iQ: smartparent

- [Announcer] "iQ: smartparent" is made possible by The Grable Foundation.

- It's time to get messy for the sake of science.

Hands-on play builds brain power, helps kids with their physical development and even encourages social skills.

Things might look a little chaotic, but I promise you, the fun is just getting started.

And the exciting results make the mess worth the effort.

So stay with us, because iQ: smartparent starts right now.

(lively music) Welcome to iQ smartparent.

I'm your host, Lisa Washington.

We know how hard it is to keep a house clean when you have kids.

But today we're asking you to, not stress about the mess, because it's all in the name of science.

We've got experts to tell you about the value of hands-on play.

And we've got a room full of kids to show us how its done.

To kick things off, I'd like to welcome our first guest, Alyssa Moore, a STEM Curriculum Coordinator from Intermediate Unit 1.

Alyssa, welcome.

- [Alyssa] Hi.

- So excited when we're talking about science, But first we have to get over the idea of making a mess, because it's not just mess, it's actually learning.

- So, what we're gonna be doing here today is we're gonna be doing some sensory play activities.

And sensory play is really any activity that's allowing our children to use their five senses to kind of explore and naturally use scientific processes to play, investigate, and problem-solve.

- And hands-on really teaches a lesson.

Because the kids aren't just hearing, it's not just something that's being dictated to them, but they are actually being involved.

- Absolutely, and the more the kids are involved the better.

- Wonderful.

And so we have a group of little scientists as well as some older kids who are working on different experiments.

Now we also have some helpers in the studio with us as you can see.

And you will find these instructions and resources for all of these activities on our website.

So, Alyssa, I know you were saying the little kids are going to be working on lava lamps.

Tell me about that.

- So, the idea behind the lava lamps, is we're gonna be mixing water with food coloring.

- [Lisa] Yes.

- They can add some glitter.

That's optional, but not required.

And we're going to add vegetable oil to their bottles, that you can see over here.

- [Lisa] Now what is the science behind creating these lava lamps?

I mean, they look really cool, but what's the science?

- [Alyssa] So this is a lesson in density.

So, whenever they add the water to the bottle, and the vegetable oil on top, they're gonna notice that they don't mix.

The water is heavier or more dense than the vegetable oil, so it'll sit on the bottom.

We're gonna use a different type of source to actually get our lava lamp to work, instead of heat like a traditional lava lamp.

- [Lisa] Okay.

- [Alyssa] We're gonna use an Alka-Seltzer tablet, to kinda get that working.

The science behind this, is that whenever the water reacts with the Alka-Seltzer tablet, it's going to create carbon dioxide bubbles.

Those bubbles are gonna wanna go somewhere to release.

So they'll go to the top of the bottle, pop, and it's going to kinda create a gooey mixture inside of their bottles.

- [Lisa] Which is why we love the lava lamps.

Okay, now what are the - [Alyssa] Yes, absolutely.

- older kids working on?

- So we have some older kids, They're doing an activity with scribble machines, so we're learning some basic circuitry, as well as a spin on the classic egg drop challenge.

We're gonna do a naked egg drop, where they're gonna be building egg catchers.

- [Lisa] So if I'm working on this at home with my kids, how do I know the appropriateness for the age of the kids, which types of projects we should be working on?

- So I would think the type of materials that you're gonna be using might kind of give you some constraints to that.

Really, any kid with the lava lamps, I've seen they've really liked to just see the reaction.

It's very visual.

A lot of younger kids like that visual kind of reaction when they're doing anything science-related.

- [Lisa] Well, let's go check it out.

Let's go see what they're-- - Yes.

- [Lisa] I hear some oohs and aahs.

So let's go see how this is going.

- [Alyssa] Yes, absolutely.

- [Lisa] Oh, very neat!

What about you, young lady?

What is your name?

- [Erish] Erish - [Lisa] Eris.

And tell me about your lava lamp.

I see lots of bubbles in that one.

- It looks like it's kind of up on the top and kind of I feel like it's purple on the bottom.

- It does look a little bluish purple.

So what did you put in first?

What did you put in first?

- Water.

- Water, and then what?

- Oil.

- Oil, and then... - A tablet-- - Food coloring.

- [Lisa] Food coloring, very good.

Very colorful there.

All right, let's come over and see what the bigger kids are doing.

I think there are two different projects at work here.

- [Alyssa] Yes.

- [Lisa] Tell me about these.

- So over here, on the left we have these students, they're building scribble machines.

- [Lisa] Okay.

- So they have some basic household products in front of them.

Some recycled cups, maybe some plastic cups.

They have markers as well as DC motors.

- [Lisa] Yes.

- The DC motors are things that you could purchase online but they are also found in some other household toys or even like an electric toothbrush.

There's a glue stick that you can see on the top.

- [Lisa] Right.

- [Alyssa] The glue stick helps to offset the weight of that motor.

Now this is a lesson in circuitry.

So what we're kind of covering here with the circuitry is that we have to have three things in order for this loop to be complete.

There has to be a power source.

- [Lisa] Yes.

- [Alyssa] In this case they're using a battery.

- [Lisa] Right.

- [Alyssa] We need a load which is going to receive that power source, which is the DC motor.

- [Lisa] Okay.

- [Alyssa] And then we need conductive material which is the wires.

- [Lisa] Is it safe for kids to use these types of materials?

- [Alyssa] Yes.

This is a very low voltage.

So this is something that they can easily explore at home.

But as with anything, I recommend a parent being involved with any of these activities.

- Okay, and we're going to see how they work, momentarily.

But just tell me, what are scribble machines?

(both laugh) - [Alyssa] Scribble machines.

So they're kind of creating a really fun way to make a basic robot.

- [Lisa] Ah!

- Once they get these circuits complete, they're going to take the marker caps off, they're going to be able to see how it can scribble on the craft paper in front of them.

So it's gonna make some really cute doodles as they go.

- Let me ask you guys, how cool is this?

Is this fun to be making a scribble machine?

- Actually, yeah.

Like, I build robots.

- Yes.

- With my dad.

But I've never built something like that before-- - A scribble machine.

- No.

- So looks like you and dad will have a new project.

Let's see what's happening.

I hear there are eggs over here.

Eggs?

Yes.

Smile, hi, how are you?

Show me what's going on over here.

- [Little Girl] So we are doing an egg drop thing-- - Egg drop, oh boy.

- So we put the sponges-- - We added a bunch of sponges and cushions and cotton-- - [Little Girl] And stuff.

- So the goal is that the egg doesn't crack when you drop it right?

- Yeah, 'cause I've only seen egg drops that are with... Like you have something on the egg and then it drops.

- [Lisa] Okay.

- And then it has to land on the ground but we're doing one that's like, you have to drop the egg.

- Yes.

- It drops the egg and it has nothing on it.

But we're trying to catch it on here.

- Oh, I see.

So we're going to put this down and then drop the egg on it.

So this is about energy transfer, is that right?

- Yes.

- [Lisa] Okay.

- So this is a lesson in energy and energy transfer.

So what happens here is instead of putting, like she said-- - [Lisa] Yes.

- Instead of building a contraption that goes around the egg, we're building the egg catcher.

What we're gonna see here is that an egg, as with any object, already has potential energy.

- [Lisa] Yes.

- When we drop it from a height, that energy is going to be transferred into kinetic energy, or movement energy.

- [Lisa] Oh boy.

- When that egg hits the surface, we can have one of three things happen.

We can have that energy transferred to sound energy-- - [Lisa] Okay.

- Where we would hear a loud splat.

It might transfer into more kinetic energy, with the cracking of an egg.

- [Lisa] Okay.

- Or it might be absorbed in there.

However, we might actually be able to feel the heat on the egg, which is caused by friction of whenever the egg hits the surface.

- [Lisa] What do you think is gonna happen?

- I think we added a lot of cushioning and padding.

- [Lisa] Yes.

- And we added this outside bubble layer just in case the egg would roll off.

- [Lisa] Okay.

- So if the egg were to roll off, it will land on the padding.

We taped it all down so it could all stay still and none of the sponges roll off.

- [Lisa] Yes.

- So when the egg should hit it, all of this should absorb the energy, and this should all take the blow instead of the egg taking all of the energy.

- All right, so it looks like you guys are finished.

So we're about ready to see this egg and see if it's gonna splatter or stay as is.

- We're gonna see what happens.

- Are we ready?

- [Children] Yeah.

- All right, we've got an 'X' on the floor.

Will you put this on the floor for me?

- [Little Boy] Sure.

- There's an 'X' right there.

- [Alyssa] Okay, we need a good egg.

- [Lisa] And do I get the honor of dropping the egg?

Is anybody nervous?

- [Little Boy] I am.

- Okay, okay, come back.

Yeah, there we go.

We don't need anybody to get splattered just in case.

What do you think?

Should I lift it up higher or is this good enough.

- [Little Girl] That's good.

- That's good enough.

- [Lisa] This is good?

Count down from three.

- [Everybody] Three, two, one.

- [Boy] Drop it!

(egg makes cracking noise) - [Everybody] Oh!

- [Lisa] Let's try one more.

Let's try one more.

I didn't get it right on the 'X'.

- [Lisa] Okay.

Count down from five.

That'll give me more time.

Go!

- [Everybody] Five.

Four.

Three.

Two.

One.

- [Boy] Drop!

(plastic crackles) - [Everybody] Oh!

- [Lisa] I think we have one more.

Should we try once more?

- [Children] Yes!

- [Child] Maybe you step a little closer.

- [Lisa] Step a little closer, they're telling me.

All right.

- Okay.

- [Lisa] From ten this time.

Okay, go.

- Okay.

- [Everybody] Ten.

Nine.

Eight.

Seven.

Six.

Five.

Four.

Three.

Two.

One.

(egg thumps) (everyone shrieks excitedly) Good job, guys!

- [Alyssa] That is great!

- Great!

High five!

Okay, we're gonna clean that mess up.

You guys did a great job.

And now let's check out these scribble machines.

How are we coming over here?

- How are we doing over here?

This looks great.

What do we have to do to make this work?

- You have to put the wires.

Like the black one go on the black side obviously.

- [Lisa] Okay.

- [Boy] And then the reds are on the front.

And it just moves the motor.

- Oh, it does!

So what would you say?

What's your final advice to parents about making a little mess all for the sake of science.

- I would say that mess is a necessary part of childhood.

Let the kids explore.

Let them play with different things.

Making sure that you're around to be a part of that process, to help them understand the scientific concepts behind it.

- [Lisa] Yes.

- [Alyssa] But also, just let them have fun with it.

- [Lisa] Let them have fun and don't be afraid to make a mess.

- That's right.

- Well, thanks to all of our kids and teachers and helpers.

Of course we have more messy experiments ahead, this time, in the kitchen.

But up first, a groundbreaking survey is shining the spotlight on parents' complicated relationship with science.

The survey also reveals what's at risk for kids if parents don't start promoting science activities sooner.

- Many parents thought that science was less important than other domains.

Less important than literacy, less important than math.

And we really wanna change that.

Because if parents don't value science, they're not gonna do it.

The early years are foundational to everything else that follows.

That's true of one's health, and that's true of one's education.

So early success often leads to later success.

(lively music) - [Lisa] The survey focused exclusively on families with young children ages three to six years old.

It was conducted by researchers at the Education Development Center and SRI International as part of the Ready to Learn Initiative.

It included phone surveys, focus groups, and home visits with more than 1,400 parents and caregivers.

- The Ready to Learn Initiative really emphasizes school readiness, and that means being ready to take advantage of the formal educational system.

But many kids are showing up in kindergarten or first grade and they don't have some of the building blocks.

Those gaps that exist are never caught up.

So instead, what we wanna do is make sure that all kids have rich experiences so by the time they're in kindergarten or first grade, they're ready to take advantage of those supports.

- [Lisa] But only about half of the families surveyed said they engage their children in science activities on a daily basis.

And one of the reasons why, turns out to be the parents own lack of confidence in the subject matter.

- There is no shortage of opportunities for parents to feel badly about themselves, to feel guilty about what they are and aren't doing.

And science is a good example of that.

Parents may have a science anxiety or hesitancy.

And often what do we do with our worries?

We keep them inside.

And so the more that we can talk about science as something that everyone can do, the less alone the parents are going to feel.

(motivating music) Science is something that families can be doing everyday.

We sometimes think of science and think, oh, that's an elaborate process.

But in fact, science is exploration.

And that's especially true if you're working with a four or five year old.

It's going outside and asking questions.

Why, what, where, how?

And really letting curiosity lead.

- [Lisa] Research shows, even very young children can develop and test hypotheses, ask questions, generate explanations, use models, make predictions, and revise those predictions based on what they observe.

- Science is a great precursor to problem-solving.

We want all kids to be able to solve problems and to do so creatively.

And science is a great way to do that.

But if we miss out on science, then we're missing out on a prime opportunity to cultivate problem-solvers.

Which I think we can probably all agree that society needs to solve those problems that are in front of us.

- [Lisa] The national survey sums up five essential messages to help families overcome their science anxiety.

(playful music) Parents don't need to know the right answers to help children learn science.

Parents are crucial to their young children's science learning.

Science is for home, school, and all the places in between.

Science is watchable, readable, playable, and doable.

And finally, parents should have access to research and resources to help them engage their kids in high quality activities.

- Parents make this mistake that they think that they have to have all the answers.

When in fact, the journey... You know, it sounds corny but it's the exploration together that parent and child do together that really counts.

What parents need to know is that they have the ability to make a huge difference in their children's learning.

That these early years are extremely important and they are their child's best guide.

- We're here in the iQ: smartparent kitchen ready to make some delicious discoveries.

Our guest is from the Carnegie Science Center.

Welcome, Emily Bierer, and our kid scientists, London and Amina.

Thanks so much for being with us.

Now pizza lovers will appreciate this because we're gonna be making mozzarella cheese.

So Emily, why don't you tell us, what's the science behind making cheese?

- What we have here... Kind of a base of our cheese.

So why don't you go ahead and take a look at what we got inside of this pot here?

- Okay.

- [Emily] What do you see?

- [Lisa] What does it look like?

- They kind of look like little grains of rice and water.

- Okay.

Little grains of rice and water, good.

What do you think?

- It looks like something like just broken that's all mushed up.

- Okay, broken and mushed up.

What do you think makes up cheese?

What is it made out of?

- Milk?

- Milk!

Yeah.

So it is milk.

But that doesn't look like milk, does it?

- No.

- That's 'cause there's actually a lot of science that takes place whenever we are making cheese.

So what we're going to do is we're actually going to do a couple of experiments.

Get a little messy.

- [Lisa] Okay.

- And see how we make the cheese.

How does that sound?

- [Children] Good.

- Sounds good to me!

- All right.

So we're actually gonna actually step down this way.

- Okay.

- Because we have some experiments set up for us.

- [Lisa] Okay.

- The first thing that we have to do is we actually have to change something called the pH of our cheese.

Milk is actually naturally acidic.

Which is kind of the one area of our pH.

- Okay.

- The opposite end is the base.

So we don't want our milk to be basic when we're making cheese.

We want it to be more acidic than it naturally is.

Why don't you go ahead and add in our purple liquid for us?

- Okay.

- Can you tell us what the purple liquid is?

- So the purple liquid is red cabbage.

You can go ahead and add it in, I'll talk about it a little bit more-- - In this one?

- Yup, into the big beaker.

- So red cabbage, typically we can find it in salads.

- Okay.

- But when we take out the pigment of it or the juice from it, it can actually tell us an acidity.

- [Lisa] Ah.

- So if we look at our chart, we have a fancy little chart here that tells us what the pH is if we compare the color.

What would you say the number is of the milk right now?

Comparing the colors.

- [Girl] Four?

- Okay, probably about a four right right?

- About a four?

That'd be my guess.

- Okay.

That is about the pH of milk.

It's about 4.6.

What we're gonna do is we're gonna try and add in another acid.

So, London, why don't you go ahead and add in our citric acid?

The whole thing in.

Not the bowl.

Great job.

Now we're gonna go ahead and mix it up.

So go ahead and stir it up a little bit.

So what do you see happening here?

(glass clanging) - It's turning pink.

- It's turning pink.

So what number is it changing to, do you think?

- Three?

- Yeah, it's actually changing to a three.

So it's becoming more acidic.

When we change the acidity of our milk it's actually going to cause it to start to curdle or form little clumps.

- Ah yes.

- Because we don't want our cheese to be liquid.

We want it to be a solid.

So we need it to start to curdle.

We can actually see that happen when we add lemon juice to milk.

So here is warm milk, just like what we were doing with our stove, heating up that milk.

- Okay.

- And so, London, why don't you go ahead and add in our lemon juice this time, okay?

- So we're gonna put our lemon juice into, and this is?

- Warm milk.

- Just regular milk.

Okay.

- Yup.

- [Lisa] So tip it all in for us, London.

- Great job.

Why don't you go ahead and kind of stir it up for us and see what you notice.

And you can both make some observations.

See what's happening inside.

- [Lisa] And these will both have the same level of acidity?

- [Emily] Very similar, yes.

- [Lisa] Okay.

- [Emily] 'Cause they're both citric acid.

- [Lisa] Ah yes, now I see, it's starting to curdle.

Okay, what is next?

- So once we've added in our citric acid, we use our powder citric acid when we're making our actual cheese.

- Okay.

- And then we add in another ingredient called rennet.

And that's going to cause all of those teeny tiny lumps to clump together to make one giant curd, Which is what we actually have-- - Nice.

- In this bowl over here.

So we'll kinda move these out of the way.

So that way we can pull over-- - Okay.

- Our giant curd that we've got.

Now we've got some gloves So if you all wanna put on some gloves.

I've got some smaller gloves for you two.

- Oh perfect, and for you, I'm taking yours.

- Yes, that's okay.

- So this is something that parents can do at home with their kids.

- Yes, we actually have our recipe on our website so if anyone wants to try making it at home, you can.

And so, the ingredients are relatively easy to access.

And we usually use whole milk because it has more flavor.

- Okay.

- And it helps to make it work a lot better than if you were to use other types of milk.

- Wonderful.

We should tell parents that we also have this on our website as well as other experiments.

- Perfect!

- So they can get it there as well.

Okay, keep going.

- Perfect.

So first thing, this is our curd that we have strained out of that pot.

So what you saw, you saw that liquid, you saw those lumps, the things that looked like rice.

We separated all that and just got those little curds.

And so, you can actually feel it, if you want.

You can feel kinda how gross it is.

It's kinda gross.

(Lisa laughs) Go for it, just feel it.

Feel the mushiness of it.

- [Amina] Feels like cauliflower.

- [London] Feels like cottage cheese.

- [Emily] Cottage cheese.

- [Lisa] Cottage cheese, yes.

- [Emily] So this is actually very similar to cottage cheese.

When you see that liquid, it's actually called whey.

Have you ever heard of Little Miss Muffett, sat on her tuffett?

- Yes.

- Eating her curds and whey?

This is actually what she was eating.

- Have you girls ever seen whey before?

- No.

- No?

Okay.

- It's actually useful in making things like cottage cheese or milkshakes, or even ricotta cheese.

But we don't need it for mozzarella cheese.

We're actually going to strain it and get some of that gross liquid out.

Do you wanna try holding your hand here and feeling that gross liquid over your gloves?

Go for it.

- Now let me ask you, could kids eat the whey?

Could they do that?

- [Emily] Yeah, you can.

- [Lisa] Okay.

- [Emily] So, we typically don't use our whey-- - [Lisa] Okay.

- [Emily] 'Cause we're making mozzarella cheese and we just want that curd.

- [Lisa] I see.

- [Emily] But the whey is edible.

- I'm just wondering, if you had a little kid at home who wants to try it and just, you know-- - Oh yeah, it's all edible.

- Okay.

- All right.

It's okay.

Science is messy.

That's the point of this whole thing, right?

- (chuckles) London looks like she's not gonna try.

- All right, go ahead.

That's okay if we lose some.

Don't you worry.

All right.

You know what?

I have an idea.

- Okay, what's your idea?

- We actually have some curds that are already pretty close to becoming cheese.

- Okay.

- And so they're sitting in the microwave-- - Okay.

- But we have to heat them up for about 15 seconds, okay?

- Okay.

- So that way we can stretch it into mozzarella cheese.

- Let's do that!

- Okay, so I'm gonna run over to our microwave real quick.

- Okay.

Girls, what do you think so far?

- Looks disgusting.

- It looks disgus-- - It's really messy.

- Looks like vomit.

- But it's okay to be messy sometimes for science right, because you're learning.

Would you taste the whey?

Would you wanna do that?

- [Everyone] No.

- Not that brave.

- No, not that brave yet.

Okay, Emily's back.

- Woop, I poured that in the wrong one.

That's okay.

So we'll go ahead and pull out.

So, that same liquidy stuff that we have in this bowl.

We actually turned it into something a little more solid.

- [Emily] Okay, does that look more like cheese?

- No, more like pizza dough.

- Kinda looks like-- - Pizza dough?

Yeah.

So when you see it, it'll actually start to squish.

- And this happened because you put it in the microwave?

- [Emily] And I heated it up, so-- - [Lisa] Okay.

- [Emily] When we heat it up, we usually heat it up for about 15 seconds or so.

- Okay.

- So right now I'm trying to knead it to get it all together so it doesn't crumble as soon as I hand it off to you.

- I see.

- And then you all will get a chance to stretch it, just like you would with string cheese.

- Oh, so you want to give some to the girls to help them to get to-- - Yeah, yeah.

If you wanna just, go ahead and try kind of squeezing it together, mixing it up, kinda just getting that cheese to form into-- - What's it feel like - It's hot and mushy.

- Yeah.

- Hot and mushy, I love it, okay.

- Amira, you wanna give it a try?

- Okay.

- Go ahead, squish it up.

- It feels like baby powder with water in it.

- Aah!

- Ooh, okay.

- How much does it take to do, of this so we can get into cheese that we can actually eat?

- It'll actually only take me a few more seconds of mixing it up-- - Okay.

- And kneading it.

- So not too long, okay.

- So we knead it kind of like we knead-- - Smells weird.

- Dough.

So you have to kinda mix it together, mix it together, over and over again to get it to the right consistency.

- Okay, so let me ask you this.

What would you say to parents about doing kitchen science?

'Cause you know it's... Maybe they don't wanna get this messy but it's a great lesson.

- Yeah, yeah.

- So what do you say to parents?

- So this is a great way to get your kids involved in science without really realizing that you're doing science.

- Okay.

- Because most cooking, whether it's baking cookies, making cheese, or even just using the stove to boil water to make pasta, you're still using science and you're still using chemistry to help turn it into food for you to eat.

- Is this almost ready for us to taste?

- I think it is ready but I'm gonna add one little thing.

I'm gonna add a little bit of salt.

Because milk is-- - Not too much but a little bit.

- Not too much.

Milk can be pretty bland.

- Yes.

- So we wanna add a little bit of flavor to our cheese.

So I'm gonna put it on our cutting board here.

- Okay.

- And then, you know what, why don't you go ahead and do us the honor of sprinkling some cheese on top.

- All of this or just a little bit?

- You can just sprinkle it on top.

- Just sprinkle it on?

- Yeah.

- Okay, just a little bit.

- Just a little bit.

- [Lisa] Give a little flavor.

- If you put that in the microwave, will it turn into, into that?

- Yup, yup.

- So this was kind of the middle step before we got to what I had in this bowl.

- Okay.

- I just had it preset, so that way it would help us out today.

- Is this good, Emily, or should I keep going?

- I think that's perfect.

- I don't wanna make it too salty.

- I think that's perfect.

- Okay.

- All right, are we ready to try it?

- I think so, you ready, girls?

Come on you can do it!

- You can go ahead and take off your gloves.

- Okay.

- I've got... - Should we pinch it, or are you gonna-- - I am gonna cut it, yup.

- Okay.

- Don't you worry.

I've got... - Okay.

Looks like cheese to me.

- The only way to know for sure is to taste-test it.

- London, you wanna go first?

Come on, you can do it.

- Would you like to try some as well?

- [Lisa] Of course!

Of course.

Okay.

Come on over, Amina, tell me what you... Did you try it already?

Oh not yet.

You're waiting on me?

- I was smelling it.

- [Lisa] You're smelling it.

- [Emily] Smelling it?

- [Lisa] Smells like a cheese.

- [Emily] Always good to smell things.

- Okay, you girls ready?

On three.

One, two, three.

Mmm, tastes like cheese to me.

What do you think?

Maybe?

Kinda, sorta?

Does it taste like cheese that you have on pizza?

- [Emily] No?

- [Lisa] No, not quite?

- Not that one.

- [Emily] Maybe it's a little different.

- [Lisa] What's that face mean?

- It tastes like milk, kinda.

- [Lisa] Like milk, kinda.

- Yeah.

- It's kinda like... - A little cheesy though, wouldn't you say a little cheesy?

You think?

- Yeah, it does taste like mozzarella.

- It does taste like mozzarella.

Does it taste better, you think, because you made it?

Do you think?

- Yeah.

- Yeah, it does.

It's always good whether you know it.

All right.

Emily, thank you.

London, Amina, thank you all so much.

Great advice to close out this very messy episode of iQ: smartparent.

Thanks for being here and be sure to join us again next time, on iQ: smartparent.

(lively music) - [Announcer] Want to learn more about iQ: smartparent?

Visit us online at iQsmartparent.org.

For more episodes and additional tools and resources, connect with us on Facebook, Twitter, and Pinterest, to share your thoughts on being a 21st century parent.

iQ: smartparent is made possible by The Grable Foundation.