Category: Love Learning

Fantastic Dinner Conversations – Year of the Horse

WARNING – There is a TON of stuff in this article. Take what you need and leave the rest. : )

Sometimes it can be a challenge to get kids to talk at the dinner table, especially teens. But having dinner conversations helps create a culture of togetherness and is worth the effort. This year marks the Year of the Horse. It begins on February 17, 2026, and will end on February 5, 2027. I know that seems odd compared to our calendar, but the moon cycle determines the dates each year. The Chinese New Year is a great jumping-off place for some happy dinner conversations.

In China, they use a zodiac based on a 12-year cycle to determine when the new year begins. To celebrate each new year, they have a 16-day festival. This year, the festival will culminate with a full blood moon, known as the Worm Moon, on March 3, 2026. This New Year’s festival is also known as the spring festival.

There’s much to talk about as we enter the Year of the Horse. As you ask good questions and share interesting information, you can get some great dinner conversations going and then expand them over the next couple of months.

Sample Questions

• Does China use the same calendar system we do?
• Do you know how China celebrates the New Year?
• Did you know that in China, there is an animal sign for each new year?
• Did you know that if you were born in the year of the horse, you would have cool characteristics?
(vitality, speed, perseverance, success, and be hardworking, warm-hearted, and independent)
• Have you ever heard of the Worm Moon?
• Do you have a favorite book about horses?
• Would you like to know what animal was on the zodiac the year you were born?

In this article, I’m sharing interesting and fun ideas so that as you take the leap and give this a try, you will have what you need. Below you’ll find information on the Year of the Horse, family learning ideas, family activities and games, and family reading.

Information on the Chinese New Year – Year of the Horse

The Chinese Zodiac, known as Sheng Xiao in Chinese, is based on a 12-year cycle. Each year in the cycle is related to an animal sign. These animal signs are the rat, ox, tiger, rabbit, dragon, snake, horse, sheep, monkey, rooster, dog, and pig. The zodiac is calculated according to the Chinese Lunar Calendar. The selection and order of the animals that influence people’s lives originated in the Han Dynasty (206 – 220) and is based upon each animal’s character and living habits. The spirit of the horse is the spirit of the Chinese people. They are always trying to improve themselves. This spirit is energetic, bright, warm-hearted, intelligent, and able.

People born in the Year of the Horse have ingenious communication techniques and, in their community, they always want to be in the limelight. They are clever, kind to others, and like to join in a venture career. Although they sometimes talk too much, they are cheerful, perceptive, talented, earthy, but stubborn. They like entertainment and large crowds. They’re popular among friends, active at work, and refuse to be reconciled to failure. Hmmm, could that be you? You can find more details about the year of the horse HERE.

Were you born in a Year of the Horse? You can find out what animal was celebrated in your birth year HERE. I was born in the year of the Ox, and my birthday on the Chinese lunar calendar is Dec. 23, 1949. According to the calendaring system we use in the USA, it’s February 9, 1950. Interesting.

Family Learning Ideas

Whenever there’s a special event in the world, such as a holiday, it gives you a wonderful opportunity to create learning experiences for your family, which then can lead to great mealtime conversations. Here are a few ideas to get you started with the Year of the Horse.

1. Take the time to discover each person’s animal sign.

2. Learn the difference between astronomy and astrology, and there is a big difference. That will help clarify why calendaring systems are different.

3. Study the country of China, the writing, the history, the culture, and the arts.

4. Since this is the year of the horse, learn about horses. Sharing facts or asking questions about horses to see what your family already knows would create great dinner conversation. Here are a few facts to get you going.

Fun Facts about Horses
• Horses can sleep both lying down and standing up.
• Horses can run shortly after birth.
• Domestic horses have a lifespan of around 25 years.
• Horses have been domesticated for over 5000 years.
• Horses are herbivores (plant eaters).
• Horses have bigger eyes than any other mammal that lives on land.
• Because horses’ eyes are on the side of their head, they can see nearly 360 degrees at one time.
• Estimates suggest that there are around 60 million horses in the world.
• A male horse is called a stallion.
• A female horse is called a mare.
• A young male horse is called a colt.
• A young female horse is called a filly.

5. Visit a nearby farm or petting zoo to see horses.

6. Watch “Miracle of the White Stallions” by Disney. I saw it as a young child, and I loved it! (Vienna’s famed Spanish Riding School – and its prized Lipizzan stallions – is threatened by devastating bombing raids and indifferent Nazi commanders. Despite the dangers involved in evacuating the magnificent animals, the school’s director and a handful of heroic citizens attempt a daring, life-threatening plan to move the stallions away from the ravages of war and keep the historic breed alive.)

7. Play a Game

Pin the tail on the horse (played like pin the tail on the donkey)
A picture of a horse with a missing tail is tacked to a wall within easy reach of children. One at a time, each child is blindfolded and handed a paper “tail” with a push pin or thumbtack poked through it. The blindfolded child is then spun around until he or she is disoriented. The child gropes around and tries to pin the tail on the horse. The player who pins their tail closest to the target, the donkey’s rear, wins.
Animal Charades
This is not just about horses; there are more animals than just horses in the Chinese Zodiac. This fun, old-fashioned kids’ party game has kids imitating their favorite animals. Each player takes a turn imitating an animal, while the other players try to guess which animal. The player who guesses correctly takes the next turn.
Hobby Horse Race
You can make a hobby-horse from a broom, a mop, a yardstick, a dowel, etc. They can dress up their “horse” using ribbon. Make the head from a paper bag. Decorate the horse’s face and put it over the top of whatever you are using for the body, and secure it with ribbon or string. Create a racecourse in your backyard: get them to run around the sandpit, under the trampoline, use the garden hose to map out a course, give them something to jump over- get creative, and it will be sure to keep the kids busy for a while.

8. Do a Craft – The crafts below need little direction. When needed, brief directions are given.

Tube Horses – made from painted toilet paper rolls. The legs and neck are pipe cleaners or construction paper.
Stick Horses – Have your child make a horse head. Attach them to yardsticks, empty gift wrap rolls, or wooden dowels, etc. Cut two heads from paper or use a paper bag, decorate, add yarn or felt mane, stuff with crumpled paper or not, add wiggle eyes or color them in, staple, add a stick, viola! Now the kids are ready for stick horse races.

9. Make Fun ‘Horse’ Food

Lunch for Hungry as a Horse Kids – Keep it simple. For lunch, serve apples and carrots, along with some Happy Trails mix (nuts, seeds, M&M’s). Throw in some chips and a sandwich.
Serve a ‘Horse’ Sandwich – What you’ll need:
• bread and filling (PB&J, lunch meat, etc)
• sliced cheese (for mane and tail)
• sliced ham
• string cheese
• peas (for eyes)
• celery (for legs)
• Raisins (for legs, spots, eyes)
The pictures should give you all the directions that you need. : )

Family Reading

If you have a family reading time, then read great books about horses, both fiction and non-fiction. If you don’t have a family reading time, try reading a chapter at a meal. You will eat cold food, but it isn’t forever. : ) Below is a short list of fiction, non-fiction, and kids’ books to get you started. There are also two Aesop Fables to share at a meal and then talk about. No reading needed. Remember the Year of the Horse lasts all year. : )

Story 1: Aesop used horses to teach life lessons. You can find these stories in any Aesop’s fables book. Here are two to get started. You can tell these at a meal, ask questions at the end, and get another conversation going.
The Horse, Hunter, and Stag – A quarrel had arisen between the Horse and the Stag, so the Horse came to a Hunter to ask his help take revenge on the Stag. The Hunter agreed, but said: “If you desire to conquer the Stag, you must permit me to place this piece of iron between your jaws, so that I may guide you with these reins, and allow this saddle to be placed upon your back so that I may keep steady upon you as we follow after the enemy.” The Horse agreed to the conditions, and the Hunter soon saddled and bridled him. Then, with the aid of the Hunter, the Horse soon overcame the Stag, and said to the Hunter: “Now, get off, and remove those things from my mouth and back.” “Not so fast, friend,” said the Hunter. “I have now got you under bit and spur, and prefer to keep you as you are at present.”

Moral: If you allow men to use you for your purposes, they will use you for theirs.

Story 2: The Horse and the Donkey
A horse and a donkey were traveling together, the horse prancing along in its fine trappings, the donkey carrying with difficulty the heavy weight in its panniers. “I wish I were you,” sighed the donkey; “nothing to do and well fed, and all that fine harness upon you. ”Next day, however, there was a great battle, and the horse was wounded to death in the final charge of the day. His friend, the donkey, happened to pass by shortly afterwards and found him on the point of death. “I was wrong,” said the donkey.

Moral: Better humble security than gilded danger.

Fictional Stories About Horses

• The Wild Little Horse by Ashley Wolff
• Girl Who Loved Wild Horses by Paul Goble
• All the Pretty Little Horses by Linda Saport
• Black Beauty by Mary Sebag-Montefiore
• Black Beauty: The Autobiography of a Horse by Anna Sewell
• National Velvet by Enid Bagnold
• The Black Stallion by Walter Farley
• Girl on the High-Diving Horse by Linda Oatman High

Non-fiction Stories About Horses

• The Kids’ Horse Book by Sylvia Funston
• I Wonder Why Horses Wear Shoes by Jackie Gaff
• Horse Heroes: True Stories of Amazing Horses by Kate Petty
• The True or False Book of Horses by Patricia Lauber

Picture Books About Horses

• The Girl Who Loved Wild Horses by Paul Goble
• Robert the Rose Horse by Joan Heilbroner
• Cowgirl Kate and Cocoa by Erica Silverman
• Every Cowgirl Needs a Horse by Rebecca Janni
• Fritz and the Beautiful Horses by Jan Brett
• Scamper and the Horse Show by Jessie Haas
• Leonardo’s Horse by Jean Fritz
• Cowardly Clyde by Bill Peet
• Facts About Horses: 50 Amazing Illustrated Facts for Kids by Amy Lyons

Remember, conversations in a family, at meals, in the car, etc., help create a culture of togetherness.

The Education Adventure – Be an Example & Remember the Spark

I mentored parents for many years. I enjoyed this work, the friendships I made, and the changes I saw in families. In the early days, I worked with families that were homeschooling. Later, I added parents who educated their children in private and public schools. One of the issues for all parents was how to help children/youth want to learn, enjoy the process, and take responsibility for their learning. No one system insulates parents from this dilemma. I began writing a series of articles titled The Education Adventure. These articles contained real experiences, from real families. Their stories are helpful when working to help children take on the adventure of education.

Important Questions

These are two questions that often surfaced while mentoring. The answers vary widely from family to family and from child to child. Observing how other families manage can assist in answering these questions for your family.

• How do you help them want to learn?
• How can you help children/youth take responsibility for their learning?

An Example from a Real Family

I had the privilege of working with a family who had an 11-year-old boy. Let’s call him Mike. They homeschooled. But as many of us do, even when our kids are in public or private school, mom pushed him. She wanted him to succeed. She wanted him to be proud of himself. Every day there was a lot of math, reading, spelling, science, etc.

This doesn’t sound much different from the mom who is using a private or public school, does it? At the end of the day, we feel responsible for how our children are doing in their schoolwork. It often feels as if the quality of their work shines a reflection on us, as parents. Are we helping them enough? Are we making sure they’re getting their homework done? Are they enjoying the education process? Do we feel overwhelmed with their school stuff and all the other things we manage?

Back To The 11-Year-Old

Mike had become somewhat belligerent about schoolwork, especially math. When his mom reached out to me, she didn’t think her son liked school. I was able to share information on how to make it feel more enjoyable and gave her some tools. They were helpful to her children, but we really made significant progress when I met with her son.

When I asked Mike how he was feeling about school, he said he liked it. He liked doing things as a family. He enjoyed reading together and alone. This surprised his mom. I asked him how he felt about math. He said he loved it; it was one of his favorite things. This also surprised his mom. Then I asked a pointed question, “Then why do you fuss about doing your math?” He responded that sometimes he wanted to read instead. I had to laugh. Doesn’t that sound like all of us? Sometimes you have things you need to do, but you want to do something else, and it makes you feel grouchy. It’s one of the reasons my daughter, Jodie, lets her kids take an occasional ‘sick’ day. : )

Since math had been the big issue between him and his mom, I asked him why he loved math. He replied that he liked working things out and solving problems. I said, “Then you would probably like architecture. It uses math to solve problems and work stuff out.” He said he loved architecture. This was something his mom hadn’t known. She had never talked with him about his math, except to ask if his assignments were finished. That week, she got books on architecture from the library and set them out. One day, they spent time together looking at pictures of famous buildings and talking about them.

Here’s another hard place many parents find themselves, as Mike’s mother had. We know what needs to be done, but we aren’t watching our children to see what interests them. We aren’t engaging in conversation. We’re not listening. We’re busy with life, and we want them to get their schoolwork done and do it well. However, when we ask questions and respond to what interests our kids, we help them connect schoolwork to their goals and dreams.

Mike’s mom and dad attended a seminar I spoke at a few weeks after we began working together. We had a conversation about their son and his math. Just that day, he had gotten mad at his mom over the math homework. He didn’t want to attend their family devotional or participate in family reading. He accused his mom of making him get behind in math because of all this other, unimportant family stuff.

I listened as the parents talked about the situation, and then I asked, “Why are you taking responsibility for Mike’s math?” His parents weren’t sure how to respond. I mean, don’t all parents manage their kids’ education and make sure they do the work?

At our interview, I asked Mike how he felt about overseeing his education, about being responsible for whether he learned math. He said he liked being able to choose what to study every day, but worried about being in charge. He said, “Sometimes I like having someone tell me what to do. It’s scary feeling I’m in charge.” Here he was fussing when his mom told him what to do, but he was intimidated by managing himself. This is the lesson everyone must learn, at some point, to live successful lives. It’s wise for kids to practice being responsible before starting high school, leaving home, or going to college. His mom saw that we can’t (and shouldn’t) do it all for our kids. They must learn to take responsibility. I’m watching this unfold in my own home this year with one of my teenage grandsons. Accepting responsibility is not always easy.

Let me share a powerful quote from an old friend, Oliver DeMille. “Freedom is the powerful, essential ingredient required for the development of courage. Students may become comfortable with being told what to learn and when to learn it. They may feel some fear or insecurity when offered the opportunity to choose. They may require time to engage in study of their own choosing. There is nothing more powerful for a child…than a loving and concerned mentor who frequently displays the courage to try, the courage to learn new things, the courage to endure as they struggle to acquire new skills and to flex mental muscles they didn’t know they had. Gentle invitations can be made for children to come along in the great adventure of education.”

I’ve written about the importance of parents continuing their own education (this can be in community classes, higher education, or good old-fashioned reading) because it builds confidence; confidence that the parent can learn and be an example to their family. It builds confidence in the child that they can learn by following the example their parents are setting for them. Parents need to model the behavior they want to see in their children.

I’ve also written articles on the value of seeing children’s sparks, what they are truly interested in, and how responding to those sparks can ignite a love of learning, which carries over into subjects they aren’t as passionate about. This is successful in all types of educational systems.

Ask Questions, Listen, & See the Spark

It’s hard to see sparks if we aren’t talking with and listening to our children. Mike loved math, but the only conversation he had with his parents about it was whether he had finished the worksheets. Think of all the wonderful ways this spark could be used to spur his desire to learn math on his own, to take responsibility for his education. His mom had followed up by getting books, and they were planning to visit an architect’s office to see what an architect does.

Sparks and your example are two things that can make a difference in your child’s personal education. You are the mentor for your children, regardless of where they attend school. It’s hard to convince your child that education matters if you’re not somehow engaged yourself. We can only invite our child to join us in the great adventure of education if we’re taking that adventure ourselves.

Remember what Dr. DeMille said, “There is nothing more powerful for a child than a loving and concerned mentor who frequently displays the courage to try, the courage to learn new things, the courage to endure as they struggle to acquire new skills and to flex mental muscles, they didn’t know they had. Gentle invitations can be made for children to come along in the great adventure of education.”

So, learn to tie fishhooks, learn cake decorating, take up Spanish, begin sewing, attend a community education class, or have a book in the bathroom that you read daily. Let your children see you learning. Talk to them about the challenges and joys, and they will begin to share their feelings with you. This makes for great dinner conversations. When you make this effort, it can ignite a love of learning and a desire to take responsibility. I’ve seen this work over and over again.

What will you learn or read next?

How Being Inspired Transforms the Quality and Effectiveness of Our Education

Inspiration To Become A Cake Decorator

When I was in ninth grade, I moved to Salt Lake City. I was intimidated by the size of the building, the number of students, and how challenging the work was. My grades dropped into the bucket. It was a long year!

At Easter, I noticed a beautiful sugar egg in the home economics room. It was the upcoming project. I asked if the ninth graders were going to do it, only to find that it was reserved for the Juniors and Seniors. I knew I would never get to make one because we moved too often.

I wanted to make that egg. I asked the teacher if I could please have a copy of the directions. She gave them to me. I had been INSPIRED, and the teacher had responded.

I had none of the hard materials needed for the project. So, I improvised. Instead of a plastic egg mold, I used an empty Leggs nylon container. Instead of pastry bags, I used bread sacks with a hole cut in a corner. Instead of plastic bunnies and chicks, I used hand-drawn figures. My mom had those eggs for years. They were terrible! I was happy with them and thought they were beautiful. This initial inspiration and desire began a 50+ year love affair with cake decorating.

One of the most enjoyable things I did with this decorating spark was teach thousands of children and adults to make gingerbread houses. My family and I gave hundreds away to homeless shelters and community centers. I taught all my children and grandchildren to make them. Every year, I helped my kids help their friends make gingerbread houses in their school classes. I’ll bet you can tell this became a family tradition. In fact, just this Saturday, Jodie went to Maggie’s special needs class, and they all made a gingerbread house.

Just Before Christmas Essay Competition

I am sharing this story of my fascination with decorating because in 2010, I hosted a Just Before Christmas Essay Competition. The prize was a kit so the family could do this wonderful activity.

The topic was The Inspiration Connection: How Being Inspired Transforms the Quality and Effectiveness of Our Education. The winner was a friend of mine who lived in Nevada. Her boys were older teens. I sent the kit, and they all had a fabulous time making their houses.

Jody Jarvis was a homeschool mom. However, her beautiful essay applies to all families regardless of how you choose to educate your kids. It applies to school subjects and anything we want to inspire our kids to learn or participate in. When decorating came into my life, I was inspired. Jody shares a great example of how inspiring her kids and being an example increased their desire to learn and participate in a family activity.

All these years later, Jody lives just a couple of miles from my home. I have visited her and recently attended a big family event. It was fun, and one of the things that got me to reread her winning essay. Enjoy.

The Inspiration Connection: How Being Inspired Transforms the Quality and Effectiveness of Our Education

by Jody Jarvis

When educational experiences are required, the result is bored students, who daydream, who memorize the minimum required, and forget it the next day. For the student, the learning experience seems to drag on forever (“Are we done yet?”), and minutes seem like an eternity. For the teacher, it seems like pulling teeth just to get the student to participate.

When educational experiences are inspired, the result is excited students who focus on the activity with zeal, who go above and beyond the expected, and remember it the rest of their lives. For the student, the learning experience seems to fly by (Are we done already?!), hours seem like mere minutes. For the teacher, it feels as if the student is pulling them along instead of the other way around, or that the student is hot on their heels and the race to the finish could be won by either participant – them or the student.

Recently, I had an experience in both scenarios. My kids and I participated in an online class and had to read several classic books. Two stood out. One was called Mythology by Hamilton. While the stories themselves can be considered classic, our family’s opinion of this rendition was not great. It was dry reading, and we had to push ourselves to even try. None of us finished the book, with me having read the least of the three of us. We did it only because it was part of the class, but it seemed to drag on “FOREVER!!” We tried to read the minimum required, but couldn’t even pull that off. Our attention, as we read, was on other things, and so, for the most part, I do not think we will remember much of what we read.

The other story was a different experience altogether. It was called Elantris by Brandon Sanderson. We couldn’t read it fast enough. We couldn’t put it down. Since we read separately to mark our books with our personal ah-ha’s and underline our favorite lines, I was ahead of the boys in the story. When I got to the exciting parts, I would exclaim over the storyline or hint that something amazing was coming up. But I wouldn’t tell them what it was. “You have to read it yourself!” I would say. I didn’t want to spoil it for them. They tried their best to catch up to where I was. There came a time when none of us could put the book down; we just had to see how it turned out.

To get my kids (and me) to read the first book, we had to remind each other, set aside time each day, remind each other that it was part of a class assignment, and remind each other again of our need to read it. In other words – require. To get them to read the second book, all I had to do was give them a taste of how much I was enjoying it, to add a little mystery and suspense, and be the example. In other words – inspire!

What did we learn from the first book? Not much, really. Maybe a tiny bit about the Greek Gods and how depraved they were, but not much else, and I am sure we will forget whatever it was we did get out of it in a matter of weeks, perhaps.

What did we learn from the second book? Tons! We learned about different leadership styles, we learned that a leader must continue even when it gets hard, and we learned about compassion, strategy, love, and loyalty.

The difference was partly the books we read (one was very dry, the other exciting and thrilling). But I also believe that my example as a parent played a huge part. I lost interest in the Mythology book. I decided I needed to work on other things (convincing myself that since I wasn’t a true member of the class, I didn’t need to finish the reading). How might this have played out differently if I had put more effort into learning about Mythology with my kids? How might it have been different if I were excited to read the book, read it ahead of them, and enticed them with hints of what was to come in the next chapters? I was excited by Elantris, and my enthusiasm pulled my kids along. When they were asked which was their favorite book in the class, they both said Elantris. Least favorite? I’ll leave it to you to guess, but I bet you already know.

Now, what should I inspire them

about next…?

Learning Play – Creating a Rain Stick

The Spark

I was watching Jack, almost 3, and Mary, who was 10 months old. It was getting crazy. I was trying to write an article and keep the Christmas Tree from tipping over for the third time that day. I began asking myself, “What can I get Jack interested in?” We have a large rain stick in the living room, so I got it out.

Jack was fascinated. He tipped it upside down many times to hear it “rain”. I asked him if he knew how the rain stick worked. He didn’t. So, I used my fingers to explain how there were crossed spines inside and small seeds. When the seeds hit the spines, they made the sound. I could see he was a bit confused.

Figuring It Out

“Jack, do you know what a cactus is?” “No?” “I’ll bet we can find one on the computer.” (I didn’t have any books on cacti in my library.) We went to the computer and pulled up some pictures of cacti. I explained that when the cactus dies, the arms can be made into rain sticks before they dry. I showed him some cacti with long spines and explained that the spines are pushed into the dead cactus. We got our rain stick, and I was able to let him feel the ends of the spines in the stick.

With Jack on one knee and Mary on the other, we googled making a rain stick. The first thing up was a video series showing how to make a rain stick from a cardboard tube. We watched the video on how to choose a tube. We watched how to insert the spines, which were made of nails, pins, or toothpicks. We watched the first part on covering the tube ends, and finished off with the video on what to put inside.

Jack was fascinated and watched all the videos. He didn’t get bored or wiggly. I helped him stay tuned in by having mini-conversations. “Look, Jack, there are three lengths of tubes. Which size would you choose?” “Hey, look, she is using nails and a hammer. You would like to hammer nails, I bet.” “See those toothpicks, they would make a really different sound.” It went on and on, and he was fully engaged with how it was done. (The hardest part so far was keeping Mary’s hands busy and off the keyboard!)

Creating Our Rainstick

“You know what, Jack, I’ll bet we can make a rain stick.” “Yeahhhhh”, he said. We pulled out our really great junk box and found a long tube that we thought might work. I handed it to Jack, he put it up to his eye and said, “Hey, it’s my looker looker”; so much for the rain stick. LOL

We took our tube, some straight pins, and duct tape to the kitchen. Jack was content to watch me make the rain stick. He tried pushing in a pin, but decided it hurt his thumb. We talked about dead cacti, thorny spines, and rain sticks while I pushed in pins and taped on an end. Jack chose red lentils and rice to put inside.

He was interested in how the spines looked from the inside of the tube. He understood now what I had been showing him with my fingers, and he showed it back to me. Then I taped the other end and covered the whole thing with duct tape. A rain stick is normally covered with paper or cloth and then painted or decorated, but I wanted to be sure those pesky pins didn’t come out.

Jack excitedly turned it over. It didn’t “rain”. There was just a spattering thunk. Hmmmmm. He tried it a few times. Then he looked at me and, with a serious face, said, “It’s too little,” (meaning short). He had figured out that there was no rain sound because the tube was too short. Amazing! Aren’t children smart?

I told him that we could construct a rain stick out of three toilet paper tubes taped together. He was all for that and rummaged in the junk box for the tubes. Then his enthusiasm waned. He and Mary busied themselves with trucks on the living room carpet while I taped the tubes together. Then I called Jack in and told him I was going to use toothpicks this time and showed him how it would work. Then he was off again to Mary and the trucks. I finished the tube and called Jack in to put the rice inside. I finished taping the ends and covered them with duct tape. Then I called Jack, and he gave it a try. His face beamed when it “rained.”

When his mom returned home, he showed her the rain stick, and I explained about the dead cactus. She said, “Jack knows about cacti. Remember the story about the boy and his bottom.” A wide grin spread over Jack’s face as he recalled the Dr. Seuss story about a boy who sat on a cactus. Now it all came together in his mind.

It was a great time and took only about forty minutes from start to finish; just a mere 40 minutes, and Jack learned so much and had a lot of fun. Then I went back to my article, and Jack and Mary played with the trucks till their mom got home.

Helping children LOVE learning is about catching a spark from a child (in this case, seeing Jack’s interest in the rain stick), then responding.

Learning play doesn’t require a great amount of time, expensive supplies, or a perfect result to be worth it. So, play and learn!

Nurturing Leadership Skills in Children: Parent-Led Approaches

Today, I’m sharing an article written by my friend, Laura Pearson. I’ve watched my daughter, Jodie, do much of what Laura has shared in this well-written article, so I can appreciate the value of the counsel. I know this information will be helpful to both you and your children. Enjoy. : )

Leadership isn’t reserved for boardrooms or political arenas—it’s a skill set that can begin forming in the sandbox, the classroom, and the kitchen table. Parents hold a unique position to influence this growth, helping their children learn how to inspire others, take responsibility, and navigate challenges with confidence. By embedding leadership opportunities into everyday life, you can set your child on a path toward self-assured, compassionate decision-making. Below are a handful of approaches that blend warmth, guidance, and practical skill-building.

Encourage Initiative and Exploration

Kids often need permission to take the first step toward independence. That could be proposing a new family game night, organizing their school supplies in a way that works for them, or even trying a recipe without help. Letting kids make decisions safely builds their sense of agency while allowing you to provide a safety net. The goal isn’t to shield them from every challenge, but to create opportunities where their choices have visible outcomes—good or bad—so they can learn to weigh options, predict consequences, and adapt. These low-risk leadership opportunities help them grow more confident.

Demonstrating Leadership Through Continued Education

One of the most impactful ways to teach leadership is to demonstrate that growth is a continuous process. Enrolling in various nursing bachelor’s degree options not only opens doors for your own career but also sends a clear message to children about the importance of dedication and self-improvement. Balancing coursework with family and professional responsibilities models perseverance, strategic planning, and the ability to prioritize effectively. It shows that leaders are willing to challenge themselves, adapt, and commit to long-term goals. When kids watch a parent work hard to achieve something meaningful, they learn that leadership is as much about action as it is about aspiration.

Embrace imperfection and accountability

Many children equate leadership with being flawless. In reality, good leaders are willing to acknowledge mistakes and learn from them. If your child forgets to bring their homework home or mishandles a group project, resist the urge to rescue them immediately. Instead, focus on talking openly about mistakes with empathy—yours and theirs. Sharing a time you made an error, how you fixed it, and what you learned reinforces the idea that accountability is a strength, not a weakness. This approach normalizes imperfection, helping them see that growth often happens in the recovery process.

Foster Resilience Through Real Ventures

Nothing builds resilience quite like pursuing a challenging goal in the real world. Encourage your child to test their skills outside of home and school, whether through a bake sale, a neighborhood dog-walking service, or a charity fundraiser. When you support young entrepreneurs’ real ventures, you help them develop persistence, creativity, and the ability to troubleshoot under pressure. Even small projects can teach budgeting, customer service, and time management—all vital leadership skills.

Build Communication, Teamwork, and Critical Thinking

Leadership isn’t just about making decisions; it’s also about working well with others and thinking clearly under pressure. Sports teams, school clubs, and volunteer projects all offer ways in which teamwork strengthens communication skills. These experiences train them to lead by collaboration, fostering an environment where everyone feels heard and valued.

Allow Choice and Agency Without Fear of Failure

One of the hardest but most valuable lessons for young leaders is that failure isn’t final—it’s feedback. Whether picking a science fair topic or organizing a small group activity, let them own the process. Letting children learn from failure builds resilience and encourages them to take thoughtful risks. Your role is to guide reflection afterward, helping them identify what worked, what didn’t, and what they’d try differently.

Nurturing leadership in children doesn’t require grand gestures or specialized programs. It’s about weaving responsibility, agency, and empathy into the fabric of everyday life. By modeling strong values, encouraging initiative, embracing mistakes, supporting real-world challenges, fostering teamwork, and allowing room for failure, you equip your child with skills they’ll carry into every stage of life.

Leadership, after all, begins at home—one choice, one conversation, and one opportunity at a time.

Discover transformative insights and practical tips for busy parents at Mary Ann Johnson Coach, where meaningful conversations and learning experiences await!

If you like this post and think it would bring joy to a friend, please share it.

Learning Play – Chemistry Via a Child’s Spark – Part 2

Part 2

of the wonderful experience I had with my Colorado grands in the summer of 2012, as we embarked on our chemistry adventure.

The adult books we got from the library had hundreds of pictures of crystals with very long names. Ashley worked on sounding out dozens of them. We found an amazing picture that showed crystals that were transparent, translucent, and opaque. Wow, a follow-up to the ‘mini conversation’ we had had earlier. We spent a few minutes selecting items from the library that fit each description. Windows were transparent, colored glass was translucent, and the door frames were opaque (sorta).

We collect rocks, we wear rocks, and we eat rocks!

We saw a picture of a rock collection in an egg carton. Right away, they began discussing where we could go to find good rocks to make our own rock collection. The girls thought it would be fun to find the rocks and then figure out if they were igneous or sedimentary.

There was a chart in both the adult books and the kids’ book showing the softest rock, talc, and the hardest rock, diamond. They couldn’t believe there were ground-up rocks in body power and that wedding rings contained rocks. We read a book on the history of salt, which is a crystal. Ashley and Lizzy thought it was funny that we eat a rock, of sorts, on our food.

We were at the library poring over the books for about an hour and a half. When it was time to go, Lizzy said, “Grandma, shouldn’t we take some of these books home so we can look at them some more?” It was Saturday afternoon, a beautiful day. They were on vacation at Grandma’s. The neighbor girl they loved to play with was home. Yet here were a six-year-old and an eight-year-old diligently learning about rocks and crystals. They were absorbed in the information. It was fun. They LOVED it.

On the walk home from the library, the girls were busy searching the ground for specimens to add to the rock collection they planned on making. When we got home, our sugar crystals had already begun to form. It was exciting. We scooped a few out and sampled them. Yummmmm.

While I was making dinner, which was peanut butter and honey sandwiches, we noticed that the honey had formed some sugar crystals. The girls compared them to the crystals forming in their “sugar jars”. We discussed the fact that you can melt sugar and honey crystals by heating them, but that it would take a much higher temperature to melt quartz crystals.

Books over scooters. What!!

Later, I found Lizzy and Ashley sitting at the bottom of the stairs, looking at the books they brought home from the library. They had originally gone out to ride their scooters, but the books were so compelling that they never made it to the driveway. They were comparing the crystals in each other’s books, chatting away about the shapes, sizes, and colors.

When I went to check on them next, they had finally made it to the driveway and were buzzing around the parking lot on their scooters. Ashley hollered to me and said, “Grandma, we are finding crystals.” Lizzy asked me, “What are those people called who dig and look for rocks?” “Miners”, I replied. Then Lizzy said, “We could become miners, Grandma, and find crystals.” Ashley said, “I told her we could be scientists and study crystals.” Then she thought a moment, “Yeah, we could be partners finding and studying crystals.” I realized that their imaginative play that evening had centered on what we had learned during the day. When that happens, you know learning has been impactful.

Before bed, we read another children’s book about rocks, which reminded us of all the new words and facts we had learned. They were excited for the coming day. We planned to use the hardness scale and scratch chalk with a penny. Chalk is a 1 on the hardness scale, and a penny is a three. We had decided to collect 10 rocks for their new collection and determine if they are igneous, sedimentary, or metamorphic. The activities we accomplished on this special visit weekend could be spread out over several weeks for your children. It doesn’t need to take up an entire weekend. 🙂

The Result

This is the result you want when you see a Spark and respond. You want to see enthusiasm for the topic and excitement in the learning process. You want the learning to carry over into play and life. Recognizing a Spark and then responding are skills that any adult can learn. They facilitate a parent’s ability to inspire their children and help them feel excitement when learning new things. We had a wonderful adventure. It was fun.

They don’t know everything about volcanoes and how rocks and crystals are made, but what they do know, they will remember.

They LOVED learning some chemistry while making crystals!

A Series of Conversations – Learning by Doing

Remember that monthly call I have with my friend Joy Petty? We had another invigorating conversation I want to share. I’m no expert on this topic, but I have had experience with it. Joy is an expert.

Learning by doing is a powerful way to teach children. When they experience something new or exciting, it’s an effective way to absorb information and to learn. This can be helpful for those who learn best by doing rather than reading or hearing. We all have kids who learn in different ways. I love reading, but I’m also a hands-on learner who needs repetition.

What Kid Loves Shakespeare?

I’ll be honest, I never got Shakespeare. I took a class in my senior year, and we read Shakespeare and talked about it. I was as in the dark as before I took the class. A few years later, I saw the movie Romeo and Juliet, and my dislike for Shakespeare faded somewhat. I could understand more of what was happening. Reading Shakespeare wasn’t all that helpful to me, even though I am a reader at heart. (Joy would say that’s because Shakespeare is meant to be seen and heard!)

For the last 10 years, Joy has been mentoring youth through project-based learning experiences (with what she learned from LEMI, Leadership Education Mentoring Institute). These projects incorporate multiple kinds of hands-on learning. The first project was called Shakespeare Conquest, where her students became familiar with Shakespeare through many immersive experiences, including reading, watching, and listening to dozens of plays, giving presentations on Shakespearean life, and participating in a Shakespeare play at the end of the year. Trying to read and memorize Shakespeare’s lines was challenging, and some of them didn’t think they could do it. But through all the weeks of practice, they learned to speak the Shakespearean language and enjoyed it so much that they’ve put on a Shakespeare play almost every year since.

Joy’s own experience was similar to the kids. Before her training and preparation to teach the Shakespeare Conquest class, she wasn’t very familiar with Shakespeare, and didn’t see the point in spending so much time on it. She didn’t have the time or energy to care about Shakespeare until she began the project. As she immersed herself in it, she was better able to help the youth learn their lines and understand what they were saying. Only when she experienced it herself could she begin to understand how much we learn about human nature, as well as how much cultural literacy we gain from Shakespeare.

This was Joy’s experience with the kids she worked with. They didn’t care about Shakespeare until they began to learn the lines and perform them on stage. Being immersed in the story made ALL the difference.

In her work with kids, Joy helps them participate in simulations. It is a safe way to learn.
For example, when they were learning about the Civil War, they had a battle with Nerf guns. But one side didn’t have as many bullets as the other, and their supplies (the nerf bullets they needed to keep fighting) ran out much more quickly. They got a first-hand idea of how men would feel as they fought in battles without the necessary supplies. They had a greater appreciation as they studied the stories because they had experienced not having all the supplies they needed to win.

At one point while learning about the Revolutionary War, the students each stood in a bucket of ice water. They were talking about the winter and how many soldiers had frostbitten feet and hands. Their appreciation for what these men, and some women, went through as they fought for America’s independence grew exponentially.

For the past several years, Joy has put on a Youth Experience Summit, a four-day summer youth event called YES Week. The point of the event is to give the youth a safe space to learn through simulations/immersive learning. The YES Week website talks about why:

Learning Is In the Doing

“Simulations can provide learners with hands-on experiences, allowing them to actively engage with and better retain what they learn. In simulations, learning happens through experience. By immersing students in realistic scenarios, they have the opportunity to explore, experiment, and make decisions in a safe environment.”

“Simulations help learning stick. Research in education has shown that 70% of information retention comes from direct experience, which is why simulations are so effective. Students actively participate in problem-solving, critical thinking, and decision-making, leading to a deeper, more meaningful learning experience.”

“Simulations offer a safe space for mistakes. The process of making and reflecting on mistakes is crucial for deep learning, and simulations provide an opportunity to do so without real-world consequences. This encourages students to take risks and explore different solutions without being afraid to fail.”

Immersive Learning Doesn’t Just Apply to Shakespeare and History

Often, our kids miss these experiential/immersive types of learning. One reason is that we live in perilous times, and parents want their kids to stay safe. But we can offer them ways to have real experiences with what life is going to be like in safe ways. We can plant a garden and have them help put food on the table, literally. We can take them on trips to meet people unlike themselves, eat different kinds of foods, and experience different cultures. We can attend other churches. I did this in my junior year with my parents’ blessing and learned why I held the beliefs I did. We can help them participate in a sport that is new to them. My parents helped me try skiing. I knew it wasn’t for me because I had tried it. LOL

You can watch all the cooking shows you want, but to really understand and love cooking, you eventually must cook. You can watch others ride bikes for years, and you may enjoy it, but to feel the exhilaration of riding, you have to ride. When we experience what we want to know about and understand, through simulations or immersive learning experiences, we gain a depth of knowledge we might otherwise miss.

Understanding Money Management Through Immersive Learning

Let me share one way my daughter has allowed her children to have an immersive learning experience. Three of her kids are now 13, 15, and 17. A few years ago, she opened a bank account for each of them and got them a debit card. They talked about how debit cards are used and the consequences of misusing them. Then she stood back. Yes, they did overdraw, and when they got their weekly money, they had to use it to pay the bill. That hurt.

Here is what has happened in the last 3 years or so. Jack, who is 17, took a job feeding a neighbor’s horses twice a week. He wanted money in his account and access to his debit card. An allowance wasn’t cutting it, and after a short time, he could see the necessity of getting a job. He still feeds the horses, but now has a second job at a pizza parlor also.

Mary, who is 15, is carefully considering starting a nail business. She loves doing people’s nails, has lots of friends, and wants more money in her account. She has been using her money to purchase what she needs to do this work, and she practices. She did nails at our family reunion two weeks ago. She is careful with how she uses her debit card (her money) because she has a goal in mind.

Ben, who is 13, is still pondering his options. But it all began with experimental learning – what does it take to have and use a bank account and debit card? Just this week, he came and asked me if I had any jobs he could do. He needed to earn $15 for something he wanted. I gave him a job, paid him, and he deposited the money in his account. Then he was able to use his card to buy the item.

Immersed in Learning the Value of Preparation

When Don and I had six of our seven children, we wanted them to have an immersive learning opportunity with the idea of preparing ahead. They wondered why we had so many items in our garage that we didn’t use. Money was tight, and wouldn’t it be better spent on a new shirt or a pair of shoes, or how about a gallon of milk? They wondered why we had a propane stove, why we spent money on food storage for the future, why we had a port-a-potty, why they had to help in the garden, why I canned in the fall, and they had to help, and on and on. Don and I wanted them to experience why we did what we did as a family.

We decided to spend a full day and night pretending we had no electricity or water. Imagine that with 6 children. The port-a-potty was well used day and night. LOL. We cooked on the camp stove. Ok, that was not as fun as when we went camping, and we did get a better stove later. However, I was glad I wasn’t cooking on an open fire! LOL. It was late fall when we chose to have this learning experience, so they were all glad we had a propane heater. The only drawback was that Don and I didn’t know how to use it. We all got cold before we finally figured it out.

The next year, there was far less complaining about snapping beans in the fall, weeding the garden, being asked to manage money wisely, etc. They had experienced the value of what we were doing as a family, preparing for the unexpected.

Sewing and Immersive Learning

Here is another cool example of immersive learning. My friend Livia’s son got involved in theater at his school. He worked on sets and learned to sew and patch things. One day, he found a hole in his backpack. Because he had learned to sew while helping in the theater group, he fixed it and kept using it. He was proud of that backpack. Now, he will fix things even if he could buy something new.

Learning by doing, being immersed in the learning, is a powerful way for us to help our children move into a more prepared adulthood. Don’t be afraid to let them experiment in safe ways.

President Thomas S. Monson, a man I admire, explained: “God left the world unfinished for men and women to work their skill upon. He left the electricity in the cloud, the oil in the earth. He left the rivers unbridged, the forests unfelled, and the cities unbuilt. God gives to us the challenge of raw materials, not the ease of finished things. He leaves the pictures unpainted and the music unsung and the problems unsolved, that might know the joys and glories of creation.”

I loved this quote. It illustrates why we teach kids to ‘do’ Shakespeare, to experience money management and the need for work, the value of preparation for what may come, and how to make do because you know how, etc.

This summer, I’ve been rewriting and posting old articles from the days when I spent time helping my grands with immersive learning. You know the ones; they are called Learning Play. They fit in this category of immersive learning perfectly because when you experience something, it stays with you, and the learning can be fun.

Be creative and find ways to immerse your children in learning and preparing for life and adulthood.

Learning Play – The Nothing Special Day

Back in the day, when my grands were small, I did many learning activities with them. I enjoyed it and so did they. As I mentioned earlier this spring, I’m sharing some of those past learning activities with you because you can have as much enjoyment and fun with your children or grands as I did. Sometimes all we need is an idea, and then we can run with it. So here goes!

I don’t want you to get the idea that Learning Play always requires a lot of thought or special activities. Sometimes you just get together, play, and learn. It doesn’t always require fabulous, well-researched information. There are times when we want to kick back and rest while remaining consistent in our efforts to bond, enjoy, and learn. Then, there are times when an intervening circumstance requires that we do something that takes less planning time.

This activity was motivated by intervening circumstances, and I was tired. : ) I wasn’t going to stress out, but rather, have fun, join in a family activity, and be together. I didn’t do any big planning. I didn’t go to the library for fabulous books. I didn’t research the internet for crafts or projects. I didn’t have a wonderful topic in mind that I wanted to introduce to my grandchildren.

First, We Cook and Then We Paint

On my way to my grandchildren’s home, I picked up a package of biscuits. I thought it would be fun to make cinnamon snakes. When I got there, I announced that we were going to paint and cook. Jack replied, “OK, Grandma. First, we cook and then we paint.” So that is where we began.

There was no reason to make cinnamon snakes. I didn’t have a book on snakes or any intention of learning about snakes. I just knew that the children enjoyed cooking. So, we began our day with cinnamon snakes. I didn’t realize that rolling dough into a snake would take more dexterity than they had. It required practice, and an occasional snake hit the floor. When working with children, be prepared for a bit of dirt in the finished project! LOL

At that time, Don, my husband, was creating an air gun shooting range for himself. He had cut out several small wooden animals for targets. That was our painting project, painting Grandpa’s animals so he could put them in his range.

I gave each child a brush, a large piece of paper, and a wooden animal. We poured the paint right on the paper. When they were done and wanted another animal and a different color, we traded papers. Grandpa was very satisfied with the result. This particular range wouldn’t have his usual perfection, but it had memories and was fun to use.

I had discovered an old book, Where Everyday Things Come From, by Aldren Watson, in my home library. (Available on Amazon) It had no cover and had been read many times by children over the years. The explanations weren’t scientific, and the pictures weren’t precise, just fun. It told, in simple language, that the things we use every day, such as plastic, coal, glass, rubber, and electricity, can come from unexpected sources. The kids enjoyed the book.

I had a coloring page of a darling ladybug. I thought we would review what we had learned earlier when we studied ladybugs. No dice! No one wanted to color or talk about ladybugs. Not even Maggie, who loves coloring pages!

That was it. We had a fun time and enjoyed being together. We helped Grandpa out.

It was a peaceful Learning Play Day.

A Series of conversations – Start Where You Are, Use What You Have, Do What You Can

A few Sundays ago, my husband tuned in to a show my mom likes to watch, Music and the Spoken Word. The episode he pulled up for her was from Jan. 12, 2025.

It was an interesting and thought-provoking 30 minutes, and Don and I had a conversation about it. We had experienced what was shared. Our experiences weren’t as dramatic as the one shared in the program, but they were powerful for us, nonetheless.

Lloyd D. Newell, who was the moderator at the time, began by saying, “Every great thing has a beginning. A business begins with an idea. A piece of art develops from a moment of inspiration. A skill set or talent blossoms from a desire to try something new. Anything great or grand first comes from something small and simple.” I knew what he said was true. I’ve heard this in many seminars and classes and have read it in books. Even more than this, I have lived it.

However, I have also experienced that beginning, taking that first step, can be intimidating. The program and my conversation with Don got me thinking about what I have learned and experienced, both successfully and at times, less successfully. Beginning is a practice. Like riding a bike, you must begin, and then keep going, even if you fall a few times.

Start where you are. Use what you have. Do what you can.

Arthur Ashe, the first African American winner of the Men’s US Open Championship, shared his thoughts on how to take that first step, how to begin. He said, “Start where you are. Use what you have. Do what you can.”

It doesn’t seem like that would be enough, but it is. That has been my experience. I have written about the importance and magnificence of small and simple things, done consistently, and the amazing results that come.

Newell shared the story of Sarah Gilbert, whose life exemplified what Arthur Ash shared and what I have lived. Her first step towards a grand goal seemed impossible. In 1851, Sarah wanted to immigrate to America with her family. Her family was large, and their funds were small. There was no way for them to accomplish such a high goal, or so it appeared. Sarah thought about her options, came up with an idea, and then began right where she was, with what she had. She did what she could.

She bought a blind horse and an old wagon. Her husband repaired the wagon and added eight seats to the wagon bed. Each week, Sarah would take paying customers to town to do their shopping. While in town, Sarah would buy simple things she could resell in her small village. Each week, she saved a few pennies. I’m sure when she looked at the jar of savings, it was discouraging, at times. I mean, a few pennies a week. How could this ever get her family to America?

Sarah did eventually get her family to America! It took 27 years. She stuck with her simple system week after week, no matter how discouraging it felt, and, in the end, by small and simple steps, done consistently, she accomplished the impossible. She started where she was. She used what she had, and she did what she could. The result was amazing.

The ideas and dreams we each have require action. We must begin somewhere, even if we aren’t sure how we can make it happen. We must take the first step, where we are, with what we have, and then keep taking steps.

Becoming a successful speaker, teacher, and coach for over a decade began with one small step

When I was five, I decided I wanted to be a speaker. When I was eight, I knew I would write and publish a book. Then I married and raised seven children in Montana. I couldn’t see how any of this could come to pass for me. When I was in my early fifties, we moved to Utah, and I was asked to speak at a homeschool meeting. I didn’t feel competent at that time, even though I had homeschooled my last two children. But I took that step, and ten years later, I was speaking and teaching all over the United States, and I had a published book. All because I was willing to step out and take that first small, scary step.

You Must Start Somewhere

Newell ended the program by sharing this thought – “A simple idea inspires action and action is repeated and improved upon over time, eventually turning into something grand. No great thing can ever be accomplished if you don’t start somewhere.”

This success formula led me to become a speaker and published author. However, even before then, I was using this formula. I wasn’t even aware I was utilizing a success principle. : ) To help raise our seven children in Montana with small means, I taught myself to decorate cakes. I reached out to a woman who was a professional, and she graciously helped me. Then, for over 21 years, I created amazing cakes so my children could have shoes, a new sweater, go on a camping trip, and for one daughter, a trip to Europe in high school. She and I made cakes together and sold them in our neighborhood and church to help fund her trip.

Like Sarah, if you looked at our means, you would have thought it was impossible to do what we did. But we lived the formula, even when we didn’t know we were doing anything important. I began where I was. I had taken a cake class in high school, and that gave me the courage to try. : ) I used what I had, a friend whom I bravely asked for help. I did what I could. I kept learning, practicing, and selling cakes to help care for our family.

Do you have a dream? Is there something you want to accomplish that seems too lofty? Start where you are, use what you have, and do what you can.

You will be successful.

Learning Play – Inventions and Inventors

One day in 2011, I found the most amazing book at the library!!! I happened across it accidentally. It was about Leonardo Da Vinci and the amazing visions he had. But that wasn’t all. The book showed how, in time, all his inventive ideas were created by other people and who those people were. Oh my gosh, I wanted to share this with my grands.

However, it was a book with lots of words and way over their heads. I pondered what to do. My daughter suggested I help them understand what an invention is. Voila, a perfect solution to my dilemma. So that’s what I did.

The Creation Box

We had so much fun. I took my creation box, a cardboard box that I collect junk in – plastic ware, Styrofoam cups, old keys, buttons, wiggly eyes, toilet paper tubes, paper towel tubes, paper clips, popsicle sticks, washers, Styrofoam balls and cones, yarn, whatever comes my way that would otherwise be thrown out. I mean, a grandma (or mom) can use this sort of thing. : )

I began by asking Jack if he knew what an invention was. He said he thought it was a place to go. I told them that an invention was an idea in someone’s head that was then turned into something real. I suggested we look at some inventions. We looked at the pictures in the Leonardo Da Vinci book. I worried they would be bored because it was a bit over their heads, but they loved it! We examined the old drawings and how the actual invention appeared after it was created. I shared that Leonardo had people making his inventions move and work, but that the real inventions used electricity and motors.

Interested in Inventions

We looked at pictures of old TV sets and Philo Farnsworth, the inventor of television. The kids couldn’t believe how different they looked today, and Jack was enthralled with the name Philo. We looked at a book about the Day-Glo brothers and the brilliant paint colors they invented.

The children were excited about all these wonderful inventions. Then I asked them if they would like to make an invention. Oh my, then they were very excited. We sorted through all the items scattered on the table from the creation box and began putting them together. I had brought the hot glue gun with me because I knew, as little as they are, that regular glue wouldn’t work. Because of the ages of my grands, I had to do all the gluing.

Our Super-duper Rocket-propelled Robot

We blew up balloons first because they wanted balloons on their invention. When we began, they didn’t have an idea of what we were making, but as we worked, they finally decided we were creating a robot.

Jack’s “All Alone” Invention

The best part of the day was when a light went on in Jack’s brain. He saw the Styrofoam cone and a long tube. He put the cone on top of the tube and realized he had made a rocket. He was so excited about his own “all alone” invention.

We glued the rocket to our robot. Now we had a rocket-powered robot. It was a fun learning day, and they will remember what an invention is and that they may grow up and invent something themselves.

If you have older children, it would be wonderful to do this project and then study one new inventor each week or month, for the whole summer. There are all kinds of experiments, projects, and crafts that you can do to demonstrate and mimic what the inventors did. Get your older kids off technology and get them thinking. It will improve their summer. : )

Books About Inventions For Kids

The Day-Glo Brothers by Chris Barton
Neo Leo by Gene Barretta
The Boy Who Invented TV by Kathleen Krull
So You Want To Be An Inventor? By Judith St. George – A wonderful book about the traits of inventors, some of which aren’t valued, like daydreaming. : )
Now & Ben: The Modern Inventions of Benjamin Franklin by Gene Barretta
The Kid Who Invented the Popsicle: And Other Surprising Stories about Inventions by Don L. Wulffson
Brainstorm! The Stories of Twenty American Kid Inventors by Tom Tucker
Kids Inventing! A Handbook for Young Inventors by Susan Casey
Girls Think of Everything: Stories of Ingenious Inventions by Women by Catherine Thimmesh
The Kids’ Invention Book (Kids’ Ventures) by Arlene Erlbach

Inventions Made by Kids

Back in 2011, Allan Chu, 17 years old, invented a way to speed up the Internet! He was tired of how slow it could be, so he took matters into his own hands. He invented an algorithm that compresses data and allows information on the internet to be presented much more quickly. An algorithm is a step-by-step mathematical procedure that solves a problem, especially by a computer. Allan entered a math, science, and technology competition and won first place and $3,000! Quite an accomplishment for such a young person!

If you have ever thought about inventing something yourself, you don’t need to be a math and science genius to devise something clever. Have you ever heard of a Popsicle? Well, in 1905, an 11-year-old boy named Frank Epperson invented it. He accidentally left his favorite fruit drink with a stirrer in it outside on the porch overnight. When he awoke, the drink was frozen, and he found a delicious new treat. He went on to patent his idea and is the creator of the Popsicle, Fudgsicle, Creamsicle, and Dreamsicle!