4 page

each model each assignment 

Save Time On Research and Writing
Hire a Pro to Write You a 100% Plagiarism-Free Paper.
Get My Paper

The number of children with
nearsightedness has increased

• Even before COVID, the number of children
with nearsightedness was on the rise due to
the high amount of time children spend on
screens

• The rate of nearsightedness has increased
dramatically as a result of children using
screens for school

• Whenever possible, children should take
screen breaks

Save Time On Research and Writing
Hire a Pro to Write You a 100% Plagiarism-Free Paper.
Get My Paper

• If children must be on screens, they should
follow the

2

0-20-20 rule: Every 20 minutes,
look at something 20 feet away for 20
seconds.

Children should spend
more time outside!

2

The number of children with
diabetes has increased since the
start of the COVID-19 pandemic

• When children aren’t in school, they are
more sedentary

• Children participating in distance
learning tend to snack more throughout
the day

• For many disadvantaged children, the
lunch provided at school is more
nutritionally balanced than what they
have access to at home

3

There has been a sharp increase in
anxiety and depression among
children

• The age when anxiety and/or depression
begins has gotten younger since the start
of the pandemic

• Children’s mental health is suffering as a
result of the loss of routines, socializing
with peers, worry about illness, worry
about money, etc.

• Nearly every state in the country is
reporting a shortage of child
psychiatrists/psychologists

4

There so many unknowns about the
COVID-19 pandemic and how it will
affect children long-term

• Loss of academic skills

• Lack of social skills practice

• Language development, particularly for
infants and toddlers in care settings
where all adults are wearing masks

• Higher rates of child abuse in homes, but
fewer reported cases as a result of
teachers not seeing children

• Separation struggles after more than a
year of not having to separate each day

It will be several years
before we know the full
effects of the COVID-19
pandemic on children

5

What other issues can
you think of?

3

• Hunger

• Poor nutrition

• Abuse

• Neglect

• Learning differences

• Lack of sleep

• Fighting among family members

• Homelessness

• Sibling troubles/new baby

• Death in the family

• Parental employment

• Poverty

• Handedness

• Vision trouble

• Allergies

• Health problems

• ADHD

• Language

• Dislike of teacher

• Age starting school

• Anxiety

• Depression

• Prenatal Exposure

• Postnatal Environment

• Addiction in the family

• Distance Learning
• Lack of stable/consistent internet

access

• No quiet space for “class”

4

• Children living in poverty often fall behind in school – this is the
“achievement gap”
• Children who are read to at home are often more prepared for reading instruction

at school

• Children whose grown-ups talk with them (as opposed to “at them”) are much
more likely to have a broader vocabulary when they start school

• If children live in poor quality housing, they are more likely to experience
health issues (asthma from nearby traffic pollution, lead exposure from
old, chipped paint, etc.)

• Children living in poverty often have a harder time accessing quality
medical care, which may result in chronic illnesses/conditions being left
untreated (allergies, asthma, vision problems, hearing problems, etc.)

5

• Richard Rothstein, author of the “Class and the Classroom” article
in our Reader starts out stating that the achievement gap is a race
issue. Later in the article he shifts to stating that it is more an
issue of socioeconomic status (SES).

• More recent research, as referenced in the “Class Differences in
Child-Rearing Are on the Rise” article, shows that the issue of the
achievement gap has more to do with one’s SES than race.

• SES is not just how much money someone makes. It is a combination of
multiple factors, including: income, education, occupation, and worth

6

• Read to children on a daily basis
• The American Academy of Pediatrics (AAP) recommends that children be read to for at

least 20 minutes a day. As teachers, we should make sure children get this while in our
care.

• Have conversations with children
• Ask open-ended questions that get children thinking
• Let children know that you value their opinion and want to hear what they have to say
• If English is not a child’s first language, encourage families to use their home language

(or multiple home languages in some families)

• Provide nutritious meals and snacks

• Encourage children’s long-term goals (even if they seem unrealistic)
• If a child says she wants to be a “space veterinarian”, respond with something like, “I bet

you’ll be the most amazing space veterinarian ever! Tell me more about what you’ll do
when that’s your job.”

7

• Just because someone is “poor”, it does not mean they are also
“poor in spirit”

• There are so many opportunities for enrichment that do not cost
much, or are free

• As teachers, we can tell the families we work with about the
various opportunities for Cheap Thrills throughout the Bay Area

• For Extra Credit:
• Make a list of at least five “cheap thrills” (free or cheap activities)

available to families in the Bay Area

• There is no due date for this extra credit (submit on Canvas)

Do you know anyone with
ADHD?

8

• Attention challenges used to be classified in two ways:
• ADD – Attention Deficit Disorder: This was the diagnosis for someone with

attention challenges, but no hyperactivity

• ADHD – Attention Deficit Hyperactivity Disorder: This was the diagnosis for
someone with attention challenges AND hyperactivity

• ADD is no longer used. Instead, everyone with an attention deficit
diagnosis is identified as ADHD. For those without the hyperactivity
component, it is called “ADHD inattentive”.

• The reason for this switch is that even those without the hyperactivity component
describe their minds as being hyperactive at all times – their hyperactivity is
internal only. Those with classic ADHD exhibit hyperactivity both internally (in their
mind) and externally (where everyone else can see it).

9

• There is a strong genetic link with ADHD

• Boys are much more likely to be diagnosed with ADHD than girls, though
girls can certainly have it
• Girls more often have the inattentive type, so it isn’t necessarily as noticeable

• In order to manage ADHD, some people use medication, some use diet
change or exercise, and some use a combination

• Although ADHD can be diagnosed as early as age 3, my personal
opinion is that a child should not be labeled before age 6
• A preschooler who is “hyperactive” might simply be an active preschooler, it does

not mean ADHD – lots of highly active preschoolers are very quiet and calm by
the time they’re 6 or 7

• Remember, only qualified professionals can evaluate for, and diagnose, ADHD
(not teachers!)

10

The following two slides are notes from an ADHD
workshop I attended in

January 2020.

The workshop was presented by ADHD expert and
author, Ned Hallowell, and sponsored by CHC

(Children’s Health Council).

Dr. Hallowell’s website is linked in the Resource
section of the Module 3 Summary.

11

• ADHD should be renamed, as it is not a deficit of attention; there is an
abundance of attention – the challenge is controlling it

• Should be called VAST – Variable Attention Stimulus Trait

• Many people with ADHD have turned it into an asset – it is not a disorder

• It’s like having a Ferrari engine for a brain with bicycle brakes

• If not dealt with properly, ADHD can knock 15 years off one’s life

• For people with ADHD, boredom is an emergency! They’re always looking for
stimulus

• People with ADHD are 10x more likely to develop addiction
• 80% of addiction for people with ADHD begins between 18-23 years

• The best way to combat addiction is to be on medically prescribed stimulant medication

12

• Those with ADHD hyper-focus when interested, but their mind goes
elsewhere (not blank) when uninterested

• Time is fundamentally different: there’s NOW, and NOT NOW
• In a panic, at the last minute, the task gets done

• Adrenaline mimics ADHD medication

• Arguing is very engaging, and is very common for those with ADHD

• Medication works like eyeglasses
• Doesn’t fix ADHD, but treats it

• Works 80% of the time

• Should not be controversial

• ADHD is a tremendous competitive edge, but it does need management

13

• A child with ADHD might seem:
• Disorganized and Scattered

• Can’t keep track of personal belongings

• Doesn’t stay on task / leaves projects unfinished

• Can’t easily refocus to a new task (very common when the child is hyper-focused on
an activity of interest)

• Seems to be having multiple conversations all at once, which might not have any
connection to each other

• Clumsy
• Doesn’t seem to notice where his body is in space

• Bumps into people or objects

• Often drops items or knocks things over

14

• Keep instructions simple and direct

• Maintain an organized, low-distraction work space

• Provide a visual schedule

• Give verbal reminders when an activity is coming to an end

• Allow for projects to be set aside and worked on later

• Incorporate physical activity as often as possible

• Be patient!

15

• We’ll continue our discussion of Issues in ECE, specifically:
• Handedness

• Divorce

• Prenatal Environment

• Postnatal Environment

• How Boys and Girls Learn Differently

• Age Starting Kindergarten

Many people have negative
associations with left-handedness

• In Latin, the word for RIGHT is DEXTER; the
word for LEFT is SINISTER

• About 1% of the population is ambidextrous
(using both hands equally well – no
dominant hand)

• Direct translation of “ambidextrous” is
“two right hands”

• What is the French word for left? What other
meaning does it have?

• What is a left-footed skateboarder called?

Hand dominance is
usually shown by age

5

2

The French word for left is GAUCHE.
It also means “unsophisticated and
socially awkward”

• Lefties are thought to be more artistic,
musical, and mathematical than
righties

• 8-

12

% of the US population is left-
handed

• Seven of the last 15 presidents have
been left-handed (

4

7%)

Answer: A left-footed
skateboarder is called
GOOFY

3

Children often blame themselves
when their parents split up

• 50% of all marriages end in divorce

• Keep in mind, not all marriages that
end in divorce produced children

• A separation of parents (regardless of
marital status) has the same impact on
children as divorce

Fun fact: Dear Mr.
Henshaw won the
Newbery Award in 1984

4

Divorce is more common:

• During the first year after a baby arrives

• When a child in the family has special
needs

• In families with multiples (twins, triplets,
etc.)

• Books for kids about divorce:

• Was it the Chocolate Pudding?

• Dinosaurs Divorce

• Dear Mr. Henshaw

Fun fact: Dear Mr.
Henshaw won the
Newbery Award in 1984
5

What is the Caldecott
Award?

What is the Newbery
Award?

List the last five winners
of each.

Submit on Canvas

No due date on this
extra credit

6

How important is the post-
natal environment?

7

What effect can prenatal exposure
have on a child?

• Fetal Alcohol Syndrome
• Physical characteristics

• Small eyes

• Exceptionally thin upper lip

• Small head circumference and brain size

• Heart defects

• Cognitive impairment
• Delayed development

• Poor memory

• Smoking
• Increased risk of asthma
• Prematurity
• Low birth weight (even if full term)
• Increased risk of SIDS

• Drugs
• Effects vary depending on type of drug

What can get past the placenta?

What is the average walking
age for babies?

8

What happens after a baby is born
makes a difference, too

• Back to Sleep Program (now Safe to Sleep)
• Introduced in 1994, to lower incidents of SIDS

(Sudden Infant Death Syndrome)

• SIDS rates decreased!

• Unintended consequences: delayed motor
skills and flat heads

• Infant travel systems
• Babies spend many hours in “baby buckets”

• Decreased opportunities to move their bodies

• Poor motor control

• Teachers see the impact in their classrooms

Tummy Time

From American Academy of Pediatrics:

Data suggests that infants who spend
too much time in confining equipment
such as car seats, swings, bouncy seats,
exersaucers, or strollers may experience
delayed motor skill development.

Before
“Back to
Sleep”

After
“Back to
Sleep”

Black 9-

10

months

White 12 months 15 months

Asian
14-15

months

Get those babies moving! 9

Not all brains are the same!

• In Early Childhood…

• Girls excel in areas such as social skills,
reading, and fine motor skills (needed for
writing)

• Boys excel in areas like hand-eye
coordination. They are more impulsive and
are more physically active than girls.

• Boys may be 6-18 months behind girls in the
areas that most schools focus on in the early
grades.

• Most school environments are designed for
how girls learn, and boys are often left
behind, or told that they aren’t good
students.

What can schools do to
help ALL students learn?

10

What does “cut-off date” mean?

• Prior to the 2012-13 school year, the cut off
date in California was December 2.
Meaning, a child had to be 5 years old by
December 2 in order to start Kindergarten.

• The cut-off date was moved up one month
at a time until school year 2014-15 when it
landed on September 2.

• Now all children enrolling in CA public
schools must be 5 by September 2nd, which
means the youngest kids in the class will be
no less than 4 years,

11

.5 months.

• The cut-off date for non-public schools
varies.

• There is always the potential for a 12-month
age difference between the youngest child
and the oldest child in a classroom.

What are the benefits
of a September cut-off
date? Any negatives?

11

When should a kid start
Kindergarten?

• There is no easy answer to this question,
as it is different for each child.

• Parents need to think about what is
expected in Kindergarten, and what their
individual child can manage:

• How many hours is Kindergarten?

• Is there homework?

• Is there a rest/naptime?

• How many children and teachers
in the room?

• Is this child ready to socialize with
kids a full year older than he is? Do you remember how

old you were when you
started Kindergarten?

12

Maria Montessori
CDEV 65

Class #6

Maria Montessori (1870-1952)

Studied psychiatry, education, and
anthropology

At 13 years old, she attended a

Seven years of engineering

Pre-med

First female in Italy to earn MD
(1896)

Why is this accomplishment so
significant?

More about Maria Montessori

Worked at the University of Rome with children with special needs

Wrote about the children she worked with, advocated for them, and
developed a way to educate them

method of education

Maria wanted to see how her methods worked with typically developing

In January 1907, dei

Why would Maria have attended a

Thinking back to our Week #2

tell you about her family
background?

At the time Maria was working with
children with special needs, they
were seen as
than worthy of an education, less
than worthy of care, love, attention.
Maria felt differently.

dei
Bambini school were all from poor
backgrounds. Just like the children
with special needs, these children
were seen as
Maria felt differently.

When did Maria Montessori Education Come to the US?

The first Montessori school in the US opened in 1911 in New York

Maria was invited by Alexander Graham Bell, Thomas Edison, and other notable
figures to speak at Carnegie Hall in 1913 (or 1915 conflicting info from sources)

Where was it held? (Answer on the next slide)

At the end of the PPIE, the classroom was awarded two gold medals for
education

The PanamaPacific InternationalExposition(PPIE) was heldin SanFrancisco.The nameof this particular
Fair highlights the opening of the Panama Canal, and San Francisco was chosen to celebrate the rebirth of the city
after the 1906 earthquake and fire. ThePPIE was held in the Marina District, with the Palace of Fine Arts as the

Note: this is just a small section of the full PPIE map. The PPIE extended from Fort Point to Van Ness Avenue.

During World War II, Maria left Italy

She had anti-fascist views and was exiled by Mousollini

During her lifetime, Maria lived in Italy, Spain, India, and the Netherlands

educators (due in large part to the religious
undertones)

Her method continued to do well in Europe

In the late 1950s, Nancy McCormick Rambusch underwent Montessori training in Europe, and decided to bring
Montessori education back to the US

Rambusch

Association Montessori Internationale (AMI) would not allow changes, so the American Montessori Society
(AMS) was formed

This resistance to change is because the true followers of Montessori believe that if Maria Montessori did not do it,
they cannot do it. Therefore, the Montessori Method should forever exist the way it did when Maria died.

Montessori Education Today

Today there are Montessori programs all over the world

Most programs in the US are either AMI or AMS affiliated

There are programs for teachers to become trained in either the AMI method,
or the AMS method

In general, AMS is less strict than AMI, but both types of programs still follow

Montessori never protected her name, so it is possible that a program could
use the name Montessori with no actual understanding of the philosophy, or
Montessori training

1. Respect for the Child

Maria Montessori was the first person to use child size furniture in programs

She made the furniture herself in the beginning!

2. The Absorbent Mind

0-3 years: unconscious absorbent mind

3-6 years: conscious absorbent mind

3. Sensitive Periods

A child can learn a new skill when they are ready

If a child is not in his/her sensitive period, the new skill will not be learned

Does this sound like brain development from last week?

4. The Prepared Environment

In a properly prepared environment a child is able to educate him/herself

Only one way to use the item

5. Self/Auto Education

Children can educate themselves after they have been introduced to the materials

These last two principles are where people often lose excitement for the
Montessori Method, as they seem very limiting

In a strict Montessori environment, there will be few opportunities for dramatic
play, socialization, or open-ended activities

What do Children in a Montessori Classroom Learn?

The materials in a Montessori environment are:

Practical Life
Basic life skills preparing food, cleaning up after oneself

Sensory Materials
Children are trained to detect the sensory differences in materials

For example, the grit of sandpaper, various smells, differing tastes, etc.

There are images of some of these materials on the next slide

Academic Materials
These materials support learning math, reading, and writing

Children trace sandpaper letters, which makes learning the shapes of letters a more sensorial
experience

Children in Montessori programs are often taught cursive before printing. Montessori believed that
it is easier for children to use cursive, as the writing utensil only needs to be placed at the
beginning of the word, instead of at the beginning of each letter.

The Brain
CDEV 65

Class #5

Discussion Questions

Additional discussion
question:

On page xvi, Healy states,
“Understanding a child’s
brain and the way it
develops is the key to
understanding learning.”
What do you think this
means?

The previous slide referenced p. xvi. What does that
mean? Let’s take a look at Roman Numerals!

• I = 1

• V = 5

• X = 10

• L = 50

• C = 100

• D = 500

• M = 1000

• Keep your place values separate.

• You can’t have more than three of

the same letter in a row.

• Numbers must stay in their

“families”. You can take 1 away

from 10, but nothing larger.

• IV = 4

• VI = 6

Think About It…

• How does it feel to learn something new?

• Is it exciting? Scary? Overwhelming?

• Imagine how kids feel when they’re learning something new

• Sometimes it’s very exciting, especially when it all makes sense and you “get it”

• Sometimes it’s scary, especially if the teacher rushes through the material and
doesn’t take time to explain things in a way you understand

Roman

Numerals

2020

MMXX

1888

MDCCCLXXXVIII

**Extra Credit**

Write your year of birth in

both Roman and Arabic

Numerals

Submit on Canvas.

The only device you’re

allowed to use is your brain!

The Young Brain

• Although it appears to be fully developed, the brain is the most
immature of all organs at birth

• A full-term pregnancy is 40 weeks

• The lungs are typically “done” around 34 weeks of pregnancy
• This means a baby born after 34 weeks of pregnancy can likely breathe on their

own – without the help of any machines

• Babies born prior to 34 weeks usually spend time in the hospital hooked up to
breathing equipment.

• The heart is usually “ready” around 37 weeks of pregnancy
• This means that a baby born prior to 37 weeks of pregnancy might have trouble

regulating his heartrate.

• Babies born earlier than 37 weeks usually spend time in the hospital while the
heart matures.

Parts of the Brain

RAS (Reticular
Activating System)

• Located in the
brainstem

• The gatekeeper of
the brain

• Tunes out
unnecessary stimuli
so you can focus on
important
information

Thalamus

• Sorts information
and sends it to the
appropriate location

Amygdala

• Emotional spot of
the brain

• Information with
strong emotional
content is more
likely to make it to
LTM (long-term
memory)

Parts of the Brain

Hippocampus (not just
where hippos receive a

higher education!)

• Organizer for information
(names, places, pictures,
text)

• If information is deemed
relevant, the hippocampus
sends it to LTM

Cerebellum

• Movement

Parts of the Brain

• Divided into left and right hemispheres – each
hemisphere controls the opposite side of the body

• Makes up 85% of the brain’s mass
Cerebrum

• Thin layer on top of the cerebrumNeocortex

• Fancy name for brain cells

• Messages travel from one neuron to the nextNeurons

Neurons

• Messages start at the dendrites

• Information travels through the cell body

• Once at the end of the neuron, information “jumps”
across the synapse due to a chemical release called a
neurotransmitter

• Myelin coats the axon of the neuron in order to speed
up the messages

• What is myelin?

• How can we myelinate a child’s brain?

• What might cause problems in the myelination
process?

Myelin

• Myelin is a fatty substance that coats the axon of each neuron

• This insulation helps speed the messages along, and keeps the messages
moving in an organized fashion

• A brain is myelinated in a predictable sequence – from back to front, and
bottom to top

• The last part of the brain to fully myelinate is the prefrontal cortex – more on that
later

• A brain is myelinated due to a combination of experiences and nutrition

• The process of myelination is predictable, and cannot be rushed or sped up!

How long does it take for a brain to fully myelinate?

• A human brain is not “done” developing until the mid- to late-20s!!

• Male brains take a little bit longer than female brains to finish the myelination
process

• Think about when you were in your teenage years…

• Think about all the “less than brilliant” things you did, yet you thought you were
invincible

• Although the neurons may have finished the myelination process, the human
brain is still capable of learning new things throughout life

• “The brain’s plasticity is at a height in the newborn, but even adult stroke victims
can develop new connections to bypass damaged areas” (Healy, p. 26)

More Myelination

• As the growing brain is exposed to the same experiences over and over, a
path is formed, making it easier for messages to move efficiently

• Babies consume breastmilk or formula, both of which are loaded with good
healthy fat

• Although many say breastmilk is the best option for a baby, it is not always possible
for mom to breastfeed. In that case, formula is the best option.

• The process of myelination can be hindered by exposure to stressful
experiences, or harmful substances

• Small bits of stress are not likely to cause damage, but long-term trauma (abuse,
neglect, etc.) will likely have a negative impact on the developing brain

Substances that hinder brain development

• Because the brain is still developing into early adulthood, it is possible that
exposure to dangerous substances during adolescence can cause long-term,
irreversible damage to the brain

• Alcohol, drugs, and smoking can hinder brain development

• Damage to the prefrontal cortex can result in an adult’s inability to plan
ahead, use good judgement, think about consequences, etc.

• The next slide shows images from Amen Clinics. They are scans of healthy
brains (in the middle), and brains exposed to various substances.

Cortisol and Pruning

• When a person is under stress, a hormone called cortisol is produced

• Cortisol can shut down the process of messages moving through neurons

• When neurons aren’t being used, they are pruned away to make room for the
remaining neurons to grow

• Use it or lose it!

• This is not something to be concerned about – as mentioned above, it is necessary to
make room for other neurons to mature

• How much does the average brain weigh at birth? At 12 months? In adulthood?

Answers

• The average brain is 1 pound at birth

• At 12 months, the average brain weighs 2 pounds

• Think about all the milestones a baby reaches in the first year of life:

• Rolling over

• Sitting up

• Crawling

• Standing (and possibly walking)

• Language comprehension

• The neurons for all of these skills, and many more, have become so mature that even
with all the pruning going on, the weight of the brain doubles in the first year of life!

• The average adult brain weighs 3 pounds

The Triune Brain

• A theory created by Paul MacLean

• Three brains in one

• Reptilian brain (lizard)

• Basic instincts

• Fight, flight, or freeze

• Mammalian Brain (mama cat and kittens)

• Loving, nurturing, caring brain

• We spend most of our time in this part of the brain

• Human Brain (child)

• Exclusive to humans

The Triune Brain

• When under stress, most humans will revert to the Reptilian brain

• Think about how you behave when you’re overwhelmed, rushed, worried, etc. You probably don’t
make rational decisions

• We would all like to think that we use our Human brain most frequently, but in reality we
spend most of our time using our Mammalian brain

• If adults can quickly and easily go from the Human brain to the Reptilian brain when under
stress, imagine how much fast children can get there…

• This is when we observe behaviors like biting, hitting, screaming, kicking, etc.

• It is not a good idea for the adult to ask, “What were you thinking?”

• The child was not thinking, her Reptilian brain had taken over

• Our job is to ensure that children don’t reach stress levels that put the Reptilian brain in charge
(easier said than done, but we should try anyway)

Lobes of the Brain

• Occipital Lobe

• Vision

• Parietal

• Touch and spatial understanding

• Temporal Lobe

• Hearing and some aspects of language

• Frontal Lobe

• Motor cortex

• Planning and regulating body movement

• Prefrontal cortex

• Reasoning, memory, judgement, planning ahead

Hemispheres

• The brain has two hemispheres – left and right

• The left hemisphere controls the right side of the body, and the right hemisphere controls the left
side of the body

• Each hemisphere has all four lobes

• The two hemispheres are able to communicate with each other because of a band of fibers
called the Corpus Callosum

• It takes about 5-10 years for the Corpus Callosum to finish developing

• One way to know if the two hemispheres are communicating with each other is if the child can
cross “midline”

• If a child can cross their right hand over to the left side of the body, this is an example of crossing midline

• Pediatricians typically check for this milestone at the 12-month check-up.

In May 2010, I attended a Jane Healy lecture, here are
some of my notes:

• Children are always learning – although they may not be learning what you
think or hope they’re learning!

• Different does not mean disabled

• 50% of entrepreneurs have been diagnosed with dyslexia at some point in
their lives

• Cerebrodiversity – no two brains are alike, and nobody has a perfect brain

• “Late Bloomers” are often gifted

• Brains that take longer to develop often have more robust connections

More from Healy:
Brain Cleaning 101

• Tackle stress!

• Disrupt toxic disruptors (substances, people, etc.)

• Feed and hydrate the learning brain

• Take sleep seriously

• Manage media for both content and time

• Teach self-regulation – the key to success

• Get physical

Looking Ahead…
Next week we will discuss Maria Montessori

Order a unique copy of this paper

600 words
We'll send you the first draft for approval by September 11, 2018 at 10:52 AM
Total price:
$26
Top Academic Writers Ready to Help
with Your Research Proposal

Order your essay today and save 25% with the discount code GREEN