. But they more often accepted synonyms for the draw-ings, showing they were starting to understand that written words have a far more specific meaning than a drawing, Treiman said.

Language is “like a zoom lens on the world,” said Hirsh-Pasek. This study shows “even 3-year-olds know there’s something special about written words.”

It’s not clear if children who undergo that devel-opmental step at a later age — say, 5 or 6 instead of 3 or 4 — might go on to need extra help with learn-ing to read, cautioned Brett Miller, an early learning specialist at the National Institute of Child Health and Human Development, which helped fund the research.

But because some chil-dren did better than others

in the experiment, Treiman plans to study that.

Scientists have long known that reading to very young children helps form the foundation for them to later learn to read, by intro-ducing vocabulary, rhyming, and different speech sounds.

But it’s important to include other activities that bring in writing, too, Treiman said. Look closely at a tot’s scribbles. A child might say, “I’m writing my name,” and eventually the crayon scribble can become smaller and closer to the line than the larger scrawl that the tot proclaims is a picture of a lower or mom, she said.

“It’s very exciting to see this develop,” she said.

Previous studies have shown it’s helpful to run a inger under the text when reading to a youngster, because otherwise kids pay more attention to the pictures, Miller said. If the words aren’t pointed out, “they get less exposure to looking at text, and less opportunity to learn that sort of relationship — that text is meaningful and text relates to sound,” he said.

Make sure children see

that you write for a purpose, maybe by having them tell you a story and watch you write it out, added Hirsh-Pasek.

“That’s much richer than just learning what a B or a P is.”

Turning squiggles to wordsBy LAurAn nEErgAArd

AP MEDICAL WRITER

Reading to very young children is crucial to help them eventually learn to read. But researchers studying how kids begin to under-stand that text conveys meaning differently than pictures — an important concept for reading readiness — say parents should pay attention to writing, too.

Some suggestions: � Run a finger under the text

when reading to youngsters so kids will learn to link written words to spoken language, said Brett Miller of the National Insti-tute for Child Health and Human Development.

� Show children how you write their names well before they can attempt it, said Temple University psychology professor Kathy Hirsh-Pasek. That’s one of their first concrete examples that a mysterious squiggle on a page is a symbol for a word they know.

� Often a child’s name is his or her first written word, thanks to memorizing what it looks like. Encouraging youngsters to invent their own spellings of other words could spur them to write even more, said developmental psychologist Rebecca Treiman of Washington University in St. Louis.

� When youngsters scribble, don’t guess what they produced — ask, Hirsh-Pasek said. It’s pretty discouraging if a tot is about to announce he wrote a story and mom thinks he drew a house.

� Post a scribble they’re proud of on the refrigerator, she said. Children are figuring out pat-terns with their scribbles, and that’s more instructive than merely pasting copies of, say, apples onto a page to make a recognizable picture.

� Give tots a pencil or pen instead of a crayon if they say they want to “write” rather than “draw” so it will look more like text, Treiman said.

— Associated Press

HELP THEM LINK WRITTEN

WORDS TO LANGUAGESteve Mirandi,

a third-grade teacher at Veterans Memorial School in Gloucester, starts off Family Reading

Night night last year with “The Picky

Prince.” Scientists have long known

that reading to very young children helps form the foundation

for them to later learn to read, but they also say that

it’s important to include other

activities that incorporate writing,

too.

 DESI SMITH/

Staff File Photo

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FINAL-1 Mon, Jan 25, 2016 6:49:44 PM

Lindsay Mattick’s great-grandfather was on his way to ight in World War I when he bought a bear cub he named Winnie, inspiring author A.A. Milne to create the timeless character Win-nie-the-Pooh. Now, Mattick has written a new children’s book chronicling the real-life story behind the bear.

Mattick, 37, wanted to tell her young son the peculiar tale and wrote “Finding Win-nie: The Story of the Real Bear Who Inspired Winnie-the-Pooh.” The book was published in November — just weeks before the 90th anni-versary this month of the irst time Milne used the name Winnie-the-Pooh in print.

“‘Finding Winnie’ is a story that I have had in my head for a long time,” Mat-tick, who lives in London, told The Associated Press with a warm smile that reveals her passion for this very personal project. “I thought a picture book would be an amazing way to share my incredible family story with my child.”

The family history goes like this: Her great-grandfa-ther, Lt. Harry Colebourn of Canada, bought an American black bear cub from a hunter while Colebourn was on his way to ight in World War I in 1914. Colebourn, a vet-erinarian, raised the female bear and named her after his home city, Winnipeg — or Winnie for short. He took Winnie on the long journey by train and ship to his train-ing camp in England.

The story came to light in the late 1980s, when another regiment was incorrectly linked to the bear, which by then had been made famous by Milne’s classic childhood tales. Mattick’s grandfather wanted to set the record straight.

“He said, ‘No, actually that was my Dad’s bear, that was his pet,’ and at that point, he pulled out his father’s diaries and photographs

from the war, and started to really share the story pub-licly,” Mattick said.

She is now retelling the story for a new generation. Taking inspiration from her family’s archive of photos of Colebourn and Winnie, Mat-tick teamed up with illustra-tor Sophie Blackall to create historically accurate draw-ings that capture the rare bond between the soldier and the bear cub.

But a war zone is no place for a pet. So when Colebourn was sent to the front lines in France, he left Winnie in the care of London Zoo.

Visitors quickly saw that this bear was unusually gentle and kind — qualities later relected in Milne’s writings. Children were even allowed into her enclo-sure, something no zoo would consider today.

“She became a star attrac-tion,” Mattick said. “She had a lot of visitors because of her very friendly and well-trained nature.”

Christopher Robin Milne, a young visitor who forged

a friendship with the bear, loved her so much that he re-christened his own teddy Winnie-the-Pooh. The name “Pooh” comes from a swan also named by Christopher Robin.

The boy’s father, A.A. Milne, irst published a story about a boy named Christopher Robin and his stuffed bear Winnie-the-Pooh in the London Eve-ning News on Christmas Eve in 1925.

Winnie-the-Pooh was irst published as a book in October 1926 and A.A. Milne wrote several other stories and poems about Christopher Robin and his bear’s adventures. The books and illustrations have been treasured by children — and their par-ents — for generations.

Colebourn survived the war. But, as he returned to Canada, he felt that Win-nie was so settled at the zoo that he left her there, where she remained a favorite with visitors until her death in 1934.

Willy, nilly, silly old bearBy SioBhAn StArrS

ASSOCIATED PRESS

ZSL LONDON ZOO VIA AP

Christopher Robin stands next to Winnie the Bear in London Zoo. Author Lindsay Mattick’s great-grandfather was on his way to fight in World War I when he bought a bear cub he named Winnie, inspiring author A.A. Milne to create the timeless character Winnie-the-Pooh.

ZSL LONDON ZOO VIA AP

An unidentified woman poses with Winnie the Bear in London Zoo. The author A.A. Milne used the bear as the basis for his popular Winnie-the-Pooh books.

SOPHIE BLACKALL VIA AP

An illustration of Winnie the Bear posing with a group of Canadian soldiers from the book “Finding Winnie.” Author Lindsay Mattick’s great-grandfather, Canadian soldier Harry Colebourn, was on his way to fight in World War I when he bought a bear cub he named Winnie, inspiring author A.A. Milne to create the lovable Winnie-the-Pooh.

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FINAL-1 Mon, Jan 25, 2016 6:49:45 PM

Kiddie tablets have grown up.

Tablets designed just for kids are getting more sophis-ticated as they face increased competition from regular tab-lets. The new products also have better screens, speedier chips and fashionably slim bodies. They let older chil-dren do more, yet hold their hands until they’re ready for unsupervised access.

Although many of the tablets were originally con-ceived as educational toys for kids as old as middle schoolers, they’ve been more popular with younger children. Older kids have been apt to reject them in favor of their parents’ tablet or smartphone.

That shift has prompted

companies to focus more on preschoolers and kindergar-teners, as they create super-durable products that can withstand repeated abuse and develop games and apps that teach reading and math.

But now, some of those companies are looking to take back some of the sales to older kids that they’ve lost over the years, offering premium products — most with price tags of more than $100 — that look and per-form less like toys and more like the ones adults use.

LeapFrog, maker of the toy-like LeapPad, released its irst Android tablet last year. And Kurio is branch-ing out to Windows 10 and includes a full version of Microsoft Ofice in a new tablet-laptop combination.

The use of Android and Windows software, in place

of the more basic, custom-made systems used in toy tablets, allows for more sophisticated apps and games and a range of content from standard app stores.

Monica Brown, LeapFrog’s vice president for product marketing, said the com-pany aimed to “create some-thing that was kind of sleek and more tech forward for kids who were looking for something that felt like their parents’ tablet.”

But parents still want edu-cational content and safety features that come with a tablet designed purely for kids. LeapFrog’s Epic, along with the other new tablets for kids, are attempts to bridge that gap.

The Epic looks like a regular Android tablet, but comes with a removable bright-green bumper. It is

much faster than a Leap-Pad and can run versions of popular Android games such as “Fruit Ninja” and “Doodle Jump.” There’s access to the Internet, but it’s limited to about 10,000 kid-safe websites (though parents can add oth-ers). Parents can also limit and track how much time a child spends watching videos, playing games or reading.

Lynn Schoield Clark, a professor of media studies at the University of Denver, said kids tablets are a tough sell these days.

“Kids are always aspi-rational in their ages, and they’re always interested in what older kids are doing,” Clark said, pointing to the fascination that many preteens have with smart-phones as a prime example.

Meanwhile, most parents won’t spend money on kids-only gadgets unless they believe they offer signii-cant educational beneits.

“If they’re just looking for something to entertain their kid, then why wouldn’t they just hand over their smart-phone?” she asked.

Kurio aims to answer that question with the Smart, a device that lets kids do things they previously might have needed their parents’ laptop for, such as typing up and saving their homework online or playing video on their TV through an HDMI cable.

The Smart is a Windows 10 laptop with a detachable screen and comes with a free year of Microsoft Ofice.

Eric Levin, Kurio’s strate-gic director, said kids using children’s tablets are getting younger, as older kids gravi-tate toward adult products. Four years ago, he said, most Kurio users ranged from ages 6 to 12. Now, half of them are 3 to 5.

Although older kids may be ready for adult tablets, the shift has left those 8 to 12 without age-appropriate devices, Levin says. The Smart tries to ix that.

Other makers of kids tablets have also gone high-end. Fuhu bills the Nabi Elev-8 as a premium, 8-inch tablet. But the company ran into inancial problems early in the past holiday season, and its products have been tough to ind.

Nonetheless, adult tablets

remain popular with kids.Amazon touts its Fire tab-

let as something the entire family can use, eliminating the need to buy something just for the kids.

“While I appreciate that might have led other companies to adjust their products, we’re upping our game based on what customers want in the best kid experience,” said Aaron Bromberg, senior manager of product management for Amazon Devices.

The tablet’s FreeTime app lets parents set up proiles for each kid, with access to only the content they approve. It also lets parents limit the amount of time spent on dif-ferent kinds of content such as videos or apps. For an addi-tional fee, Amazon’s Free-Time Unlimited service offers more than 10,000 books, apps, games and videos geared toward kids ages 3 to 10.

POWERING UP

By BrEE FowLEr

AP TECHNOLOGY WRITER

AP PHOTO/Kathy Willens

Kids tablets have come a long way from bad graphics and slow processors to today’s models featuring high-definition screens, speedier operations, and Android-based and even Windows 10 operating systems. Some new options include, clockwise, from upper left, LeapFrog’s Epic, a Nabi Elev-8, Kurio’s Xtreme 2, and an Amazon Fire Kids Edition.

Kiddie tablets ‘grow up’ as competition expands

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FINAL-1 Mon, Jan 25, 2016 6:49:46 PM

Want to get your child a tablet computer? Here’s a look at some models designed for kids.

All of them feature paren-tal controls and can toggle back and forth between kid and adult modes, so parents can use them to check their email or post on Twitter after their little ones go to bed.

LEAPFROG EPIC ($140)This is LeapFrog’s irst

Android tablet. Like its toy-like predecessor, the LeapPad, this tablet has an educational focus. Content is based on a child’s age. Various apps communicate with each other as they track a child’s progress, helping to create a more customized experience. Each day, kids are presented with a new vocabulary word when they sign on. A con-nected stylus, familiar to LeapPad users, helps with

writing practice. Web surf-ing is limited to a 10,000 kid-safe sites.

Online: leapfrog.com/en-us/products/leapfrog-epic

KURIO XTREME 2 ($130)Similar to the Epic, the

Extreme 2 has a sharp screen, fast processor and a decent amount of storage. It comes with games and apps, including a handful of motion games that are controlled by your child’s movements as they pretend to do things like ski or swim. Kids can access the Inter-net, which can be iltered as much or as little as their parent desires.

Online: kurioworld.com/k/us/parents/products/tab/

KURIO SMART ($200)Geared toward older kids,

this is something that they can type book reports on or do online research for a school project. It is the

irst kids tablet to run on Windows 10 and includes a free year of Microsoft Ofice. Parents can ilter the Inter-net and set time limits on use. The device comes with a slew of games and apps, including the same motion games on the Xtreme 2. The device is a laptop whose keyboard detaches to become a tablet. When closed, the keyboard acts as a hard, protective case.

Online: kurioworld.com/k/us/parents/products/smart/

AMAZON FIRE KIDS EDITION ($100)

This is Amazon’s bare-bones $50 Fire tablet packaged with a colorful protective bumper (pink or blue), a year’s subscription to kids’ content through Amazon’s FreeTime Unlim-ited and free replacements for two years if the tablet breaks. FreeTime Unlim-ited, which normally starts at $3 per month, is what really shines. Kids have

unlimited access to 10,000 kid-friendly books, videos and games. Ads and in-app purchases are disabled.

Online: amazon.com/Fire-Edition-Display-Wi-Fi-Kid-Proof/dp/B00YYZEQ1G

VTECH INNOTAB MAX ($100)

Yes, VTech is the com-pany that got hacked this past November, exposing personal information on more than 6 million chil-dren. Nonetheless, the Inno-tab Max is a decent product, particularly for younger children. The tablet folds to close, creating a hard, pro-tective case with a handle for on-the-go use. Little kids may like this, but older chil-dren will likely be turned off by the look. Because this tablet uses Google’s Android, it has access to a variety of content made

for that system. But it also features content designed by VTech. However, VTech’s app store remains shut because of the data breach.

Online: vtechkids.com/brands/brand_view/innotab_max

FUHU NABI ELEV-8 ($170)

Its sharp screen and fast processor give it the look and feel of a premium product. And while it comes with a hefty amount of built-in games and apps, kids can get more through Nabi Pass, a $5-per-month subscription service similar to FreeTime Unlimited. But the company has run into inancial problems, so its Elev-8 tablets have been tough to ind.

Online: nabitablet.com/elev-8

— Bree Fowler, AP tech-nology writer

From Epic to Xtreme: A rundown of kid-geared devices

VTECH VIA AP

VTECH’s InnoTab MAX is especially attractive for younger children.

AP PHOTO/Kathy Willens

Kurio’s latest Android-based Xtreme 2 kids tablet comes with more than 60 preloaded games and apps.

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FINAL-1 Mon, Jan 25, 2016 6:49:49 PM

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161 Essex St. | Salem, MA | pem.org

Kids and Salem residentsare always free!

STORY TRAILSSunday, February 7 | 2–3 pm

Who will journey to Sky Spirit to ask forhelp as winter snows pile higher and

higher? Read the traditional Lenape storyRainbow Crow, then create a fabric collage

with mixed-media artist Merill Comeau.

LUNAR NEW YEAR FESTIVALSaturday, February 13 | 10 am–4 pm

Celebrate the Year of the Monkey withlion dances and music performances,

a film, art making and more.

SCHOOL VACATIONWEEKZOOM IN ON SCALE

Monday–Friday, February 15–19

10:30 am–4 pm

Join us for mural making, jugglingperformances, snow globe art and

much more. Explore the art andideas in our exhibition Sizing It Up:

Scale in Nature and Art as we getnew perspectives on the world

around us — and beyond!

Find all the details at pem.org/calendar

All programs included with admission

There’s always

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PEABODY ESSEX

MUSEUM!

FINAL-1 Mon, Jan 25, 2016 6:49:53 PM

Asthma rates in U.S. children have quieted down after a decades-long increase, a government study found, and research-ers are trying to pinpoint reasons that would explain the trend.

A possible plateau in childhood obesity rates and declines in air pollution are among factors that may have helped lower cases in kids, the 2001-13 study suggests. Overall, aver-age asthma rates among kids aged 17 and younger increased slightly, then lev-eled off and declined by the study’s end, when 8.3 per-cent of kids were affected. Rates varied among some regions, races and ages.

The study was published online this January in the

journal Pediatrics (pediat-rics.org).NUANCED TRENDS

Childhood asthma rates doubled from 1980 to 1995, partly because of more awareness and diagnosis. The new study shows slower increases after that, rising to 9.3 by 2010. Declines in the most recent years were in children younger than 5, Mexican kids, those in the Midwest and those from families that weren’t poor. Rates plateaued among whites and those living in the Northeast and West, but increased in those aged 10 to 17, kids from poor fami-lies and those living in the South.

Rates increased but then plateaued among blacks.

The study is based on annual in-person govern-ment health surveys in

which parents of more than 150,000 kids were asked if their children had been diagnosed with asthma.

Data not included in the study show 2014 rates climbed slightly to 8.6 per-cent but it’s not clear if that change was real, said lead author Dr. Lara Akinbami, a medical oficer at the gov-ernment’s National Center for Health Statistics.COMPETING FORCES

Asthma’s causes are uncertain but authorities believe several factors play a role or trigger attacks, including air pollution, obe-sity, tobacco smoke, prema-ture birth and respiratory infections in infancy. Com-peting changes in some of these factors complicate efforts to understand asthma trends, Akinbami said.

Kids asthma rates trending down, study shows

By LindSEy tAnnEr

AP MEDICAL WRITER

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Open Enrollment!

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781-598-3311 ~ Hillary@ShiratHayam.org

Shirat Hayam

Center for Early Education

55 Atlantic Avenue, Swampscott, MA 01907

ShiratHayam.org

FINAL-1 Mon, Jan 25, 2016 6:49:54 PM

It takes a strict routine and a lot of help to raise a family of special-needs chil-dren. Few know this better than Eric and Dennis Volz-Benoit, who have ive.

Typical days involve feed-ing tubes, breathing treat-ments, medications and assembly-line showers, not to mention taking kids to school, making dinner and washing clothes.

“It’s just kind of like a well-oiled machine,” Eric Volz-Benoit said. “The key for us is routine. Everything is routine.”

But routine only goes so far for the Springield couple and their children — Zachary, 8, who has epilepsy and cerebral palsy; Tyler, 7,

who has brain damage and autism; Jayden, 5, who has post-traumatic stress disor-der and borderline behavior

problems; and biological siblings Ryan and Mandie, 7 and 6, who both have PTSD.

That’s where the

Collaborative Consultative Care Coordinator Program — known as 4C, and where Eric Volz-Benoit works as a

nurse — comes in.The program helps par-

ents and pediatricians manage medically complex

children. Families are paired with a team of help-ers, including a nurse care coordinator and a social

CARING TIMES 5By SuSAn hAigh And

ChArLES KrupA

ASSOCIATED PRESS

For family of special-needs kids, special help

AP PHOTO/Charles Krupa

Eric Volz-Benoit, center, enjoys a warmer-than-usual December day with his family on a grassy field at the Quabbin Reservoir observation tower in Ware, Mass. Volz-Benoit is an adoptive parent to Tyler, at left, and Zachary, laughing on his chest. Both boys have complex medical care issues. Zachary was born with cerebral palsy; Tyler is autistic.

AP PHOTO/Charles Krupa

Tyler Volz-Benoit, who is autistic, rests his head on the shoulder of his adoptive brother, Ryan, who gives him a hug at their family home in Springfield, Mass. Tyler, Ryan and three other children are cared for by Eric and Dennis Volz-Benoit, who are their legal guardians and foster-to-adopt parents.

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FINAL-1 Mon, Jan 25, 2016 6:42:15 PM

Dennis Volz-Benoit, right, embraces his

son, Tyler, as his husband, Eric Volz-Benoit, left, holds Zachary during a

family outing at the Quabbin Reservoir observation tower

in Ware, Mass. The men are the legal guardians and foster-to-

adopt parents of five special-needs

children. They say a strict routine is the key to raising their

children.

AP PHOTOS/Charles Krupa

Deb Bronner, a private-duty registered nurse, left, holds a gastric feeding tube with water for Zachary, who was born with cerebral palsy, as Dennis Volz-Benoit, far right, and his husband, Eric Volz-Benoit, hold up a gastric feeding tube with water for their son Tyler during a family outing at the Quabbin Reservoir in Ware, Mass.

Tyler Volz-Benoit holds the hand of his adoptive father, Eric Volz-Benoit.

worker who can make home visits. A child’s medical information is loaded into a central site, or “cloud,” so any specialists needed to check or treat any given condition can get what they need quickly and easily.

The program is a

partnership between Boston Medical Center and Baystate Medical Center, funded in September 2014 by a three-year, $6 million federal grant under the Affordable Care Act.

Zachary is the only one who qualiies for the

coordinated care at 4C. He uses a wheelchair and requires a feeding tube and oxygen; early on after com-ing to live with the couple in 2008, he was frequently in and out of the hospital.

Volz-Benoit credits Zachary with helping him “grow up a

lot” and become a father to his brood of special children.

“No matter how cruddy of a day I’ve had, all I have to do is come home and get a kiss and see that child,” he said. “He balances my life. I can’t imagine not having him around.” 

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FINAL-1 Mon, Jan 25, 2016 6:42:19 PM

Want even your younger kids to join the tech revolu-tion by learning to code? Maybe you should get them a robot — or at least a video game.

That’s the aim of entrepre-neurs behind new coding toys for kids as young as 6. They’re spurred by a desire to get chil-dren interested in computer science well before their opin-ions about what’s cool and what’s not start to gel, in effect hoping to turn young boys and girls — especially girls — into tomorrow’s geeks.

“You really want kids to learn these building blocks as young as possible and then build on them,” Apple CEO Tim Cook said in an interview at a recent coding workshop for third-graders. “I don’t think you can start this too young.”

Not everyone is excited about pushing irst-graders to learn the nuts and bolts of how computers work. Some critics believe that too much technology too early can interfere with a child’s natural development; others warn that pushing advanced concepts on younger kids could frustrate them and turn them off computer sci-ence completely.

But there’s a nationwide push to improve computer literacy in elementary school — and entrepreneurs are jumping aboard. Growing up in India, Vikas Gupta learned to program at a young age and was amazed at what he could do with a basic com-puter and some software. Now, the father of two wants today’s kids to get the same feeling from the coding robots his startup produces.

His company, Wonder Workshop, started ship-ping Dash and Dot, a pair of small, programmable blue-and-orange robots, late last year. Kids can interact with the devices in a variety of ways. In the most basic, kids draw a path for Dash, which resembles a small,

wheeled pyramid made of spheres, on a tablet screen. They can then drag and drop actions onto its path that, for instance, might cause Dash to beep or lash its lights in different colors.

More advanced kids can use Google’s kid-oriented Blockly language, or Wonder, the company’s own program-ming language, to create and play games with both robots. The idea is to make building sets of increasingly complex instructions so intuitive and fun that it sparks children’s natural curiosity about the way things work.

“It’s going to be relevant for whichever profession kids choose in 20 years,” Gupta said. “Doctors, archi-tects, anyone; they will need to be able to understand how machines work in order to be really, really good at their jobs.”

Middle school may be too late to start robotics and coding classes, proponents say. By that point, most chil-dren have formed reason-ably irm likes and dislikes, making them less likely to try new things. That’s par-ticularly true when it comes to girls; while robotics and coding activities tend to be popular with both genders early on, the percentage of girls involved drops dramat-ically as kids get older.

Toy robots can be very helpful in teaching coding basics, saID Chase Cun-ningham, a father of 4- and 7-year-old girls who writes “The Cynja,” a comic book about warriors who ight computer “bad guys” such as zombies, worms and botnets.

“Immediately, they get to see the return, because the robots move,” said Cunning-ham, who by day handles threat intelligence for the cybersecurity irm Armor. “Kids need that immediate reward.”

But these kinds of toys are so new that there’s no way to know if they actually stimulate long-term inter-est in coding or whether they affect healthy brain development.

“Kids need to directly experience things, to invent purely out of their imagina-tion without any prepro-cessed experience,” said Karen Sobel Lojeski, a Stony Brook University child-development researcher with a computer-science back-ground. The introduction of electronic toys at a young age could hinder that, she said.

Nader Hamda, founder of a handful of tech and toy startups, loved seeing his two young daughters embrace technology, but like Lojeski worried when they spent hours alone with their

There’s a new crop of coding toys for techie tykesBy BrEE FowLEr

AP TECHNOLOGY WRITER

AP FILE PHOTO/Mark Lennihan

Third-grader Jaysean Erby raises his hands as he solves a coding problem as Apple CEO Tim Cook watches from behind during a coding workshop at an Apple Store. There’s a nationwide push to improve computer literacy in elementary school, and entrepreneurs are jumping aboard.

AP FILE PHOTO/Mark Lennihan

Apple CEO Tim Cook, right, and Apple software engineer and Vice President Cheryl Thomas watch third-grade students work on coding at an Apple Store in New York. Cook advocates teaching kids to learn the building blocks of coding as young as possible, and then develop them from there.

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FINAL-1 Mon, Jan 25, 2016 6:42:26 PM

It’s no longer tough to ind coding toys for young kids. Here’s a look at your current options. All of the toys are either sold through major retailers or online.

DASH AND DOT ($150 for Dash, $50 for Dot, all ages)

Children can use a variety of apps to program Dash, the larger robot, to zip around their living room, perform tricks, or speak pre-recorded phrases. Accessories, sold separately, let kids teach Dash how to catapult balls into the air and play a xylophone. The budget choice, Dot, doesn’t move, but still teaches basic programming and lets kids play a variety of games.

Both robots grow with the child. The simplest app lets pre-readers draw a path on a tablet screen for their robot and then drag and drop in picture-based instructions. Older kids can use programming languages.

Online: makewonder.com

OZOBOT ($60 for a single pack, ages 8 and up)

This tiny robot, smaller than a golf ball, lets kids create their own programs, irst by drawing colored lines with markers for it to follow. The robot’s sen-sors scan for changes in color, which it interprets as code. The toy’s block-based

programming language offers ive levels of dificulty. Corresponding tablet apps help kids along the way.

The toy’s relatively low cost has made it popular with schools, while its small size lets kids play with it on a table, or pack it in their suitcase for a weekend away.

Online: ozobot.com

PUZZLETS ($100 for a starter pack, ages 6 and up)

Kids place tiles in a cloud-shaped tray and use them to program the movements of a character through a game. Pictures on the tiles depict various directions, charac-ters and other movements, so reading isn’t required. If kids don’t get the move-ments right the irst time, they can run the program again, hopefully picking up some problem-solving skills along the way.

Parents can help along the way until they, too, are stumped. Good news: The game will email hints if it notices you’re stuck on a level for an extended period of time.

Online: digitaldreamlabs.com

SPRK ($130, ages 8 and up)

You can do a lot with this clear plastic ball. As with

Dash and Dot, the youngest programmers will have fun driving SPRK around and changing the color of its lights. Older kids can use the company’s Lightning Lab app and block-based programming language to build and share their programs. The SPRK also works with the slew of apps and games currently avail-able for the original Sphero robotic ball. Most of those apps and games are free.

Though it’s now available thorough major retailers, the bulk of SPRK sales have been to schools.

The SPRK has a clear-plastic polycarbonate shell, which lets kids view its inner workings. It is also extremely durable and has yet to break despite contin-ued abuse from two young children.

Online: sphero.com/sphero-sprk

— Bree Fowler, AP Tech-nology Writer

Robot play: Putting coding toys to the test

AP FILE PHOTO

An Ozobot, a tiny robot, smaller than a golf ball, that lets kids create their own programs, is demonstrated during the CE Week show in New York last year.

tablets. So, he created Ozo-bot, a tiny programmable robot that kids can play with together.

“I wanted to recreate the experience of the fam-ily game night, where the whole family is huddled around the game,” he said.

Kids can program Ozo-bot, which is smaller than a golf ball, simply by drawing different colored lines and shapes with markers. Older kids can also program in Blockly and can even see what their inished code would look like in Javas-cript, a language widely used to program websites. Hamda said roughly 400 schools currently use Ozo-bot as a hands-on teaching tool.

The SPRK, from Colorado startup Sphero, has also found a niche in elemen-tary and middle schools, which use the clear plastic robot ball to illustrate con-cepts such as algebra and geometry. Among other things, said Sphero CEO Paul Berberian, the robots teach kids that making mis-takes is part of learning.

“It introduces the methodical process, how to go back and ix things,” Berberian said. “There’s no computer programmer in

the world that gets it right the irst time.”

Puzzlets, created by Justin Sabo and some of his fellow Carnegie Mellon University graduates, also teaches trial-and-error thinking. There’s no robot here, just a tray in which kids can place tiles representing commands that move a character around an associated tablet-based video game called “Cork the Volcano.”

If kids don’t get it right the irst time, they can switch out the tiles and run the pro-gram again. It’s like a mash-up of chess and a classic video game, Sabo said. “Kids learn through play, learn by doing,” he said. “It’s meant to be social. It’s meant to be hands on.”

Jey Veerasamy, director of the Center for Computer Science Education & Out-reach at the University of Texas at Dallas, recom-mends against introducing coding until at least second grade. Most kids will get the greatest beneits from third to ifth grades, when kids are most willing to explore — especially girls, he said.

“There’s no need to rush. Younger kids may beneit, but you have to remember that it’s not for everybody,” Veerasamy said.

Dash, a robot from Wonder Workshop that can be programmed using a variety of apps.

AP FILE PHOTO

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FINAL-1 Mon, Jan 25, 2016 6:42:29 PM

With the extension of “Sesame Street” into a high-price neighborhood — HBO, where it premiered earlier this month — it has signaled signiicant urban renewal.

“Sesame Street” grew out of the socially progressive ethos of President Lyndon Johnson’s Great Society of the 1960s. Premiering on public television as a break-through in children’s TV on Nov. 10, 1969, it was conceived primarily to help prepare underprivileged preschoolers for their entry into the class-room. And this “Street” could be visited toll-free.

Needless to say, the ‘60s are long gone.

Now “Sesame Street” is setting off for its 46th season of making kids “smarter, stronger, kinder” (the show’s motto) at its new HBO address.

Those 35 new half-hours

won’t begin rolling out on PBS until fall.

In the meantime, the continuing PBS version of “Sesame” has been retro-itted from its traditional hour’s length to “best-of” half-hours drawn from the past few seasons.

The ive-season deal with HBO, which provides the program with what its pro-ducers have called “critical funding,” will make the show available on HBO and related platforms, including HBO GO and HBO on Demand, in both English and Spanish.

The changes afoot relect the current lood of chil-dren’s programming (by contrast, “Sesame” origi-nally illed a niche almost no other kids’ show even recognized), as well as the new ways this umpteenth generation of “Sesame” fans practices viewing habits vastly different from decades ago.

This new “Street”

represents the “boldest” changes in the program’s history, said Sesame Workshop.

Based on the irst two episodes, those changes go beyond the added media outlet and scaled-down length. The show, perhaps more beautifully produced

than ever, is now eficiently packaged in a single theme per episode, rather than the magazine format of its past.

The irst episode addressed “Exploration” (including a sequence with actor Alan Cumming as Mucko Polo, a “grouch explorer” who leads Elmo

and fellow Muppets on esca-pades using their ive senses to track down yucky things).

The theme of the second episode was “Bedtime,” as Elmo and Abby Cadabby get help in adopting a calm-down bedtime routine from a new human character, Nina (played by the enormously appealing Suki Lopez).

Expected elements remain Elmo’s Letter of the Day (”B’’ is for Bedtime) and the Count saluting his Number of the Day.

Cookie Monster has a brand-new feature, “Smart Cookies,” where he and a team of crime-ighting cookie friends thwart the efforts of the villainous Crumb.

As always, star turns are part of “Street” life. Besides “The Good Wife’s” Cumming, bold-face names include Sara Bareilles, Ne-Yo, Tracee Ellis Ross and Gina Rodriguez.

But the biggest star, by far, remains Elmo, who

headlines most of the seg-ments and, joined by legions of his fellow Muppets, domi-nates to the near-exclusion of any human “Sesame” inhabitants. And even mov-ing beyond the physicality of puppets, the episodes make generous use of digi-tal imagery in a seamless abstract integration.

Bottom line: The easygo-ing pace in the neighbor-hood of old seems to have fallen prey to a newly revved-up virtual world. A dazzling new opening is set (for the irst time) on Sesame Street itself, but in the action that follows, this precious urban retreat is more a state of mind than on-screen real estate.

Even so, it’s hard not to get caught up in the lively, trippy antics of this newly Street-wise show, such as when Elmo performs a musical tribute to guaca-mole alongside a singing, dancing nose.

‘Sesame Street’: Now brought to you by the letters HBOBy FrAziEr MoorE

AP TELEVISION WRITER

 

COURTESY PHOTO

Wondering how to get to the new “Sesame Street”? Turn on HBO.

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FINAL-1 Mon, Jan 25, 2016 6:42:31 PM