Cultivating good handwriting skills requires patience and plenty of discipline to get resultstheSun, Tue, 28 Apr 2009
MY daughter’s handwriting is simply too large for my liking. Filling in the blanks in her school workbook gets difficult and messy sometimes because the space provided is not enough for her large handwriting.
A mother once told me she made her children learn to write ‘properly’ by erasing and making them re-write if their handwriting were found to be unsatisfactory.
Is there a so-called ‘best’ way to teach children to have ‘nice’ handwriting? A search on the Internet provided me a better understanding on teaching children the proper technique of handwriting.
Technically, there are three parts of writing a child needs to learn, focusing on one objective at a time – proper letter construction; consistent letter size; and the same tilt throughout the writing.
Start your child by helping him master proper drawing of vertical, horizontal and circular lines and shapes.
According to an expert, circular shapes should begin at the 2 o’clock position, moving up counterclockwise like the letter "c". Shapes like triangles, rectangles and squares, should be drawn using individual lines that meet. Lines should be drawn left to right or top to bottom.
Once they are adept in forming the letters, they can then learn to size them properly using handwriting sheets with guide lines to help them develop uniformity in size.
There should be solid lines at the top and bottom, a dotted line in the middle, and space before the next guide lines. These can be found at many stores selling educational supplies.
To help children space their letters or words, tools such as an ice cream stick, or one or two fingers, can be placed on the paper for uniform spacing. Check the slant of cursive handwriting by drawing a straight line through the centre of each letter from top to bottom. All the lines should be parallel if the slant is uniform.
For younger children who print, this check may not be necessary if their letters are formed correctly.
Regular practice helps children to gradually perfect their formation and maintain uniformity of the size of the letters.
When I was in school, I remember handwriting was taught as a subject. One exercise book labelled "Tulisan" (handwriting) was allocated specifically for us to practise drawing lines and shapes, and printing letters and words in their correct form, size and spacing.
These days, children are taught handwriting much earlier in pre-school. The degree of importance placed in the teaching of handwriting, however, differs from school to school.
Some schools consciously provide adequate practice like what I received in primary school but I feel some do not emphasise it enough.
Now, when children start primary school, handwriting is no longer taught as a subject as they are expected to have learnt it in pre-school. Unless their handwriting is utterly atrocious, the teacher seldom scrutinises the child’s handwriting, paying more attention to the teaching of core subjects such as math, science, and languages.
It is not whether teaching handwriting should be done at pre-school or primary school that is the issue here. It is the level of awareness of its importance that we should ponder on.
Watch the video at www.teachers.tv/video/24021, where in France, the teaching of handwriting is backed by an educational philosophy that encompasses all creative subjects. The French believe that equipping children with the ability to write will free their minds to perform creatively throughout their lives.
Tuesday, April 28, 2009
Thursday, April 16, 2009
Curb that s-word
Take steps to stop and correct children from using expletives right from the start
theSun, Tue, 14 Apr 2009
WHEN you least expect it, your child comes home from school one day and utters a swear word.
Many parents have found themselves in this predicament since time immemorial.
It was my turn recently when my seven-year-old said a swear word. This led me to finding out how that word found its way into her vocabulary and how best I should tackle the situation if it happened again.
I discovered that she learnt it from a classmate but did not know its meaning.
Before we lash out with a torrent of swear words ourselves or inflict any form of punishment in reprimanding our children for swearing, we must remember that we are their role models.
If parents or other adults in the household swear, the children will very quickly and easily pick up these words.
Young children not only pick up words but also the feelings that come with them when they are used. They observe and learn how you look and act when using those words, so the next time they are angry, they will also use the same words you used when angry.
According to a tip I read in the Internet, do not encourage the child to think it is funny or interesting. If you laugh when he says a swear word, he will pick up your feelings and think you find it pleasing.
As a result, he will very likely say it again, as he wants to please his parents more than anything else.
On the flip side, if you react with anger, he may use it again when he is upset with you in some way and wants you to know about it.
You could tell him firmly: “We don’t use that word in our family and I don’t want to hear it again,” and then ignore it and do not respond if he says it again.
Fortunately for me, I was driving when my child pulled that shocking surprise on me and could only react with a “What did you just say?”
I kept my cool and told her it is not a nice word to use, explaining to her that if she didn’t know the meaning, she should not use it.
Set a rule that everyone in the family must know the meaning of a word in order to say it, and they must mean what that word represents.
If your child says a swear word when he is angry or upset, focus on helping him express his feelings using words he understands and means, instead of fussing over the swear word itself.
Explain to him the meaning of the swear word and that it is wrong and rude to use it, and it may hurt the feelings of others.
Some children use these words to get attention or to show off, thinking that it is a ‘cool’ thing to do. Find out the reasons why your child swears, if he is under any stress, is crying out for attention or just wants to fit in with his ‘cool’ peers.
Explain to him that it is not necessary to swear to gain friends and be ‘cool’. In fact, swearing is not a smart thing to do as it reflects one’s lack of knowledge in using proper words.
Finally, be in tune with your child’s activities and feelings. A child who has a balanced lifestyle and access to open communication and love from parents is more likely to understand that it is not necessary or good to swear and that swearing is simply not ‘cool’.
theSun, Tue, 14 Apr 2009
WHEN you least expect it, your child comes home from school one day and utters a swear word.
Many parents have found themselves in this predicament since time immemorial.
It was my turn recently when my seven-year-old said a swear word. This led me to finding out how that word found its way into her vocabulary and how best I should tackle the situation if it happened again.
I discovered that she learnt it from a classmate but did not know its meaning.
Before we lash out with a torrent of swear words ourselves or inflict any form of punishment in reprimanding our children for swearing, we must remember that we are their role models.
If parents or other adults in the household swear, the children will very quickly and easily pick up these words.
Young children not only pick up words but also the feelings that come with them when they are used. They observe and learn how you look and act when using those words, so the next time they are angry, they will also use the same words you used when angry.
According to a tip I read in the Internet, do not encourage the child to think it is funny or interesting. If you laugh when he says a swear word, he will pick up your feelings and think you find it pleasing.
As a result, he will very likely say it again, as he wants to please his parents more than anything else.
On the flip side, if you react with anger, he may use it again when he is upset with you in some way and wants you to know about it.
You could tell him firmly: “We don’t use that word in our family and I don’t want to hear it again,” and then ignore it and do not respond if he says it again.
Fortunately for me, I was driving when my child pulled that shocking surprise on me and could only react with a “What did you just say?”
I kept my cool and told her it is not a nice word to use, explaining to her that if she didn’t know the meaning, she should not use it.
Set a rule that everyone in the family must know the meaning of a word in order to say it, and they must mean what that word represents.
If your child says a swear word when he is angry or upset, focus on helping him express his feelings using words he understands and means, instead of fussing over the swear word itself.
Explain to him the meaning of the swear word and that it is wrong and rude to use it, and it may hurt the feelings of others.
Some children use these words to get attention or to show off, thinking that it is a ‘cool’ thing to do. Find out the reasons why your child swears, if he is under any stress, is crying out for attention or just wants to fit in with his ‘cool’ peers.
Explain to him that it is not necessary to swear to gain friends and be ‘cool’. In fact, swearing is not a smart thing to do as it reflects one’s lack of knowledge in using proper words.
Finally, be in tune with your child’s activities and feelings. A child who has a balanced lifestyle and access to open communication and love from parents is more likely to understand that it is not necessary or good to swear and that swearing is simply not ‘cool’.
Tuesday, April 7, 2009
Organising toys
theSun, Tues 31 Mar
When children come into your life, they not only take up your time and energy but they take up lots of space as well! There’s the baby cot, changing table, clothes and diaper storage bins, cupboards, playpen, pram, car seat, other rather bulky necessities, books and of course, toys! As they grow, they accumulate toys very quickly and that’s when our nightmare begins. Every corner we turn, we trip over a doll or get poked on our bare soles by a gun-toting toy soldier. Containing all those pieces of building blocks, teapots and teacups, jigsaw puzzles, stuffed toys and mini figurines in one place is an everyday challenge.
For starters, if you are not able to spare a room and turn it into a playroom, designate a suitable section or corner in your home as your child’s play area. Get boxes or bins with lids and categorise them with labels such as “blocks”, “dolls”, or “cars”. For children who have yet to learn how to read, use picture stickers to denote the items those boxes contain. Teach your child to tidy up his toys according to their categories, and to keep those he doesn’t want to play with anymore before taking out a new set of toys. Sorting and labeling helps your child find and put away toys more easily.
Weed out those that are broken and if they can be fixed, do so when you are free. Put them aside with the forgotten and less-frequently-played toys and rotate them with toys that he gets bored with in future. Some could also be given away to friends and relatives or donated to charity. Giving away toys to less fortunate children is a valuable lesson for a child to learn.
Create mini play sections within the room or space. The box of cooking toys could be placed next to the kitchen set, art and craft items in boxes or shelves nearer to a worktable or easel, and role-playing costumes next to a mirror for example. Place some hooks at a suitable height along a wall to hang bags and pouches to keep other small toys such as stuffed animals, hats, and costumes.
Sturdy shelving units also help get toys off the floor and minimise clutter. They can be used to keep some of his larger, favourite and most-frequently-played-with toys so that they are within reach and sight. Small side tables or sideboards also help in providing counter-top space for toys that need to be displayed for ease of playing such as doll houses and train sets.
Decorate the playroom in his favourite colours, pin up some of his drawings, hang posters of his favourite cartoon characters or superheroes. Making the room or play area a place to call his own would make him more likely to care for it and keep it tidy.
Organising your child’s toys takes some planning and lots of patience. The effort, however, will be rewarded as you begin to see less clutter around the house and more importantly, your child learning organising skills and developing a sense of responsibility.
When children come into your life, they not only take up your time and energy but they take up lots of space as well! There’s the baby cot, changing table, clothes and diaper storage bins, cupboards, playpen, pram, car seat, other rather bulky necessities, books and of course, toys! As they grow, they accumulate toys very quickly and that’s when our nightmare begins. Every corner we turn, we trip over a doll or get poked on our bare soles by a gun-toting toy soldier. Containing all those pieces of building blocks, teapots and teacups, jigsaw puzzles, stuffed toys and mini figurines in one place is an everyday challenge.
For starters, if you are not able to spare a room and turn it into a playroom, designate a suitable section or corner in your home as your child’s play area. Get boxes or bins with lids and categorise them with labels such as “blocks”, “dolls”, or “cars”. For children who have yet to learn how to read, use picture stickers to denote the items those boxes contain. Teach your child to tidy up his toys according to their categories, and to keep those he doesn’t want to play with anymore before taking out a new set of toys. Sorting and labeling helps your child find and put away toys more easily.
Weed out those that are broken and if they can be fixed, do so when you are free. Put them aside with the forgotten and less-frequently-played toys and rotate them with toys that he gets bored with in future. Some could also be given away to friends and relatives or donated to charity. Giving away toys to less fortunate children is a valuable lesson for a child to learn.
Create mini play sections within the room or space. The box of cooking toys could be placed next to the kitchen set, art and craft items in boxes or shelves nearer to a worktable or easel, and role-playing costumes next to a mirror for example. Place some hooks at a suitable height along a wall to hang bags and pouches to keep other small toys such as stuffed animals, hats, and costumes.
Sturdy shelving units also help get toys off the floor and minimise clutter. They can be used to keep some of his larger, favourite and most-frequently-played-with toys so that they are within reach and sight. Small side tables or sideboards also help in providing counter-top space for toys that need to be displayed for ease of playing such as doll houses and train sets.
Decorate the playroom in his favourite colours, pin up some of his drawings, hang posters of his favourite cartoon characters or superheroes. Making the room or play area a place to call his own would make him more likely to care for it and keep it tidy.
Organising your child’s toys takes some planning and lots of patience. The effort, however, will be rewarded as you begin to see less clutter around the house and more importantly, your child learning organising skills and developing a sense of responsibility.
Wednesday, March 18, 2009
Dealing with name-calling
Tue, 17 Mar 2009
Teasing is common among schoolchildren but this does not mean they should be taken lightly or ignored
Children who tease and call others names may have picked up the bad habit from those around them.
MY daughter came home from school one day complaining about a classmate who called her names. Name-calling and teasing are common among schoolchildren but this does not mean they should be taken lightly or ignored.
Frequent name-calling, insulting or negative labeling will have undesirable effects on children. It will affect their personality development and lower the child’s self worth, esteem and confidence.
When a child’s sense of self has yet to fully develop, calling a child names and labeling him "stupid" for instance, may cause the child to believe that he is so. The child will then tend to act or behave in a manner that is consistent with that negative self-image.
How do we help a child handle such situations? In her book, My Name is Not Dummy, Elizabeth Crary, a parent educator with over 20 years’ experience, provides ideas on how to help a child overcome the problem. Here are a few.
» Ignore it – tell your child to completely ignore the unkind words and the person who says it. Do not glance in his direction, and talk with another student or read instead. Appear calm and unfazed. Usually, the teaser will lose interest and stop if he does not receive any response.
» Do the unexpected – when teasers don’t get the reaction they are looking for, they will tend to stop. For example, if a girl named Lizzie is being called "Dizzy Lizzie", she can turn around and say, "My full name is Elizabeth. Got any rhymes for that?" or "Do you have one that goes with Edward? He’s my brother."
» Ask for help – if a child has run out of ways for dealing with the problem on her own, then it is appropriate to ask an adult for help. In the above example, Lizzie might approach her teacher for help.
Lizzie’s parents can also help by affirming that she is not what they call her. They can ask, "Are you dizzy? If those kids say so, does that mean it’s true?" Help her differentiate fact from teasing words and understand that what people say of her is not necessarily right or true.
Children who tease and call others names may have picked up the bad habit from people around them such as family members, or through unsupervised television viewing.
The whole family needs to practise respect toward each other at all times. Set good examples and turn negative descriptions around by being careful with your choice of words.
For example, instead of "messy", use the word "tidy" or turn "mean" into "kind". Your words then change from "Don’t be mean to your sister" to "Please be kind to your sister".
Explain to them why name-calling is wrong, that it makes people unhappy when they do that. Ask them to imagine how they would feel if others called them names.
Certain children’s programmes on television compromise proper choice of words in their script for the sake of entertainment.
It may be funny when one cartoon character yells "Stupid!" or "You’re such a nerd!" but the odds are that the child will also use these words and think it is funny the next time he gets a chance to do so.
Be careful with what your child is exposed to and guide them in the right way when they encounter negative influence.
Teasing is common among schoolchildren but this does not mean they should be taken lightly or ignored
Children who tease and call others names may have picked up the bad habit from those around them.
MY daughter came home from school one day complaining about a classmate who called her names. Name-calling and teasing are common among schoolchildren but this does not mean they should be taken lightly or ignored.
Frequent name-calling, insulting or negative labeling will have undesirable effects on children. It will affect their personality development and lower the child’s self worth, esteem and confidence.
When a child’s sense of self has yet to fully develop, calling a child names and labeling him "stupid" for instance, may cause the child to believe that he is so. The child will then tend to act or behave in a manner that is consistent with that negative self-image.
How do we help a child handle such situations? In her book, My Name is Not Dummy, Elizabeth Crary, a parent educator with over 20 years’ experience, provides ideas on how to help a child overcome the problem. Here are a few.
» Ignore it – tell your child to completely ignore the unkind words and the person who says it. Do not glance in his direction, and talk with another student or read instead. Appear calm and unfazed. Usually, the teaser will lose interest and stop if he does not receive any response.
» Do the unexpected – when teasers don’t get the reaction they are looking for, they will tend to stop. For example, if a girl named Lizzie is being called "Dizzy Lizzie", she can turn around and say, "My full name is Elizabeth. Got any rhymes for that?" or "Do you have one that goes with Edward? He’s my brother."
» Ask for help – if a child has run out of ways for dealing with the problem on her own, then it is appropriate to ask an adult for help. In the above example, Lizzie might approach her teacher for help.
Lizzie’s parents can also help by affirming that she is not what they call her. They can ask, "Are you dizzy? If those kids say so, does that mean it’s true?" Help her differentiate fact from teasing words and understand that what people say of her is not necessarily right or true.
Children who tease and call others names may have picked up the bad habit from people around them such as family members, or through unsupervised television viewing.
The whole family needs to practise respect toward each other at all times. Set good examples and turn negative descriptions around by being careful with your choice of words.
For example, instead of "messy", use the word "tidy" or turn "mean" into "kind". Your words then change from "Don’t be mean to your sister" to "Please be kind to your sister".
Explain to them why name-calling is wrong, that it makes people unhappy when they do that. Ask them to imagine how they would feel if others called them names.
Certain children’s programmes on television compromise proper choice of words in their script for the sake of entertainment.
It may be funny when one cartoon character yells "Stupid!" or "You’re such a nerd!" but the odds are that the child will also use these words and think it is funny the next time he gets a chance to do so.
Be careful with what your child is exposed to and guide them in the right way when they encounter negative influence.
Tuesday, March 3, 2009
Music to child’s ears
The choice of a musical instrument should rest on the one who has to learn to play it
theSun, Tues 3 Mar 2009
MUSIC education is a wonderful gift to give your child. Not only does music help a child in developing her creativity and ability to express, it also helps develop confidence and cognitive skills for better performance in math and science.
When choosing an instrument for your child, be aware that it should be an instrument of his or her choice and not yours.
Be conscious of the reasons behind the choice of instrument. Did you choose it because you personally like how it sounds, or would have liked to play it but did not get the opportunity to when you were young, for instance?
While you may influence her a little, it should ultimately be one that she likes because after all, she will be the one learning and practising on it. A child would be more interested and committed to learning and practising an instrument that she is excited about.
Before deciding on one, show her the different types of instruments from the main categories of strings, brass, percussion and wind so that she can see and know what they look and sound like.
We are all drawn to how an instrument sounds and how it is played and so are children. Listen to music played by orchestras, bands and solo instruments, be it from CDs or at live performances. Discuss with her what you saw and heard, and how the instruments were played in different styles and pieces.
Consider her physical attributes, as some instruments may not be physically compatible. A petite child may not be able to carry a large cello case by herself, let alone play the instrument.
Some wind instruments require suitable lip structure or facial strength to play while others can only be properly played if you have adult teeth. Other instruments may require larger hands and more developed motor skills or dexterity.
Consider your budget for buying the instrument and paying for lessons. If you are not sure your child is committed, consider borrowing or renting first.
When buying, consider one of average quality that serves the purpose rather than splurge on a top-of-the-line or concert model. You can always upgrade later when your child shows more commitment and has made progress.
Playing a musical instrument should be fun and pleasurable. Find out what kind of music interests your child and if she prefers to play alone or in a group like a band or orchestra.
It is no use forcing her to learn the violin and play classical pieces when she enjoys making rocking rhythm on the drums more.
If you can, get a professional or a teacher of the instrument she is interested in to assess if she can be taught to play it considering her age, size and aptitude.
Finally, do not fall into the trap of stereotyping. There is no rule that says every child must start with the piano or violin, or if a particular instrument is more suited for a boy or girl.
Anna sometimes gets tired of defending the fact that it is all right for a girl to learn the drums at age four-plus. Her parenting articles here are compiled in http://youmekids.blogspot.com.
theSun, Tues 3 Mar 2009
MUSIC education is a wonderful gift to give your child. Not only does music help a child in developing her creativity and ability to express, it also helps develop confidence and cognitive skills for better performance in math and science.
When choosing an instrument for your child, be aware that it should be an instrument of his or her choice and not yours.
Be conscious of the reasons behind the choice of instrument. Did you choose it because you personally like how it sounds, or would have liked to play it but did not get the opportunity to when you were young, for instance?
While you may influence her a little, it should ultimately be one that she likes because after all, she will be the one learning and practising on it. A child would be more interested and committed to learning and practising an instrument that she is excited about.
Before deciding on one, show her the different types of instruments from the main categories of strings, brass, percussion and wind so that she can see and know what they look and sound like.
We are all drawn to how an instrument sounds and how it is played and so are children. Listen to music played by orchestras, bands and solo instruments, be it from CDs or at live performances. Discuss with her what you saw and heard, and how the instruments were played in different styles and pieces.
Consider her physical attributes, as some instruments may not be physically compatible. A petite child may not be able to carry a large cello case by herself, let alone play the instrument.
Some wind instruments require suitable lip structure or facial strength to play while others can only be properly played if you have adult teeth. Other instruments may require larger hands and more developed motor skills or dexterity.
Consider your budget for buying the instrument and paying for lessons. If you are not sure your child is committed, consider borrowing or renting first.
When buying, consider one of average quality that serves the purpose rather than splurge on a top-of-the-line or concert model. You can always upgrade later when your child shows more commitment and has made progress.
Playing a musical instrument should be fun and pleasurable. Find out what kind of music interests your child and if she prefers to play alone or in a group like a band or orchestra.
It is no use forcing her to learn the violin and play classical pieces when she enjoys making rocking rhythm on the drums more.
If you can, get a professional or a teacher of the instrument she is interested in to assess if she can be taught to play it considering her age, size and aptitude.
Finally, do not fall into the trap of stereotyping. There is no rule that says every child must start with the piano or violin, or if a particular instrument is more suited for a boy or girl.
Anna sometimes gets tired of defending the fact that it is all right for a girl to learn the drums at age four-plus. Her parenting articles here are compiled in http://youmekids.blogspot.com.
Thursday, February 19, 2009
Sen & sensibility
Teach your children about the value of money now and they won’t pay the price later in life
theSun, Tue, 17 Feb 2009
MY daughter is at the age where she expresses her desires very boldly and, mind you, it is a long wish-list of toys, pets and stuff that children her age are attracted to. Her friends and cousins have the funkiest toys and she wants them too, she says.
We all want to give our children the best, but where is the line between nurturing and spoiling them?
We need to understand that, first, children want to be part of their peer group. When they get together, they will chatter excitedly about the latest Pokémon cartoon or play their latest Nintendo game.
If your child has not seen the latest Pokémon DVD or does not own a Nintendo, she/he would feel left out and on the sidelines, listening silently or watching others play.
Parents who object to certain children’s toys or entertainment, and those who have only a limited budget, would find themselves in a bind when their children start comparing themselves with their peers.
We need to help our children understand that money does not grow on trees as is popularly said. But how do we teach and remind them about the value of money?
My daughter’s initial idea about money was that it comes from mummy’s purse, daddy’s wallet or the bank.
We explained that we need to work hard to earn it before it gets into the bank or wallet, and the amount is limited so we cannot buy anything and everything we want.
Help your child to be aware of the difference between a ‘need’ and a ‘want’.
Pre-school and primary school children are normally inclined towards noble ideas and practices.
For example, my daughter learnt in school that food must not be wasted as there are others who do not have enough to eat. She is now able to raise the point when she notices food being wasted.
Likewise, encourage them to think and discuss why the latest toys or branded clothes are so important to them. What is it about those things that is so good in their eyes?
Help them think about how other children from less fortunate families would feel without them. Share with them that it is not what they have or wear but who they are that is important.
Draw parallels between the cost of essential items the family needs and the things she wants to buy. She might then realise how much those ‘funky toys’ actually cost.
When shopping with my daughter, I sometimes show her the price tags and help her make comparisons between toys.
She knows her numbers well enough to be able to tell that the one with the two-digit price tag costs less than the three-digit one.
I helped her set up three coin boxes labelled "Spend", "Save" and "Give". She ‘earns’ her coins on completing certain tasks and when she behaves.
She then has to divide her coins equally and knows that she can only buy things she wants using money from "Spend" while "Save" is for keeps and "Give" is for helping the less fortunate.
She has been very eager in using the money from "Spend". However, she recently learnt that it takes time and effort to get what she wants when she picked an expensive toy which her "Spend" money could not match.
Another way to help children understand money better is to be an example to them.
As we all know, children learn by copying adults. If we simply buy designer labels because we ‘want’ and not ‘need’, what values are we modelling for our children?
What about trying to keep up with the Joneses by throwing lavish birthday parties or going on luxurious overseas holidays?
Explain to your child why you cannot always copy others and be creative in making the party or holiday fun and enjoyable while keeping costs down.
Help her see that the money saved can be used to buy other things, or given to charity.
theSun, Tue, 17 Feb 2009
MY daughter is at the age where she expresses her desires very boldly and, mind you, it is a long wish-list of toys, pets and stuff that children her age are attracted to. Her friends and cousins have the funkiest toys and she wants them too, she says.
We all want to give our children the best, but where is the line between nurturing and spoiling them?
We need to understand that, first, children want to be part of their peer group. When they get together, they will chatter excitedly about the latest Pokémon cartoon or play their latest Nintendo game.
If your child has not seen the latest Pokémon DVD or does not own a Nintendo, she/he would feel left out and on the sidelines, listening silently or watching others play.
Parents who object to certain children’s toys or entertainment, and those who have only a limited budget, would find themselves in a bind when their children start comparing themselves with their peers.
We need to help our children understand that money does not grow on trees as is popularly said. But how do we teach and remind them about the value of money?
My daughter’s initial idea about money was that it comes from mummy’s purse, daddy’s wallet or the bank.
We explained that we need to work hard to earn it before it gets into the bank or wallet, and the amount is limited so we cannot buy anything and everything we want.
Help your child to be aware of the difference between a ‘need’ and a ‘want’.
Pre-school and primary school children are normally inclined towards noble ideas and practices.
For example, my daughter learnt in school that food must not be wasted as there are others who do not have enough to eat. She is now able to raise the point when she notices food being wasted.
Likewise, encourage them to think and discuss why the latest toys or branded clothes are so important to them. What is it about those things that is so good in their eyes?
Help them think about how other children from less fortunate families would feel without them. Share with them that it is not what they have or wear but who they are that is important.
Draw parallels between the cost of essential items the family needs and the things she wants to buy. She might then realise how much those ‘funky toys’ actually cost.
When shopping with my daughter, I sometimes show her the price tags and help her make comparisons between toys.
She knows her numbers well enough to be able to tell that the one with the two-digit price tag costs less than the three-digit one.
I helped her set up three coin boxes labelled "Spend", "Save" and "Give". She ‘earns’ her coins on completing certain tasks and when she behaves.
She then has to divide her coins equally and knows that she can only buy things she wants using money from "Spend" while "Save" is for keeps and "Give" is for helping the less fortunate.
She has been very eager in using the money from "Spend". However, she recently learnt that it takes time and effort to get what she wants when she picked an expensive toy which her "Spend" money could not match.
Another way to help children understand money better is to be an example to them.
As we all know, children learn by copying adults. If we simply buy designer labels because we ‘want’ and not ‘need’, what values are we modelling for our children?
What about trying to keep up with the Joneses by throwing lavish birthday parties or going on luxurious overseas holidays?
Explain to your child why you cannot always copy others and be creative in making the party or holiday fun and enjoyable while keeping costs down.
Help her see that the money saved can be used to buy other things, or given to charity.
Tuesday, February 3, 2009
Cultivating a reader
Take the necessary time and steps to teach your child to love the written word
theSun, Tue, 03 Feb 2009
I FEEL blessed that my daughter loves to read although, at times, too excessively. Some parents and friends tell me it’s better she reads excessively rather than like their children who prefer not to or are slow in picking up the habit.
I don’t profess to be an expert here but I would like to share what I have done to cultivate this love for books in my child.
Start them young
I started reading to my daughter even before she was born. I read that talking to your unborn child would help your child bond faster with you as babies can recognise their mother’s voice the minute they are born. Since I love to read, I used that to ‘talk’ to her when I ran out of things to say.
When she was a newborn, I continued to read to her as part of the bonding process. The reading sessions became more exciting with different voice tones, funny noises, gestures and actions as she grew into a toddler and pre-schooler.
Get them involved
Read ‘with’ them instead of ‘to’ them. As my daughter grew older and could understand more words, reading became a fun joint-activity.
We pointed out pictures, got her to turn the pages, lift the flaps, and answered her questions. We frequented bookstores together and I let her choose her own books.
Get creative
Children love surprises and new things. My husband and I sometimes add different characters or change the plot of her favourite story to make it more exciting.
We also create totally new stories of our own using familiar characters from some of the books we had read together. We encourage her to create her own stories, writing it down as she narrated so we could read them again in future. We also encouraged her to illustrate her stories.
Be an example
Children are copycats. If you are polite, they will be polite. Read and they will too. It was easier for us to set an example since my husband and I both enjoy reading.
Let them see you read. Share with them what you are reading if it is age-appropriate. It could be an interesting piece of news with a picture in the newspaper or magazine, a humorous story from your book or even a comic strip.
Provide variety
Expose them to books of various themes and topics such as adventure, humour, educational, animals, the human body, activity books … the list goes on.
Children are curious and love to explore new things, including books. Keep them motivated with variety so they do not get bored.
Indulge their interest
Do not curb their interest on subjects that you may think is not interesting or suitable, as long as the contents are not harmful and you are there to guide them.
There is nothing wrong, for instance, for your child to read about the art of tattoo. It is good general knowledge although that has been overshadowed by its negative connotations to street gangs and extreme behaviour. That is where your guidance steps in.
theSun, Tue, 03 Feb 2009
I FEEL blessed that my daughter loves to read although, at times, too excessively. Some parents and friends tell me it’s better she reads excessively rather than like their children who prefer not to or are slow in picking up the habit.
I don’t profess to be an expert here but I would like to share what I have done to cultivate this love for books in my child.
Start them young
I started reading to my daughter even before she was born. I read that talking to your unborn child would help your child bond faster with you as babies can recognise their mother’s voice the minute they are born. Since I love to read, I used that to ‘talk’ to her when I ran out of things to say.
When she was a newborn, I continued to read to her as part of the bonding process. The reading sessions became more exciting with different voice tones, funny noises, gestures and actions as she grew into a toddler and pre-schooler.
Get them involved
Read ‘with’ them instead of ‘to’ them. As my daughter grew older and could understand more words, reading became a fun joint-activity.
We pointed out pictures, got her to turn the pages, lift the flaps, and answered her questions. We frequented bookstores together and I let her choose her own books.
Get creative
Children love surprises and new things. My husband and I sometimes add different characters or change the plot of her favourite story to make it more exciting.
We also create totally new stories of our own using familiar characters from some of the books we had read together. We encourage her to create her own stories, writing it down as she narrated so we could read them again in future. We also encouraged her to illustrate her stories.
Be an example
Children are copycats. If you are polite, they will be polite. Read and they will too. It was easier for us to set an example since my husband and I both enjoy reading.
Let them see you read. Share with them what you are reading if it is age-appropriate. It could be an interesting piece of news with a picture in the newspaper or magazine, a humorous story from your book or even a comic strip.
Provide variety
Expose them to books of various themes and topics such as adventure, humour, educational, animals, the human body, activity books … the list goes on.
Children are curious and love to explore new things, including books. Keep them motivated with variety so they do not get bored.
Indulge their interest
Do not curb their interest on subjects that you may think is not interesting or suitable, as long as the contents are not harmful and you are there to guide them.
There is nothing wrong, for instance, for your child to read about the art of tattoo. It is good general knowledge although that has been overshadowed by its negative connotations to street gangs and extreme behaviour. That is where your guidance steps in.
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