Sam

The most important thing to do is work WITH your child whenever he/she uses the PC and Net. TALK with your child about the sites you visit and why they are good sites. Be sure kids have positive experiences with sites that are easy to navigate. Don't let them sit too long. Active play is very important to physical and mental development. Discover Berits Best Sites at www.cochran.com/theodore/beritsbest/ and www.netmom.com

EXCERPT 2
Chapter 3 - Using the PC and Net to Nurture Creative Problem Solving
Road Map
What You'll Learn in This Chapter

How to use real-world and virtual-world activities to teach creative problem-solving skills

How to use open-ended media to teach creative problem-solving skills

What the experts say about the PC and the Net as educational tools

Why teaching your child creative problem-solving skills should be an important goal

This chapter contains many ideas for ways to nurture creative thinking and problem solving. We'll give you some ways to start practicing these skills with your kids through real experiences with nature and science, with art media, with real and play money, and with foods and kitchen experiences.
At the same time, we will be emphasizing ways you can help kids practice critical-thinking skills when you encourage them to compare, evaluate, and make choices. This chapter focuses on ways to enhance or expand on creative-thinking skills by using the PC and the Internet with your children.

What Is Creative Problem Solving, and Why Is It Important to e-Parents?
        Creative problem solving is a special kind of thinking which we call process thinking. It's the kind of thinking kids do when they put different bits of information together and process it to figure out something. It is the kind of thinking children are doing when you can see the wheels turning in their heads. You're a parent; you know what we mean.
        Creative problem solvers are also divergent thinkers. They are always open to possibilities. They see many sides to a question, many "right" answers, and many ways to solve a problem. The world our e-children will inherit will need leaders who are divergent thinkers, doers, and creative problem solvers.
        E-parents know how important creative problem solving is to their children's success as adults and want to give e-children experiences that help them practice this kind of thinking.
        The kinds of experiences that promote problem solving or "figuring it out" are discovering, creating, inventing, constructing, comparing, classifying, and experimenting.
        Notice that these are hands-on experiences. Children get even more out of these experiences when e-parents are involved, and when they ask open-ended questions and make comments that encourage and expand the child's thinking process.

Open Ended Questions

Open-ended questions have more than one answer, and the person asking the question should not know the answers he or she will get. The answers may not be what you expect! Open questions perciptate (or you could say "are catalysts for" imagination and process thinking.

What is this color? is a closed question. How does yellow make you feel?" and What do you think will happen if we[el]? and What are some things we can do with this color? and What does red make you think about? are all open questions. As you see, open questions encourage real thinking, not rote answers. E-parents can and should stimulate creative problem solving by asking children open questions often. Most 3 year olds respond to them well; fours and up love them.

Whenever the child must imagine something, such as moving an object in his or her mind to a different place before answering the question, the open question is more advanced and sophisticated. More process thinking is required.

Consider this example: "You told me lots of things you can do with this table. But what if you had this table at your house? What would you do with it there?" You can see that the use of imagination makes the thought process more complex. This type of question is like a riddle, and four and five year olds love open questions as much as they love riddles. Children ages ????4 and 5 love riddles-type questions. Riddles are also good ways to stimulating process thinking.

Just playing Mozart for babies or young children will not produce thinkers and problem solvers. In fact, some scholars are now questioning the validity of the "Mozart effect." New studies are in the works (the original study was done with college students).
Hearing classical music from a very early age is great and has been found to calm "hyper" babies, but learning for young children is still based on doing, not on listening or watching.

Adults Benefit, Too:

Even adults remember only about 50% of what's presented when they hear or read about it, but they retain 90% when they do something.

        Research has proven that even babies do cognitive or process thinking as they assimilate knowledge about their world through the senses, and they also learn from experimenting and trial and error. Young children are born eager to learn and are learning all the time, no matter where they are.
        And they are not passive learners; they are not "sponges." No, they are active learners, more like Pac Man, gobbling as fast as they can. It's up to e-parents to make sure that their children are learning the right things.
        One more thing. As you may have guessed, creativity and cognitive thinking are related. Both kinds of thinking and doing require open attitudes and divergent thinking processes, which is why creative experiences are so good for kids. These experiences stimulate and reinforce process thinking.
        So what does all this mean to e-parents? We hope you will agree that creative problem solving is a good skill for your kids to know and that you will want some tips on how to nurture this skill. This chapter includes examples of creative problem solving activities that start with a real-world event and expand into the e-world, and vice versa.

How to Nurture Creative Problem Solving by Blending Real-World and Virtual-World Activities
        Creative problem solving surfaces in daily life in many ways. It may mean looking at something from a different perspective, or using a material in a new way, or constructing something completely original to "fix" something else. People of all ages are full of creative problem solving potential, and kids are no exception.
        e-Parents can help their children sharpen their creative problem solving skills in the real world and in the virtual world. Sometimes an interest is sparked on the Net that the child can carry into the real world with an engaging activity. Just as often, a real world project can be enhanced with an online activity.
        Children practice their creative problem solving skills when they use open ended media, when they make natural science discoveries, when they do science experiments, when they pretend, and even when they help in the kitchen. In many of these real, hands on experiences, the internet can play a part.

EXCERPT 3
MODELING Chapter 6

The aspects of self-discipline that we believe are most important to e-Parenting are your modeling, your ability to set limits and expectations, your ability to teach critical thinking by using logical consequences, and your encouragement of responsibility. E-Parents should reinforce these strategies with constructive comments and with descriptive praise.

NOTE The patterns of guidance you put in place during the early and the elementary school years will be there in the teen years when the challenges will be greater. Start today to do smart e-parenting that teaches self discipline and responsibility; don't wait.

Modeling teaches more than words can teach. Children learn more from what you do than what you tell them to do. Let them see you using self-control, taking responsibility for your own actions, and treating others with respect and good manners. Let them see that you love learning new things and let them see you using the PC and Net in appropriate ways. Don't just use it; help kids see the ways you use it!

Do you tell kids any of the ways the Internet helps you in your work or with your finances, or in household matters, or in planning family events? Do you share interesting things you learn from the Net? Do you show kids ways to have fun on the Net as they're learning something new?

Do you use the PC and the Internet with your kids as a way to spend quality time together and have fun? Do you explain ways you save time by using the PC and Net so that you have more time to spend with the family? Do you show them how to save time with schoolwork by using the Net?

Your PC and Net modeling can also teach kids critical thinking and get them to practice it. Do you model how to use the Net as a tool for gathering information? Do you show kids how to use more than one source in gathering information?

Do you help kids learn to evaluate Internet information, that is, to ask themselves questions about the source of the information, how old it is, or how it compares to other materials they find? Learning to assess and evaluate information is critical thinking! Critical thinking helps kids make self-disciplined and responsible choices.

SAMS Teach Yourself e-Parenting Today, Petersen & Petersen

EXCERPT 4
EVALUATE WEB SITES AND TEACH KIDS TO DO THE SAME. Chapter 8

We hope you will gather information from many good sources when you make your parenting choices. We want you to find enough Internet parenting information to make INFORMED choices, and teach kids to do the same. Get comprehensive information from several sources. Evaluate the web sites you review for information.

How to Spot Good Sites: Use a Checklist

We think that everyone should have some sort of framework for evaluating Web sites, whether they are parenting sites or any other type of site. We hope that the following checklist will help e-Parents choose and evaluate appropriate parenting sites.

You can easily modify this checklist and use it to evaluate other kinds of Web sites. Using this checklist as a starter, you can make a simple checklist for your kids and help them use it to evaluate some of the sites they visit. Using questions in a checklist helps kids practice their critical-thinking skills.

You will quickly internalize this eight point list as you explore and evaluate sites with your chidren. Here are the eight points in short form:

1. Approach

2. Child development

3. Credentials

4. Sponsor

5. Content

6. Navigation

7. Links

8. Contact

Let's look at these points one at a time.

What's the Approach?

What we mean by approach is the style of writing and how it makes you feel as the reader. Is the style rigid and didactic or patronizing?

Does the approach or style of writing make you feel like you're in college reading a textbook? Are you seeing lots of big words, long sentences, and educational jargon? Some parenting sites are like this, and they may or may not be what you want.

Does the approach make you feel comfortable, and does what you are reading seem like practical, commonsense information? Those are the kinds of parenting sites that most parents like best and use often.

However, to evaluate a site critically, you have to look beyond its style and approach.

Child Development Knowledge

We think that parenting information should be based on knowledge of what children are like and how they learn. Sometimes a parent with lots of experience can share information with others on a Web site but still have no knowledge of child development other than his or her own personal experience and observation.

We believe that personal parenting experience is important; it adds the practical commonsense elements that people need if they are to apply the information to real life. However, we also believe that the information should be rooted in the child development knowledge available in the early childhood or child development/family life fields.

For example, we would hope that particular advice is based not only on one person's experience but also on thousands of other cases in which it has worked.

When professionals in the field of parenting offer advice, they base it not only on their own experiences with children but also on the experiences of hundreds of parents with whom they have worked.

In addition, professionals base their advice on what the profession has learned in more than 50 years of study and research about children and how they grow. As you read through a site, look for clues that the person giving you parenting information has a child or human development background as well as actual experience.

EXCERPT 5
ONLINE SAFETY Chapter 9

Even if parents choose to use filters, if they want their children to be able to live successfully and safely in an e-World, parents cannot avoid their responsibility. They must still teach kids about potential dangers and how to cope with them. They must still teach kids to use critical thinking skills to evaluate information and make wise choices.

It Won't Go Away If You Close Your Eyes

Of course, there are always a few parents who just won't have a PC in their homes. They choose to ignore the fact that even if they never become computer literate, their children will be and will live and work in the e-World. And some parents who do have PCs may pull the plug and not let their kids use them. This attitude is totally unrealistic and rather dangerous. Avoiding the e-World and denying its many opportunities for positive discovery and learning is not in a child's best interest. We are all e-Parents; let's be the best e-Parents possible.

Open the Back Door (or Maybe a Window)

Some families have adopted another long-term approach to teaching Internet safety to kids: the middle-of-the-road approach. This system supports filters (along with rules for limiting Net access to "safe" sites, child-safe browsers, and so on) as useful tools for young children� children who are just beginning to use the Internet but who have not yet developed all the critical-thinking skills they need to make safe choices.

In this some-doors-open system, ongoing parent involvement, e-Parenting basics, and good parent-child communication are essential.

As they begin to use the PC and Net with this approach, children's experiences would be something like learning to ride a two-wheeler bike. Children would use the filters and the safe sites as training wheels, and their parents would watch carefully to see when those training wheels can come off.

As children grow into beginning drivers, there is dual control; parents drive with them until they can go solo. Children will undoubtedly make some mistakes, but because good parent-child communication is in place, the kids will come to their parents with these fender-bender mistakes or concerns, learning better and better Internet superhighway driving skills through experience.

As kids mature, more driving freedom (freedom of access) is allowed. In the interim, e-Parents have helped their kids to internalize critical thinking skills and self-discipline. We can see why, in this approach, e-Parenting involvement and parenting basics are essential. For example, who decides when kids are ready for dual driving or free access? Who supervises this transition? We believe that parents, not the government or some third-party filter manufacturer, should make these important decisions.

In this long-term approach to self-disciplined protection, e-Parents will need comprehensive information to make good choices about filters and access to information, as well as a good handle on their own beliefs. And because each child is unique, parents will have to make decisions based on what they know about the maturity of their individual children.

The Bottom Line

We come back to the fact that, with any of these three approaches, if you want to raise successful e-World kids, you have to understand the issues, gather information, and take responsibility. You have to be involved with your kids' developing use of these technologies from the get go.

No matter which avenue you take to the information superhighway, you still have to teach children how to use the PC and Net in appropriate ways.

We think that to make informed choices about these issues and to take responsibility for them, e-Parents need all the information they can get. Ignorance is dangerous because it makes you vulnerable. Knowledge is empowering. Knowledge lets you make informed choices and act on those choices.

Actually, groups representing differing sides or opinions on Internet safety issues do agree that parents should be informed and that the responsibility for choices about the use of the Net is up to the individual family. This agreement has been the starting point and touchstone for some cooperative efforts to address these issues.

Next�Online Safety Resources

REVIEW 1
Michael Pastore, Editor
BookLovers Review
booklovers@mail.com
http://www.cpsweb.com/youthtopia/blreview.htm

People who write about technology come in two varieties: the technophobes and the technophiles. The t-phobes argue that technology is diminishing the quality of human life. The t-philes assert that technology will bring us a new state-of-the-art paradise on Earth. The tech-haters include heavyweight social thinkers such as Neil Postman (THE DISAPPEARANCE OF CHILDHOOD and TECHNOPOLY); Sven Birkerts (THE GUTENBERG ELEGIES); and Jane Healey ENDANGERED MINDS and FAILURE TO CONNECT).

Among the tech-lovers we should name Harley Hahn (HARLEY HAHN TEACHES THE INTERNET); Esther Dyson (RELEASE 2.1); and two authors who I've just discovered, Evelyn Petersen and her daughter Karin. Their new book, E-PARENTING, explains how using computers and the Internet can enhance our parenting skills.

Petersen and Petersen have set themselves two difficult goals: to counsel about parenting in general, and to explain how the Internet can help to forge a friendly relationship between parents and kids. In both these areas they have succeeded admirably. The person-to-person sections contain parenting advice which is savvy, compassionate, and sensible. The chapters about computers are clear, balanced, and written expertly.

The book contains excellent sections about many issues, some well- publicized and others little-known. How can children use the Internet to make friends worldwide? What does every parent need to know about the various aspects of Internet safety? How can using computers build family togetherness? Which web sites offer the most pertinent parenting activities and advice? ... I was especially impressed with Petersen's 40- page Appendix titled 'A Brief Guide To Child Development.' This section is eminently useful as a gage for helping us to understand what is "normal" (and abnormal) for children at various ages and stages of growth.

Ready or not, the Internet is here in our schools and homes. Computers are powerful tools, and -- let us not forget -- potentially dangerous ones. Children unsupervised, or children who receive poor computer instruction, will become at best technologically illiterate, and at worst harmed by misuse and over-use of these tremendous tools. Fortunately, for kids are who receive the right training, the Internet offers many remarkable benefits. The great virtue of E-PARENTING is the way it teaches us to use technology well, while reminding us that creating a caring and enjoyable relationship with our children is the most important parenting skill of all.

REVIEW 2
David Katzner
President, The National Parenting Center
www.tnpc.com

The multi-generational authors deliver an insightful, obviously exhaustive work, which introduces the concept of e-Parenting with clarity and sensitivity.

For those of us facing the responsibility of raising children in the new millennium, this book is a treasure trove of helpful guidance. A wonderful combination of information and advice that is concise and practical while at the same time is on the cutting edge of our information age.

Using technology to enhance the parenting experience, while it would probably give our grandparents a coronary, is as practical today as Castor Oil must have been at the turn of the previous century. There is a misconception that e-Parenting means less hands-on involvement and interaction between parents and children. The authors shatter this myth by emphasizing that his brave new e-World is one to be shared, embraced and celebrated together.

The wealth of information and resources included here makes this book an invaluable tool. The care and enthusiasm of the authors makes it a pleasure to experience. It's scary to think of the hours the authors must have spent crawling around the Web for worthwhile sites to include and review. Lucky for us they did! It is their thorough work that makes this book one you'll want to keep handy the next time you log on.

What a clever, and important idea to write a book about e-parenting. The Petersens give us enough information and enough resources including important web-sites to find anything we want to know -- from discipline and other parenting issues for parents to stimulating and thought-provoking games and exercises for their kids. In addition to the wealth of information given, we are helped to sift through and evaluate choice of existing web-sites so we can make responsible and informed choices of our own and help our kids learn how to choose and evaluate from the array of information available to them on the web as well.

I especially like the way the Petersens relate the child's e-world to his or own real world and how, for example e-friends, while important, must not replace school friends; e-homework help should not replace the library, a real book, or personal parent support.

In short, parenting by internet, while a tremendous addition, must not be a substitute for our personal and interpersonal worlds. The Petersens help us do that. Nice touch

I heartily recommend this book. It gives plenty of tips & tidbits on how time spent with your child on the Internet can be a top-notch experience for you both. Tonight, while exploring sites recommended in this book with my 7-year-old daughter Hannah, we came upon a science site with a geography game. We clicked "Easy" and saw a map of the United States with one state highlighted and 4 clickable possibilities from which to choose. Hannah called, "I'll get the globe!" hopped up out of her seat and retrieved the globe. She delightedly located the correct answer, time after time. I was impressed with how the game on the Internet sparked her interest and, just as author Evelyn Petersen says, inspired the child to connect with the world around her. Plus, it was a fun time for us both! What's more, Petersen organizes the book in a way I gratefully appreciate. Her numerous web site recommendations are listed in the back by chapter for easy reference, a nice touch. This feature alone is well worth the price of the book. In all, a five star report from this family

Joey wants a dog, but he can't decide which breed.
     With his parents' help, he searches the Internet for information
about dogs. He learns about the temperaments of various breeds, sees pictures of them and learns the
advantages and disadvantages of owning or caring for each one. Armed with this new knowledge, he makes an informed decision.
     Sarah wants a dog, too, but her mom doesn't think she's responsible enough to care for one.
    Mom decides to let Sarah adopt a Dogz, a virtual pet that will romp about her computer desktop and do tricks. Sarah will have to groom, train, exercise and feed her Dogz. If she neglects it, the Dogz will run away. If Sarah proves she can be responsible for a dog in the virtual world, Mom has agreed to allow her to have one in the real world.
     Welcome to our brave new e-world. These two scenarios demonstrate how parents can use technology to help teach their children valuable life skills like responsibility and critical thinking.
     "We live in a blended world - real and virtual," said Evelyn Petersen, a nationally known parenting columnist, author and child and family advocate. "As a parent, you use every opportunity to do good parenting. The PC and 'Net are additional tools to use."
     Petersen, 64, and her daughter Karin, 34, wrote "Sams Teach Yourself e-Parenting Today," a book that explains how using computers and the Internet can enhance parenting skills. Their goal was to blend the challenges of today's e-world parents with solid parenting practices that have stood the test of time.
     Evelyn's perspective is based on 40 years experience in child
development, family life and education. Karin, a graphic designer and Evelyn's Webmaster, grew up using a computer and is comfortable navigating the e-world.
     "I could not have written this book without her e-world perspective any more than she could have written a parenting book without my perspective," Evelyn said.
     The Petersens give a flood of examples for how to piggyback real-world experiences with virtual-world ones and vice versa. For example, suppose you and your child are hiking through the woods, and you come across a crop of colorful wildflowers growing in a clearing. Maybe you see an unfamiliar bird or a beaver building a dam. When you get back from the real-world hike, you can take a virtual hike and learn more about those colorful wild flowers, that unfamiliar bird and busy beaver.
     Likewise, an interest can be sparked in the virtual world and carried into the real world. For example, maybe your child discovers a recipe for play dough on a Web site. He can print the instructions, and you can make the play dough together.
     The Petersens also suggest using the Internet as an avenue for advocacy. Because the Internet connects us to the world, it's easy for children to become involved with special causes, from helping to save an endangered species to fighting poverty.
     "Advocacy helps kids learn about taking a stand and being proud of it," Evelyn said. "It teaches kids that the work and self-discipline it takes to make a difference is worth the effort."
     The Petersens also explore ways the computer and Internet can enhance family time. For starters, they strongly recommend placing the computer in an area shared by the whole family.
     "I think of the PC and 'Net as a toaster," Evelyn said. "It's a family appliance, another avenue to do things together. It's got to be in a den, kitchen, someplace where it can be shared."
     Placing the computer in a common area not only eliminates isolation of family members, it also allows parents to keep an eye on the screen minimizing safety concerns.
     That's not to say that parents shouldn't be concerned about safety. In fact, the Petersens caution that the use of technology without the ability to make wise choices can cause serious problems.
     "The school will teach kids how to click and point and use the technology, but it will not teach them to make wise choices concerning themselves and others," Evelyn said.
     Good parenting will help children learn to make wise choices that prevent problems.
     "There is too much unlimited access for information out there," Evelyn said. "This is why you need to teach kids critical thinking. They need to learn how to evaluate information and make wise choices."
     When it comes to the debate over Internet censorship, there are a couple of different camps. In one camp are those who believe that if we show children all the neat stuff on the Internet, everything will be fine. They won't bother with the bad stuff because they'll be too busy accessing the good stuff.
     In the other camp are those who protect their children by using software or filters that prevent access to sites that contain certain words embedded in the text. These parents don't have to teach their children as much as other parents do about evaluating information because they are making a lot of the choices.
     The Petersens recommend a camp somewhere in between. They suggest using filters for very young children who are just beginning to use the Internet but have not yet developed all the critical thinking skills they need to make safe choices. As kids grow in independence and maturity, they should be allowed to make more choices on their own.
     "It's like teaching your child to drive a car," Evelyn said. "Little by little you let them have the wheel. Eventually you let them go solo. They know you're there if they have any problems, but you're letting them drive that Internet highway on their own."
     The Petersens believe that praising good choices as children grow in responsible use of the computer and Internet will strengthen appropriate use of the technology.
     "There's nothing as good as the filter in your head to make the right choices," Evelyn said. "We cannot
make technology go away. We need to use it, not be used by it."

I WANTED TO HELP TODAY'S PARENTS TO BE MORE EFFECTIVE IN USING BOTH THE REAL AND VIRTUAL WORLD TO (REACH THEIR PARENTING GOALS OF RAISING KIDS) RAISE KIDS WHO HAVE SELF DISCIPLINE, SELF ESTEEM, PEOPLE SKILLS, PROBLEM SOLVING SKILLS, AND A SENSE OF RESPONSIBILITY TO THEMSELVES, FAMILY AND THE WORLD WE LIVE IN�.I WANTED TO HELP PARENTS RAISE KIDS WHO HAVE THE CRITICAL THINKING AND LIFE SKILLS THEY NEED TO MAKE WISE CHOICES THAT ARE IN THEIR BEST INTEREST AND IN THE INTEREST OF OTHERS. (HUMANITY)

MOST PARENTS TODAY SAY THAT IT'S HARD TO FIND QUALITY TIME TOGETHER AS A FAMILY. ..AND THEY WANT TO MAKE THE TIME THEY HAVE WITH THEIR KIDS REALLY COUNT. IN MOST FAMILIES THE USE OF THE PC AND NET IS PART OF DAILY LIFE. SO WHY NOT MAKE USE OF THE PC AND NET AS ADDITIONAL PARENTING TOOLS� YOU COULD LOOK AT THESE AS ADDITIONAL PLATFORMS FOR DOING GOOD PARENTING.

TODAY'S PARENTS WANT TO RAISE KIDS WITH STRONG VALUES, AN UNDERSTANDING OF RIGHT AND WRONG, AND LIFE SKILLS THAT WILL HELP THEM BECOME HAPPY AND SUCCESSFUL ADULTS. SINCE THE VIRTUAL WORLD OF TECHNOLOGY IMPACTS ALMOST EVERY ASPECT OF OUR LIVES, WE NEED TO KNOW HOW TO USE THAT TECHNOLOGY TO HELP US GUIDE OUR KIDS AND TEACH THEM WHAT WE BELIEVE THEY NEED TO KNOW.

WE DID NOT WRITE THIS BOOK JUST TO HELP PARENTS NAVIGATE THE INTERNET WITH THEIR KIDS AND ENJOY "NEAT" WEB SITES AND DO ONLINE ACTIVITIES TOGETHER�THIS BOOK AND THE PROCESS OF E-PARENTING IS MUCH MORE THAN THAT.

WE WROTE IT FOR PARENTS WHO WANT TO BE EFFECTIVE PARENTS� EFFECTIVE PARENTS RAISE KIDS WHO HAVE STRONG SELF ESTEEM, GOOD PEOPLE SKILLS, SELF DISCIPLINE, A SENSE OF RESPONSIBILITY AND AN ABILITY TO DO CREATIVE PROBLEM SOLVING. WE WROTE THIS BOOK TO SHOW PARENTS MANY WAYS THEY CAN USE THE PC AND NET ALONG WITH OTHER BASIC PARENTING TECHNIQUES TO TEACH KIDS ALL THESE SKILLS.

TECHNOLOGY ITSELF CANNOT AND WILL NOT EVER BE ABLE TO TEACH THESE SKILLS. TO MAKE THIS HAPPEN, PARENTS NEED TO BE ACTIVELY INVOLVED AS CHILDREN LEARN TO USE TECHNOLOGY. TODAY'S KIDS WILL HAVE NO PROBLEM WITH TECHNOLOGY ITSELF, AND MOST WILL SURPASS PARENTS IN THE USE OF THE PC AND NET.

YOU SEE, THE E-WORLD GIVES KIDS UNLIMITED ACCESS TO INFORMATION, BUT IT DOES NOT TEACH THEM WHAT INFORMATION TO CHOOSE AND TO USE. UNLESS THEY LEARN TO DO CRITICAL THINKING AND EVALUATE INFORMATION, IT WILL BE DIFFICULT FOR THEM TO MAKE WISE CHOICES CONCERNING THEMSELVES AND OTHERS.

WE WROTE IT TO HELP PARENTS HAVE FUN WITH THEIR KIDS AT THE SAME TIME THEY TEACH KIDS THEIR VALUES. WE WROTE TO SHARE E-PARENTING IDEAS THAT HELP PARENTS LISTEN AND TALK WITH KIDS AT THE SAME TIME THEY TEACH KIDS WHAT THEY BELIEVE IS IMPORTANT IN LIFE. WE WROTE IT TO SHOW PARENTS HOW TO USE BOTH THE REAL AND THE VIRTUAL WORLD TO TEACH KIDS LIFE SKILLS AND CRITICAL THINKING SKILLS THAT THEY NEED.

2. Why did you write this book with your daughter. What is her occupation? Does she have any children of her own?

WHEN I WAS APPROACHED BY MACMILLAN TO WRITE THIS BOOK, THEY TOLD ME THEY WANTED MY "VOICE" THE ONE THEY HEAR IN MY COLUMNS �17 YEARS�THAT IS BASED ON WHAT WE KNOW ABOUT KIDS AND THAT IS STRAIGHTFORWARD CANDID AND PRACTICAL ADVICE, NOT JARGON I ALWAYS GIVE PARENTS ADVICE THEY CAN USE, NOT STUDY. MACMILLAN EXPLAINED THAT THEY WANTED A REAL PARENTING BOOK, BUT THAT THEY ALSO WANTED TO SHOW WAYS TO ENHANCE PARENTING WITH THE USE OF PC AND NET. EG THEY WANTED EXAMPLES OF WAYS TO BLEND BOTH REAL AND VIRTUAL EXPERIENCES IN ORDER TO TEACH KIDS THE THINGS PARENTS WANT THEM TO LEARN.

I SAID I COULD NOT WRITE THAT TYPE OF BOOK BECAUSE I KNEW SO LITTLE OF THE E-WORLD MYSELF AND WAS NOT REALLY AWARE OF ALL THE OPPTYS FOR PARENTS THAT WERE REALLY AVAILABLE�I HAD MISGIVINGS�.DID NOT WANT TO PROMOTE USING THE PC AND NET IN WAYS THAT WOULD ACTUALLY DISTANCE KIDS FROM THEIR PARENTS�WORKING ALONE AND SURFING AND CHATTING ETC CAN DISTANCE PARENTS AND KIDS INSTEAD OF BRINGING THEM CLOSER.

BUT MACMILLAN WAS SURE I COULD WRITE THIS BOOK WITH MY DAUGHTER, WHO IS MY WEBMASTER, AND WITH WHOM I HAVE COLLABORATED ON ANOTHER BOOK AND ON ALL 12 OF MY PARENTING BROCHURES. SO WE TALKED ABOUT IT�KARIN HAS GROWN UP WITH THE PC AND NET AS IT HAS GROWN. IT IS PART OF HER DAILY LIFE. AND SHE WAS MOST PASSIONATE IN HER BELIEF THAT THIS KIND OF PARENTING BOOK WAS REALLY NEEDED.

SO WE AGREED TO TRY IT AND WE WORKED ON IT AS A TEAM�A MOTHER/DAUGHTER APPROACH MERGING HER 34 YEAR OLD'S E-WORLD PERSPECTIVE WITH MY 64 YEAR OLD'S CHILD DEVELOPMENT/PARENTING SPECIALIST PERSPECTIVE.

WHAT WE HAVE CREATED IS UNIQUE�NO OTHER PARENTING BOOKS HAVE ATTEMPTED TO DO THIS�TO GIVE PARENTS GUIDANCE THAT IS SO APPROPRIATE TO TODAY'S E-WORLD.

WE GIVE THEM THE BASIC TIMELESS GOOD PARENTING INFORMATION FROM MY 40 YEARS OF EXPERIENCE �BUT IT IS SEEN THROUGH NOT JUST MY EYES BUT HERS. SHE KEPT ME ON TRACK WITH EVERY PARAGRAPH, EVERY EXAMPLE, MAKING SURE WHAT I SAID WOULD RELATE TO TODAYS' PARENTS AND KIDS. WE BRAINSTORMED TOGETHER FOR CONCEPTS, EXAMPLES, ACTIVITIES WEB SITES, �EVERY ASPECT OF EACH OF THE 10 CHAPTERS. THIS KIND OF PARENTING BOOK COULD NOT HAVE BEEN WRITTEN WITHOUT THIS KIND OF TEAMWORK/PARTNERSHIP. WE ARE PROUD OF OURSELVES FOR THE BOOK AND FOR BEING ABLE TO DO IT TOGETHER.

KARIN IS 34 AND LIVES NEAR ATLANTA MJD163@BELLSOUTH.NET SHE IS NOT A PARENT, BUT SHE TREATS HER 4 CATS AS KIDS. SHE WORKS AS A GRAPHIC DESIGNER FOR A PUBLISHING COMPANY AND SHE ALSO DOES FREE LANCE WEB SITES AND ILLUSTRATION. SHE COLLABORATED WITH ME ON MY EARLY CHILDHOOD DELETE ITALICS BOOK, "A PRACTICAL GUIDE TO EARLY CHILDHOOD PLANNING" ALLYN & BACON.

KARIN IS MY WEBMASTER, AND DESIGNED THE SITE 3 YEARS AGO. FOR 5 YEARS SHE HAS BEEN IN CHARGE OF MY DIRECT MAIL OF OUR 12 PARENTING BROCHURES�WHICH SHE CREATED, BASED ON MY WRITING ABOUT THESE TOPICS�THEY ARE BASED ON THE QUESTIONS PARENTS ASK THE MOST OFTEN.

3. How can a family use the PC as a family togetherness tool? Give suggestions of ways to do this.

THINK OF THE PC AND NET AS A FAMILY APPLIANCE LIKE A PHONE OR TOASTER OVEN�.EG PUT IT IN YOUR DEN, KITCHEN, LIVING ROOM, NOT OFF IN A ROOM BY ITSELF�SHARE IT, NOT JUST LITERALLY, BUT SHARE THE FUN OF USING IT TO LEARN, DISCOVER, AND ENHANCE FAMILY LIFE. DO ACTIVITIES TOGETHER FROM EARLY ON, SHOWING KIDS THAT THIS IS VALUED AS AN AVENUE TO DO THINGS THAT ARE FUN OR USEFUL "TOGETHER" WHEN YOU START PUTTING THESE PATTERNS IN PLACE EARLY AND DO IT CONSISTENTLY, YOU DON�T RUN THE RISK OF HAVING THIS TECH ISOLATE AND DISTANCE FAMILY MEMBERS. ..WHICH CAN ALSO LEAVE KIDS OPEN TO ONLINE SAFETY PROBLEMS.

� USE THE PC AND NET TO KEEP IN TOUCH MORE EFFECTIVELY WITH FRIENDS AND FAMILY MEMBERS. EMAIL, PHOTOS, PLANNING TRIPS, AND PLANNING/ARRANGING REUNIONS

� USE THE PC AND NET TO FIND OUT ABOUT ISSUES, OR FIND A CAUSE THAT THE FAMILY IS INTERESTED IN AND CAN WORK ON TOGETHER AS ADVOCATES. NET IS WONDERFUL VEHICLE FOR ADVOCACY.

� USE THE PC AND NET TO LEARN MORE ABOUT OTHER CULTURES, HISTORY, MUSIC�ANYTHING THE FAMILY IS INTERESTED IN..AND HAVE KIDS HELP IN THE SEARCHES AND SHARE WHAT THEY FOUND.

3. How can parents use computers to teach:

a. Creative problem skills
CHAPTER 3 HAS MANY EXAMPLES OF WAYS TO DO BOTH REAL AND VIRTUAL WORLD ACTIVITIES WITH NATURE, SCIENCE, MONEY, AND COOKING �TO HELP KIDS PRACTICE OBSERVATION, CRITICAL THINKING, MAKING CHOICES, EXPERIMENTING, MAKING CONCLUSIONS. An activity might start with simple real world nature observations about weather and expand to many new ways to observe and do weather/nature experiments from what is learned on the Net. It might start with making your own playdo, and expand to further experiences with art media learned about on the Net. It might start in the real world with a drawing and expand to using the tools of the PC and Net to create virtual art�and even have it displayed on the www with art from other kids all over the world.

OUR BOOK EXPLAINS TO PARENT EXACTLY HOW THE CREATIVE PROCESS HELPS KIDS PRACTICE CRITICAL THINKING AND PROBLEM SOLVING�SKILLS THAT THEY WILL NEED IN THE E-WORLD. IN ALL THE EXAMPLES ABOUT SCIENCE, MONEY, COOKING AND CREATING IN CH. 3, WE SHOW PARENTS THE WAYS THEIR KIDS ARE LEARNING LIFE SKILLS.

IN CHAPTER 8, THERE IS A CHECKLIST THAT KIDS AND PARENTS CAN USE TO EVALUATE WEB SITES�THIS IS ANOTHER EXAMPLE OF WAYS TO HELP KIDS LEARN TO DO CRITICAL THINKING AND EVALUATE INFO SO THAT THEY CAN MAKE GOOD CHOICES.

CHAPTER 4 IS ABOUT WAYS TO USE THE REAL AND VIRTUAL WORLD TO GIVE KIDS REAL SELF ESTEEM BASED ON FEELING BOTH CAPABLE AND LOVEABLE. SEE EXAMPLES, FROM SOMETHING AS SIMPLE AS CREATING PERSONAL SPACE FOR KIDS IN THE HOME TO PERSONAL SPACE ON THE PC�OR FROM IDEAS FOR SELF INITIATED PROJECTS FOR WHICH THE CHILD RECEIVES ATTENTION AND PRAISE�TO USING BOTH REAL AND E-WORLD OPPORTUNITIES TO GET KIDS TO MAKE CHOICES.

TO GAIN SELF ESTEEM YOU NEED TO FEEL CAPABLE ABOUT MAKING CHOICES..MAKING CHOICES INVOLVES RISK, AND COPING SUCCESSFULLY WITH RISK AND FAILURE IS PART OF GROWING AND PART OF SELF ESTEEM. . . PARENTS START WITH SIMPLE SAFE CHOICES AMONG OPTIONS PARENTS HAVE ALREADY LAID OUT�BUT BY USING THE PC AND NET PARENTS CAN TEACH KIDS TO GRADUALLY LEARN TO MAKE OTHER MORE IMPORTANT CHOICES AS THEY GROW IN INDEPENDENCE AND MATURITY.. PRAISING GOOD CHOICES AS KIDS GROW IN RESPONSIBLE USE OF THE PC AND NET STRENGTHENS APPROPRIATE USE OF THIS TECHNOLOGY.

IN CHAPTER 5 ARE MANY EXAMPLES OF WAYS TO TEACH PEOPLE SKILLS AND ALSO TO IMPROVE/STRENGTHEN FAMILY COMMUNICATION. THERE ARE EXAMPLES FROM REAL TIME FAMILY GAMES AND CONVERSATIONS TO VIRTUAL PENPALS, CLUBS, GAMES AND GLOBAL CHATS.

TIPS ON PREVENTING PROBLEMS WITH CHATS ARE ALSO CLEAR�.CHAPTER 9 IS ENTIRELY ON ONLINE SAFETY ISSUES AND PARENTING TECHNIQUES TO PREVENT PROBLEMS.

d. Teach discipline and responsibility (give example)
CHAPTER 6 IS ABOUT NURTURING SELF DISCIPLINE AND RESPONSIBILITY�LINKS BACK TO ONGOING COMMUNICATION AND GOOD RELATIONSHIPS BETWEEN PARENTS AND KIDS IN ALL ASPECTS OF LIVIING, INCL SHARING ONLINE ACTIVITIES.

CHAPTER STARTS WITH REAL WORLD PARENTING TECHNIQUES USING MODELING, SETTING LIMITS, AND TEACHING CRITICAL THINKING BY USING LOGICAL CONSEQUENCES FOR BEHAVIOR.

BUT DISCIPLINE AND RESPONSIBILITY GO HAND IN HAND, AND THE E-WORLD CAN HELP KIDS LEARN TO BE RESPONSIBLE, TOO. MANY OPPORTUNITIES TO LEARN ABOUT CRITICAL THINKING, MAKING CHOICES

EXAMPLE LEARNING ABOUT PETS AND DOGS, HAVING A VIRTUAL PET AND THEN USING THE NET TO CHOOSE A DOG ..AND THEN BEING RESPONSIBLE FOR IT IN THE REAL WORLD. SAME WITH EXAMPLE OF BEING BIG BROTHER OR SISTER�LEARN ABOUT ON THE NET TO PREPARE SO CAN DO IT IN REAL WORLD WHEN IT HAPPENS

WHAT I LIKE BEST ABOUT THIS CHAPTER IS THAT IT SHOWS WAYS CHILDREN LEARN TO BE RESPONSIBLE TO FAMILY, NEIGHBORHOOD, COMMUNITY AND THE WORLD. STARTING WITH HELP OUT HABITS AT HOME TO VOLUNTEER ACTIVITIES, TO LEARNING ABOUT CAUSES AND ADVOCACY ON THE NET.

"ADVOCACY HELPS KIDS LEARN ABOUT TAKING A STAND AND BEING PROUD OF IT. IT TEACHES KIDS THAT THE WORK AND SELF DISCIPLINE IT TAKES TO MAKE A DIFFERENCE IS WORTH THE EFFORT." WE GIVE EXAMPLES OF SIMPLE TO MORE COMPLEX WAYS PARENTS CAN INVOLVE KIDS IN VOLUNTEERING AND ADVOCACY BY USING THE PC AND NET AND SHOW PARENTS WAYS TO HELP KIDS FIND AND BE ADVOCATES FOR CAUSES THEY BELIEVE IN.

5. Define of e-world and e-parent.

HIGH TECH DOMINATES SO MANY OF OUR EVERYDAY ROUTINES THAT WE CAN CALL OUR WORLD AN E-WORLD OR ELECTRONIC WORLD.

AN E-PARENT IS NOT ONLY A PARENT WHO EXISTS IN THIS E-WORLD, BUT WHO IS ONE THAT IS AWARE OF THE IMPACT OF TECH ON KIDS AND THE FAMILY�AN IMPACT THAT CAN BE GOOD OR CAN BE DANGEROUS.

AN E-PARENT WANTS TO TAKE ADVANTAGE OF WAYS TO USE THIS TECH IN APPROPRIATE WAYS TO NURTURE AND TEACH HIS/HER CHILDREN.

AN E-PARENT USES TECH TO HAVE FUN WITH KIDS, AND ALSO USES IT WHEN POSSIBLE TO PASS ON VALUES, PROVIDE GUIDANCE AND TEACH LIFE SKILLS AND CRITICAL THINKING SKILLS.

6. What do you feel are the most important things about your book that
you would like to see highlighted?

I THINK THE MOST IMPORTANT THING IS BETTER SAID BY KARIN THAN I�BUT IT IS TO BE AWARE THAT IF WE DON'T USE THAT E-WORLD TO ADVANTAGE IN OUR PARENTING �AND USE IT TO DO BETTER PARENTING, OUR KIDS CAN REALLY GO DOWN MANY WRONG PATHS. THE EWORLD MAKES BOTH GOOD AND BAD PATHS TOTALLY ACCESSIBLE TO KIDS.

THIS MAKES IT IMPERATIVE THAT WE TEACH KIDS TO DO CRITICAL THINKING AND MAKE GOOD CHOICES. NO FILTER YOU CAN BUY FOR THE PC CAN DO THIS. NOTHING IS AS GOOD AS THE FILTER IN YOUR OWN HEAD THAT TELLS YOU THE CHOICES TO MAKE. AND GOOD PARENTING THAT TEACHES KIDS TO MAKE THE RIGHT CHOICES.

ALL 10 CHAPTERS OF THIS BOOK PRESENT AVENUES AND PERSPECTIVES, SPECIFIC EXAMPLES AND ACTIVITIES FOR DOING EFFECTIVE PARENTING THAT TEACHES KIDS TO MAKE GOOD CHOICES IN TODAY'S WORLD. NO OTHER PARENTING BOOK DOES THAT.

ANOTHER IMPORTANT THING THAT THIS BOOK HAS THAT NO OTHER PARENTING BOOKS HAVE IS AN APPENDIX THAT GIVES PARENTS DEVELOPMENTAL PROFILES�.WHAT TO EXPECT FROM KIDS AT EVERY AGE FROM 2 TO 18�PHYSICALLY, INTELLECTUALLY, EMOTIONALLY AND SOCIALLY�KNOWING WHAT TO EXPECT CAN REALLY HELP PARENTS WITH GOOD PARENTING
7. What do you think are the biggest challenges e-parents face?
MAKING THE TIME, FINDING THE TIME, COMMITTING TO THE TIME TO MAKE A DIFFERENCE IN THEIR KIDS LIVES�

THIS IS WHY THEY NEED TO PRIORITIZE AND TO CARVE OUT SOME REAL TIME EACH DAY FOR ONE ON ONE WITH KIDS AND FAMILY. AND IT IS ALSO WHY THEY NEED TO PIGGY BACK THEIR PARENTING ONTO THE VIRTUAL WORLD ACTIVITIES THEIR KIDS ARE INVOLVED IN ON NEARLY A DAILY BASIS�.EVERY BIT OF THAT TIME CAN COUNT.

8. Do you see any adverse effects of the PC and Internet?
YES�PARENTS WHO DO NOT SEE BOTH HE ADVANTAGES/OPPORTUNITIES AND THE POTENTIAL DANGERS CAN HAVE KIDS WHO ARE IN DEEP TROUBLE BEFORE PARENTS EVEN REALIZE IT. PARENTS NEED TO BE AWARE AND INVOLVED WITH ALL ASPECTS OF THEIR KIDS LIVES, INCLUDING VIRTUAL WORLD ACTIVITIES. I DON'T MEAN THEY SHOULD CONTROL THE KIDS COMPLETELY BUT TO BE A GUIDE AND PARTNER AS KIDS GROW IN MATURITY AND INDEPENDENCE.

TO BE SORT OF LIKE AN ADULT THAT SITS WITH THE KIDS DOING STUDENT DRIVING, USING THE OTHER STEERING WHEEL WHEN NECESSARY�EVENTUALLY LETTING KIDS DO THE DRIVING WHILE YOU WATCH, AND THEN LETTING THEM DO THE DRIVING OF THAT INTERNET HIGHWAY ON THEIR OWN, SOLO �KNOWING YOU WILL BE THERE FOR THEM IF THEY HAVE PROBLEMS.