What a memorable evening for all of us ! A mid-autumn festival was organized by Honey Tree this time round at our own premises in conjunction with family night.
On 11th of September, our centre was lit up with colourful Chinese lanterns. The evening started off with a Chinese orchestra by our own parent’s volunteers, Mr and Mrs Cheng, together with our Chinese Language Teacher, Fei Lao Shi. Their impressive performance gave a great opportunity for our children to appreciate the traditional Chinese music and culture.
Thunderous applause was meant solely for our special guest, Ms Abigail Chay, an actress cum comedienne who tickled our bones with her hilarious acting as “Chang Er” (嫦娥). It was great to see that some parents were sporting enough to join in the antics of Ms Abigail. She really provided the atmosphere with comic relief.
(Mr Shanker, father of Sai (N1) joined in the antics of Ms Abigail to act as “Hou Yi”（后羿）)
Our students joined in the mood of the festive night as well. The N2 students recited a Chinese rhyme while the K2 and K1 students sang a song about the mooncake festival.Games for both parents and children, like “Peeling off the skin of the pomelos” and “Riddles” in English and Chinese were exciting and interesting.
Last but not least, before we bade farewell to one another,all of us walked around the neighbourhood with colourful and decorated lanterns !
Reported by Centre Supervisor, Ms Nadirah
Sunday, November 2, 2008
Mooncke Festival cum Family Night 2008
Paint & Oil Pastels
Our students learned the technique of combining paint and oil pastel. They drew simple sea creatures, such as fish, sea turtle, startfish, jellyfish and coral reef :
Cassandra Ng (K2)
Umar Utsman (K1)*
Humariah (K2)
Jerome Kong (K1)*
* The Art Teacher helped to darken some of the lines.
Saturday, November 1, 2008
Oil Pastel
Our students attending the Art & Craft enrichment class conducted by Kiddy Art were exposed to the concept created by Paul Klee, the famous Swedish mordern artist. They drew spontaneously, forming different line patterns and shapes to create an interesting oil pastel. The final master pieces were enhanced by the art teacher using darker crayon running through some of the lines. Here are some of the beautiful art pieces :
Faith Sia (N2)
Ashley Lim (K1) 
Tan Jun Yee (K2)
Leonard Poh (K1)
Highlights of Term Three' 2008
Fun with Harvesting 
Milking Fun ! 
Milking Fun 
Making Dumpling
Bubble Art
Commemoration of National day 
Friday, September 5, 2008
Wednesday, September 3, 2008
Accolades
Tuesday, July 22, 2008
Thursday, July 10, 2008
Tuesday, July 8, 2008
Communication Skills
People of all ages can have trouble expressing what they think and feel. Sometimes we just find it difficult to find the right words. Sometimes a situation seems intimidating and we feel shy to say what we really feel. Sometimes we are afraid that others will make fun of us or reject us. All of these difficulties are particularly common with young children.
Similarly, it is important to recognize that communication is a two way process. The ability to listen is vital in effective interpersonal communication and is linked to being sensitive and empathetic with others. Again, some young children find it difficult to listen carefully.
A few simple rules can help young children to communicate effectively:
• Think before you speak
• Don't shout
• Speak clearly
• Tell the other person how you feel
• Say all you want to say
• Listen carefully
Activity That You Can Have With Your Child At Home :
Name : No “Yes” and No “No”!
Aim : To improve your child's communication skills
How long will it take : 15 minutes
What do I need : Nothing
What do I do :
This is a simple game that can be played anywhere and at any time. It produces a lot of laughter and children love it. You ask your child questions and they have to answer without saying 'Yes' or 'No'. You can take it in turns and see who wins. At its most basic level, the game improves children's communication skills, requiring them to think more carefully about how to express them selves, and you can also use it to explore issues or feelings in a fun way.
(This article is extracted from http://www.partnershipforchildren.org.uk/resources/children-s-communication.html)
Sunday, July 6, 2008
Child Developmental Chart - Age 5 - 6 years
What you can expect from your child at this stage :
Physical Milestones
5-6 years pulse rate 79 ± 0.6 and respiratory rate may decrease
5 years the average child should weigh 42 lb. height 43 in.
5-9 years early Lordosis disappears
5-9 begins to lose baby teeth; first permanent teeth begin to erupt, permanent teeth then appear at a rate of 4 teeth per year from 7-14 years
5 years average female weight 39.6 lb. height 42 1/2 in.
5 years average male weight 41.8 lb. height 43 1/2 in.
5 years the percent of (male) adult value of thigh 54%, calf 57%, foot 66%, upperarm 57%, forearm 60%, hand 64%
5 years muscle width, arm + calf 8.5cm
5 years increased coordination
5 years skips, jumps, and skates with good balance
5 years able to maintain balance while standing on one foot with eyes closed
5 years able to tie own shoelaces
5 years increased skill with simple tools and writing utensils
5 1/2 years average female weight 41.8 lb. height 44 in.
5 1/2 years average male weight 44 lb. height 44 1/2 in.
6-7 years pulse rate 76 ± 0.6
6 years average female weight 44 lb. height 45 1/2 in.
6 years average male weight 46.2 lb. height 45 1/2 in.
6 years the percent of (male) adult value of thigh 58%, calf 62%, foot 70%, upperarm 62%, forearm 63%, hand 66%
6 years muscle width, arm + calf 8.8cm
6-7 years first molars (4) [permanent]
6 1/2 years average female weight 46.2 lb. height 46 1/2 in.
6 1/2 years average male weight 48.4 lb. height 47 in.
Sensory and Cognitive Milestones
5 years increasingly responsible
5 years decreased aggressiveness
5 years some fears from earlier childhood are disappearing
5 years able to accept the validity of others view and perspective, but may not understand it
5 years increased mathematical skill
5 years does not hesitate to question others, including parents
5 years there is a strong identification with the parent of the same sex
Language Milestones
Has a vocabulary of around 2000 words
Has a sentence length of 5-6 words
Defines objects by their use (you eat with a fork) and can tell what objects are made of
Knows spatial relations like "on top", "behind", "far" and "near"
Knows the names of the primary colors and may know the names of many more
Knows her address
Identifies a penny, nickel and dime
Knows common opposites like "big/little"
Understands "same" and "different"
Counts ten objects
Asks questions for information
Distinguished left and right hand in herself
Can compose sentences with all parts of speech
Questions are less superficial, addressing meaning and purpose
Uses all types of sentences, for example "let's go to the store after we eat"
At six years the vocabulary has increased to over 2100 words
At six years readily composes sentences of 6 to 8 words
Social/Behavioral Milestones
5 years Independent and self sufficient. Dresses and undresses self. Ties shoelaces. Uses knife and fork.
This article is extracted from :
http://understanding.infantilism.org/chart.php#ThreetoFourSoBe
Note :This chart is not designed to include all developmental milestones. All children develop at different rates. If you have concerns, please contact your pediatrician.
Child Developmental Chart - Age 4 - 5 Years
Physical Milestones
4-5 years pulse rate 84 ± 0.7
4 years the average child should weigh 37 lb. height 40 1/2 in.
4 years average female weight 35.2 lb. height 40 in.
4 years average male weight 37.4 lb. height 40 1/2 in.
4 years the percent of (male) adult value of thigh 48%, calf 53%, foot 62%, upperarm 54%, forearm 56%, hand 60%
4 years muscle width, arm + calf 8.2cm
4 years weight gain of about 6 pounds during the 4th year
4 years the height should be double their length at birth
4 years improved balance
4 years hops on one foot without losing balance
4 years throws a ball overhand with coordination
4 years skillfully cuts out a picture using scissors
4 years may not be able to tie shoelaces
4 years dry though night
4-6 years average child weighs 44 lb. height 44 in.
4 1/2 years the average child should weigh 39 lb. height 41 1/2 in.
4 1/2 years average female weight 37.4 lb. height 41 1/2 in.
4 1/2 years average male weight 39.6 lb. height 42 1/2 in.
Sensory and Cognitive Milestones
4 years tries to be very independent
4 years increased aggressive behavior
4 years readily discloses personal family matters to others
4 years imaginary playmates are common
4 years increased comprehension of time
4 years able to distinguish between two objects based on simple criteria (such as size, weight, and so forth)
4 years less egocentric behavior
4 years believes that their thought and emotions are causative events
4 years lack moral concept of right and wrong
4 years rebellion is common if expectations are excessive
Language Milestones
Has a vocabulary of nearly 1500 words
Has sentence length of 4-5 words
Uses past tense correctly
Points to colors red, blue, yellow and green
Identifies triangles, circles and squares
Understands "In the morning" , "next", "noontime"
Can speak of imaginary conditions such as "I hope"
Asks many questions, asks "who?" And "why?"
The age when the child will ask the most questions
May use words outside their comprehension
May begin using vulgar terms depending on their exposure
Learns and sings simple songs
Social/Behavioral Milestones
4 years Dresses self unassisted. Can button clothes. Washes and dries hands and brushes teeth unassisted. Understands taking turns.
This article is extracted from :
http://understanding.infantilism.org/chart.php#ThreetoFourSoBe
Note :This chart is not designed to include all developmental milestones. All children develop at different rates. If you have concerns, please contact your pediatrician.
Child Developmental Chart - Age 3 - 4 years
Physical Milestones
3-4 years pulse rate 87 ± 0.7
3-4 year blood pressure 99 ± 23 systolic, 65 ± 19 diastolic
3-4 year pulse 80-120, respiration 24-28
3-4 year temperature : 99.6F rectal, 98.6F oral, 97.4F axillary
3-4 year PaO2 85-100, PaCO2 35-45
3 years the average child should weigh 33 lb. height 38 in.
3 years average female weight 30.8 lb. height 37 1/2 in.
3 years average male weight 33 lb. height 37 1/2 in.
3 years the percent of (male) adult value of thigh 44%, calf 47%, foot 58%, upperarm 47%, forearm 52%, hand 56%
3 years during the 3rd year there is usually a weight gain of about 6 pounds
3 years during the 3rd year there is usually a height gain of about 3 inches
3 years should have daytime control over bowel and bladder functions and may have nighttime control as well
3 years may stay dry all night
3 years able to ride three wheel toys such as a tricycle or Big Wheel
3 years improved balance
3 years able to briefly balance on one foot
3 years may walk up the stairs with alternating feet
3 years can construct a block tower of 9 to 10 cubes
3 years can easily place small objects in a small opening
3 1/2 years the average child should weigh 35 lb. height 39 in.
3 1/2 years average female weight 33 lb. height 38 1/2 in.
3 1/2 years average male weight 35.2 lb. height 39 in.
Sensory and Cognitive Milestones
3 years able to completely clothe self, only requiring assistance with laces, buttons, and other fasteners in awkward places
3 years attention span increasing
3 years feeds self without difficulty
3 years able to prepare uncomplicated meals
3 years may experience an increase in imaginary fears
3 years realization of own self and that of others
3 years social encounters are acted out through play activities
3 years both thought and behavior are egocentric
3 years beginning to grasp the concept of time
3 years decrease in separation anxiety for short periods of time
Language Milestones
Can tell a story
Has a vocabulary of nearly 1000 words
Has a sentence length of 4-5 words
frequently asks questions
speech is nearly constant regardless of the presence of an audience
Names at least one color
Understands "yesterday," "summer", "lunchtime", "tonight", "little-big"
Begins to obey requests like "put the block under the chair"
Knows his or her last name, name of street on which he/she lives and several nursery rhymes
Social/Behavioral Milestones
3 years Feeds self well. Drinks with help. Puts on socks. Likes to help mother (set table & clean). Sometimes shares things.
This article is extrated from :
http://understanding.infantilism.org/chart.php#ThreetoFourSoBe
Child Developmental Chart - Age 0 - 1 year
Physical Milestones
0-4 months 50-300 ml/day urine production
0-7 years PMI (point of maximum impulse of heart) located at 3rd or 4th intercostal space, just left of midclavicular line
0-2 years respiration rate 24 to 34 respirations per minute
0-1 years pulse rate 135 ± 3.1
0-1 year blood pressure 90 ± 25 systolic, 61 ± 19 diastolic
0-1 year pulse 70-180, respiration 30-40
0-1 year temperature : 99.6F rectal, 98.6F oral, 97.4F axillary
0-1 year PaO2 85-100, PaCO2 35-45
0-15 months eliminates urine & feces automatically; may need up to 30 diapers a day as newborn
0-2 1/2 years naps easily
2 months weight gain between 1 lb. 4 oz. and 1 lb. 12 oz.
2 months height gain of 2 inches
2 months a 1-inch increase of head circumference
2 months closure of posterior fontanel
2 months doll's eye reflex, dance reflex, grasp reflex, and crawling reflex disappearing
Grasp reflex: The infant will try to grasp a finger placed in the infant's open palm. Attempting to remove the finger causes the grip to tighten.
Crawling reflex: The infant will make crawling motions when placed on abdomen.
2 months hands are frequently open
2 months less head lag
2 months when on stomach, able to lift head almost 45 degrees
2 months decreased flexion of extremities while on stomach
4 months the average child should weigh 14 lb. height 25 in. (weight gain between 2 lb. 8 oz. and 3 lb. 8 oz. and a height gain of 4 inches from 2 months)
4 months - 2 years 350-550 ml/day urine production
4 months a 2 inch increase of head circumference from 2 month old size
4 months Moro reflex, tonic reflex, rooting reflex, and Perez reflex disappearing
Moro reflex: If the infant's weight is removed by lifting it's body slightly and releasing suddenly. The infant should have a "startled" look, and fling it's arms out sideways with the palms up and the thumbs flexed.
Tonic reflex or fencer's position: The tonic neck reflex is elicited when the head of a relaxed child, lying supine, is rotated to the side. The arm toward which the infant is facing extends straight away from the body with the hand partially open while the arm on the side away from the face is flexed and the fist is clenched tightly. Reversing the direction in which the face is turned reverses the position.
Rooting reflex: If the cheek is stroked the infant will turn toward the side that was stroked and begin to make sucking motions with its mouth.
4 months almost no head lag while in a sitting position
4 months able to sit straight up if propped
4 months able to raise head 90 degrees when placed on stomach
4 months able to roll from back to one side
4 months tries to reach objects with hands, but commonly overshoots
4 months plays with rattle when placed in hands, but unable to pick it up if dropped
4 months grasps rattle with both hands
4 months able to place objects in mouth
5-9 months lower central incisors (2) [deciduous]
6 months accommodation (pupil dilation for distant objects) present
6 months the average child should weigh 18 lb. height 26 1/2 in.
6 months should have doubled birth weight
6 months height gain of 6 inches
6 months a 3-inch increase of head circumference
6 months able to lift chest and head while on stomach bearing the weight on hand
6 months able to sit in a high chair with a straight back
6 months beginning of teething
6 months increased drooling
6 months beginning of Landau reflex
Landau reflex: when an infant is held in the prone position, the entire body forms a convex upward arc; gentle pressure on the head or gravity flexes the neck and hip, reversing the arc.
6 months able to bear almost all weight when supported in a standing position
6 months able to roll from back onto abdomen
6 months able to hold own bottle
6 months able to pick up a dropped object
6-7 months palmar grasp reflex disappears
6 -12 months sleeps 10-12 hours per night & 20min. to 3 hours daytime naps
8 months the average child should weigh 20 lb. height 27 in.
8-12 months upper central incisors (2) [deciduous]
8-12 months sit up strongly without support
8-12 months creep and pull himself up
8-12 months begin to use one hand more than the other
8-12 months begin chopped foods
8-12 months make sounds like da-da and ma-ma
9 months weight should increase by 2 lb. 4 oz. to 3 lb. 12 oz.
9 months height gain of 1 ½ inches since 6 months old
9 months bowel and bladder systems become more regulated
9 months parachute reflex appears
Parachute reflex: If the child is held upright and the body is rotated quickly face forward as if falling. The arms are reflexively extended as if to break a fall to protect self from falling.
9 months crawls
9 months can remain sitting for prolonged periods
9 months may pull self to standing position
9 months begins preference for dominant hand
9 months has a pincer grasp between thumb and index finger
9-12 months plantar reflex disappears
Plantar reflex: If the sole of the foot is irritated with an object, the infant's toes will contract
9-12 months neck righting reflex disappears
Neck righting reflex: The infant will rotate the truck in the direction in which the head of the supine infant is turned
10 months the average child should weigh 22 lb. height 29 in.
10-12 months upper lateral incisors (2) [deciduous]
Sensory and Cognitive Milestones
2 months searches to locate sounds
2 months head turns from side to side with auditory stimulation at the level of the ear
2 months beginning to visually fix on close objects
2 months crying becomes differentiated
2 months coos
2 months vocal response to familiar voices
2 months smiles in response to stimuli
4 months close vision well established
4 months eye-hand coordination beginning
4 months can make the consonant sounds: n, k, p, g, b
4 months laughs out loud
4 months anticipates feeding when able to see a bottle (if bottle-fed)
4 months begins to show memory
4 months demands attention by fussing
6 months vision has improved to between 20/60 and 20/40
6 months can localize sounds not made in a direct plane with the ear
6 months prefers more complex auditory stimulation
6 months starts to imitate sounds
6 months sounds resemble one-syllable words
6 months enjoys hearing own voice
6 months makes sounds to mirror and toys
6 months begins to fear strangers
6 months recognizes parents
6 months begins to imitate actions
6 months begins to realize that if an object is dropped it is still there and just needs to be picked up
9 months development of depth perception
9 months can respond to simple commands
9 months understands the meaning of no
9 months may be afraid of being left alone
Language Milestones
Recognizes name
Says 2-3 words besides "mama" and "dada"
Imitates familiar words
Understands simple instructions
Recognizes words as symbols for objects: Car - points to garage, cat - meows
Social/Behavioral Milestones
0-1 month Indefinite gaze at surroundings. Listens to sounds. Watches Mother's face when she feeds or talks to him.
3-4 months Spontaneous smile. Brings hands together and watches them. Pulls clothes over face when he plays. Recognizes feeding bottle.
5-6 months Puts everything in mouth. Plays with toes and grasps feet. Pats bottle with both hands when being fed. Smiles or talks to image in mirror.
7-8 months Pats image of self in mirror. Feeds self cracker. Holds bottle. Responds to name.
9-10 months Puts hands around cup. Plays peekaboo. Shows shyness, fear of strangers, and clings to familiar persons. May not want to be left by mother.
12 months Waves good-bye and pat-a-cakes. Cooperative with dress. Holds arm or leg out. Gives toys upon request. Drinks from cup without help.
This article is extracted from : http://understanding.infantilism.org/chart.php#ThreetoFourSoBe
Our Philosophy
We believe
.....that every child is loving and he/she has gifts,talents and abilities and will be given plenty of opportunities to be nurtured to the fullest under our Early Childhood Program
.....that every child's "Garden of Childhood"must be respected. Our stimulating, caring and safe environment ensures he/she enjoys them to the fullest
.....that every child will be given a chance to develop into a well mannered, confident and loving individual under the Love and Care of our dedicated Early Childhood Facilitators.
Lunar New Year Party' 2008
Sing a New Year song !
Fun with lion dance !
Happy New Year Greeting !
We can peel the oranges !
Beating Bullying
BULLYING
Bullying is a problem in schools and playgrounds all over the world.The trauma of being bullied can persist for a long time - even for the rest of a child's life. This is particularly true if the child does not experience some resolution of the problem, or masters more varied and better coping mechanisms. The long term effects of bullying depend less on what actually occurs than on how the child learns to cope with the situation.Victims of bullying who think of themselves as somehow defective or deficient tend to cope less well than children who learn to understand that the problem resides in the bully or in a poor school situation that does not protect them. Similarly, children who feel anxious or terrorised are more likely to develop problems than children who learn how to avoid or diminish their fears and anxiety.Children should be encouraged to report bullying, whether it happens in school or outside. They may be reluctant to do this for fear of being victimised themselves, or because they think it is wrong to 'tell'. It is important to discuss this belief and to talk about how adults can help.It's also important to remember that, for every bullied child, there is a bully. Most bullies are unhappy and insecure, and they too need to learn better coping skills, in order to stop bullying and lead more successful lives.
BEATING BULLYING
Activity that you can do with your child at home
Aim : To improve your child's abilities to deal with situations involving bullying
How long will it take : 15-30 minutes
What do I need : Crayons and paper
What do I do :
- Explain that bullying means threatening or hurting someone else or saying nasty things about them.
- Has your child experienced a situation like that?
- How did they feel?
- Explain that when we are bullied, we can ask for help from someone we trust.
- Ask your child to name and draw the people they would turn to if they were bullied.
- Make sure that they think of people who can help in different environments - teachers at school, a parent at home.
- Display the drawings
The above ariticle is extracted from :
http://www.partnershipforchildren.org.uk/resources/activities/module-4---conflict-resolution.html
Choosing The Right Book
Know your child's interests at each stage of development. This will help you select appropriate reading materials. Below are some general guidelines in selecting books for the different age groups.
From birth to one year
- Books with rhythmic language, rhymes and songs.
- Board/plastic /cloth books with bright coloured (start with black, white and red for the very young), simple and clear pictures.
- Books with pictures of familiar objects, eg. balls, animals, food or books about daily life.
Toddles : 1 - 3 years old
- Simple, repetitive story lines and pictures.
- Nursery rhymes and body movements, eg."I'm a little teapot...".
- Simple concepts of numbers and sizes.
- Books with simple activities like looking under the blanket, behind doors eg. Where's Spot? series.
- Books with few words on each page, eg. alphabet and concept books or books that relate to familiar experiences or characters.
- Participative books with surprises, eg. lift-the-flaps, pop-ups, touch & feel.
- Recommended books : Peekaboo Pets! by Emily Bolam; The Very Hungry Caterpillar by Eric Carle.
Preschoolers : 4-6 years old
- Picture books that illustrate concepts, repetitive phrases or 'predictable' books which children can anticipate text and join in.
- Books that tackle everyday experiences such as first day at school or fear of the dark.
- Simple concepts on immediate environment such as interacting with family members, occupations, animals and weather.
- Books with advanced activities such as tying, shoelaces or buttoning or zipping up coats.
- Picture books that encourage children to express the pictures in their own words.
- Information books about daily things or humor
- Recommended books : Owen by Kevin Henkes; Guess How Much I Love You by Sam Mcbratney.
*The above article is extracted from "Mum & Me-Parenting education" (Original Source from Ms Zubaidah Mohsen, Senior Librarian, Public Library Service, National Library Board of Singapore)
Reflection By Teacher Christina
Having worked with children from age groups 18 months to 6 years, children are my pride and joy. I remember vividly having started out as a playgroup teacher just after obtaining my Diploma in Pre-School Education (Teaching). I was assigned, immediately, to a group of 8 toddlers – most of whom were crying their eyes out on their first week at the centre.
However, one particular child, had a smile on her face despite clinging on to her father. Little Emma Chin (fictitious name), 18 months, although afraid of the unfamiliar surroundings, took to me immediately. When I approached her, she replied, “Teacher, teacher, carry”. Soon, I found out that Emma could hardly speak English as Mandarin and dialects were widely spoken at home. During her educational journey with me that year, she picked-up the English Language fast. Despite my being of non-Chinese ethnicity and speaking English at all times, Emma could understand and follow what was being taught or discussed in class. She stayed with me right through to Nursery 1, where she excelled in English, both written and oral, and finally on to Kindergarten 2. Feedback from her mother, Mrs Chin, “My husband and I, made it a point to converse only in English to our daughter because one fine day, Emma came home from school, giving instructions to us and her grandfather (who spoke only dialects) in English. Both of us were amazed at her use of the Language (both in diction and in grammar)”.
Nurturing Emma with tremendous love, understanding, patience and encouragement (which is crucial in child-development) has provided me with a great sense of achievement. Providing her with ample opportunities to converse in English as well as correcting her verbal mistakes every inch of the way has made Emma a far better child. Her vocabulary has extended through my encouraging her to read English books and allowing her to ask questions at all times. Through the story-telling sessions and the reinforcement as well as the explanation of difficult words has made Emma engross herself in books, whenever possible.
I am very proud to have had a total Chinese-speaking student who is now an eloquent speaker of English through my hard work and encouragement. Emma’s motivation and sheer determination to master a language has left a deep impression on me. She has provided me with lots of encouragement in my years of teaching.
Thank you !! Emma.
Themes For Term Four
Dear Parents,
Our Theme for Term 4 is
We will cover topics like Plants, Paper, Water & Sand, Underground, Out In Space, Weather, Time, Light and Shadow.
Here are some ideas* that you can foster the concepts of these units at home :
Plants & Paper:
- At mealtimes, identify various parts of plants that are eaten. For example, we eat the leaves of lettuce, the stem of celery, the root of a carrot, and so on.
- Take a walk with your child and observe how many plants you can find that are cared for by people and how they are cared for.
- Make origami with your child using old magazines.
- Ask your child to name things that are made of paper at home (poster, calendars etc.)
- Collect some empty tissue boxes or used toilet rolls and let your child build castle with them.
- Choose some simple words and let your child select letters from newspapers to form target words.
Water & Sand :
- Finding out about evaporation with your child by setting out a shallow pan of water and marking the water level each day.
- Bubbles made with an eggbeater in a container of soapy water are fun for children of all ages.
- Bring your child to an outing at the beach and have sand play.
- If you have some marbles or stones at home, count the number of marbles or stones with your child. Let your child observe and talk about them.
- Look for items that are made from rocks or stones at home with your child (e.g. granite flooring; vase and so on).
- Show some real jewellery that you have to your child and talk about what they are made of.
- Observe any ant near your house. Trace and talk about its nest with your child.
- Have your child talk about the feelings when you travel with him/her through MRT tunnels or journey in a car through a long tunnel.
- Take turns to name the objects which you can find underground with your child (e.g. gas pipes, electrical wires, train, rabbit etc..)
- Look at the sky in the night time and let your child name the things that he/she can see (moon, star, clouds, lightning, aeroplanes, birds etc.)
- Look at the moon at various days of a month and talk about the different phases of the moon (from crescent moon to full moon).
- Plan a simple daily timetable with your child and share it with your child your daily timetable at work.
- Recite the time at every meals that you have with your child.
- Make shadows with your hands in your child's bedroom before bedtime and ask him/her to guess what you have made.
- Play a blindfold game with your child and let him/her talk about the things that frighten him/her in the dark.
*Some of the ideas above are extracted from Reference Book : Creative resources for the early childhood classroom by Judy Herr & Yvonne Libby.
Themes For Term Three
Dear Parents,
Our Main Theme for Term 3 is
We will be covering insects, creepy crawlies, pets, sea creatures, farm & wild animals in this Term.
Here are some suggestions* to bring these units into your home :
- Take a walk with your child and see how many insects and spiders you can find. use a clean jar with a lid to observe the creature close up. However, please release them after the observation.
- To develop fine motor skills, provide magazines and newspapers for your child to cut or tear out pictures of animals. Create an animal alphabet book or a collage to hang in your child's bedroom.
- Visit a pet shop to observe some pets with your child. At the same time note all of the pet supplies available.
- To promote environmental awareness, tell your child where do milk, eggs, cheese come from when you are with your child in a supermarket or market.
- Plan a trip with your child to the zoo, bird park or crocodile farm etc..
- Set a kitchen timer for three to five minutes. Then look out the window and see how many birds you can see. For each bird, drop a button in a jar. When the timer goes off, count how many buttons are in the jar. This game will strengthen your child's observation skills and increase his understanding of number concept
Have fun !
*Extracted from Reference Book : Creative resources for the early childhood classroom by Judy Herr & Yvonne Libby.
Theme For Term Two
Dear Parents,
The main theme for Term Two is "World Around Us". It comprises of "Fun With Colours"; "Clothes & Accessories"; "Healthful Food"; "People Around Us"; "On The Move"; "Robots & Machines" and "Places Around Us" etc..
Here are some suggestions* for you to foster these concepts at home :
Fun With Colours :
- You can make almost any meal entertaining by occasionally adding a small amount of food colouring to one of your food items.
- During mealtimes, identify foods that are primary colours (red, blue, yellow). This improves memory, classification and expressive language skills.
- To develop observation skills, look around your house with your child for red, blue and yellow items. Ask questions such as "How many red objects can you find in each room?".
- It would be great fun for your child to make colour dough at home. Here is the recipe :
2 cups of flour, 1 cup of salt, 1 cup of water, 2 tablespoons cooking oil and a few drops of food colouring. Mix and knead to a dough.
Clothings
- To promote independence, begin by placing your child's clothes in a low drawer allowing easy access to the clothes.
- To make outings more exciting, encourage your child to select clothes at night that can be worn the next day.
- If your child has doll clothes, fill the kitchen sink or a tub with soapy water, and let your child wash the doll clothes. This will help your child become aware of the care of clothes.
Healthful Food
- At mealtimes, have your child identify the foods being served that are meats / vegetables /dairy products etc..
- Encourage your child to prepare instant pudding with you for snack.
- Browse through newspaper ads or magazines and have your child identify meats / vegetables /dairy products etc..
- To help develop memory and language skills, ask your child which vegetables or fruit he tried during the week.
- Let your child help you prepare salads or fruit juice at home :
Vegetable Dip : 1 cup of yogurt, 1 cup of mayonnaise, 1 tablespoon of dill weed, 1 teaspoon seasoned salt. Mix all ingredients and chill. Serve with fresh raw vegetables.
People at Work
- Page through magazines with your child. Discuss equipment and materials that are used in various occupations. Questions such as the following can be asked to stimulate thinking skills : "Who might use a computer to perform a job!"; "What occupations involve the use of a cash register?".
- Let your children help or watch you open the mail. Give your child the "junk mail" to play with.
- Have your child dictate a letter to grandparents or cousin. Take your child to the post office and mail it.
- To ensure your family's safety, talk with your child about what would happen in the event of a fire at your house. You can do this calmly, without frightening your child.
- Practice taking a fire escape route from the child's bedroom, the kitchen, the living room and other rooms of your home.
On The Move /Robots & Machines
- Talk to your child the next time when you need to pump petrol for your car. They are many different types of trucks and cars to observe at the petrol station.
- Provide soapy water and a sponge and let you help you wash the family car.
- Count the wheels on the different types of transportation. Semi-trucks have several, while a unicycle has only one.
- Show your child a lever function by using a pair of scissors, a bottle opener, a stapler etc..
- Talk to your child about pulleys that can be found at home, e.g. blinds.
- Show your child examples of gears at home, eg. a clock, bicycles, drill etc..
Have fun exploring concepts related to the above themes !
*Some of the suggestions above are extracted from Reference Book : Creative resources for the early childhood classroom by Judy Herr & Yvonne Libby.
Themes For Term One
Dear Parents,
Our theme for Term 1 is "I am Special".
We will cover topics related to All Abount Me, I Love My Family /Relatives /Friends, My Toys, I like Playground, My House, My School, My Feelings, I Can & I help etc..
Here are some ideas* that you can foster the concepts of some of these topics at home :
All Abount Me :
- Parents can talk to the child about the name, gender and birthday of all the members in the family. Different characteristics of your child can also be highlighted by making comparisons between family members.
- Parents can talk about the five senses with your child, for example, ask your child to cover his/her ears and ask her to guess what you are talking.
- Sense of touch can also be enhanced through the activity of touching objects of different texture, for example, compare bewteen a sponge and a bar of soap by pressing them.
- Mealtime is a good time to highlight the function of the senses of smell and taste.
- Parents can bring your child to the library or surf the internet to look for information on how our digestive system works.
- Get your child to use parts of his/her body to show its function, for example, play a game of pouring water into a bowl or a cup then ask about the part of body used to do this activity.
- Walking, running and kicking a ball are some activities that can be done to show the function of legs. A mirror can be used to name different parts of the body.
My House / My Toys /I like playground
- Talk with your child the safety rules at home
- Talk with your child the safety and social rules in the playground
- Let your child take responsibility of his/her personal belongings (eg. keep his/her toys away after play; put-on his/her own shoes etc.)
I Love My Family /Relatives /Friends
- Read/tell stories that will cultivate positive values to your child (eg. to be filial to the parents)
- Parents can talk to the child about the family tree and the name of their relatives. You can begin by looking through family photographs with your child. While doing this discuss family tradition and customs. You can encourage your child to dictate a letter to you to write to a grandparent or other relative.
- Talking with your child about the name and different characteristics of their friends will encourage parent-child communication
My Feelings
- Talking with your child about your feelings will encourage parent-child communication. Tell your child what things can make you feel happy or sad in varous ways. Then ask your child to share some feelings. Create a "feeling collage" with your child through drawing or using discarded magazines.
I Can & I Help
- Assign some simple tasks /roles for your child to take on, for example, water the plants or feed the pet daily.
- Talking with your child what does he/she like to do. Help building your child's confidence by telling something positive about him/her (eg. He is special because he is helpful)
- Parents can be the role model of your child to cultivate the values of "helpful" and "caring".
Have fun !
*Some of the ideas above are extracted from Reference Book : Creative resources for the early childhood classroom by Judy Herr & Yvonne Libby.
