歲月如流轉眼今年的學期已完結了，所以我們在日前也進行了學期最後一次的家長凝聚日。聚會內容有詩歌分享、家長當天演出即興的詼諧劇，他們奇特的服飾配上搞笑的妝容，出場已令席上的小朋友及其他家長捧腹大笑，而他們開豁滑稽的演出更得到眾人雷動貫耳的掌聲。
當天家長們亦各自準備一些家鄉美食及水果互相共享，其中一位家長更帶備小型棉花糖機到來，與小朋友們一起分享香軟甜蜜的棉花糖，整個聚會裡大家說說笑笑，氣氛融洽，會場亦瀰漫著一片從心喜樂的氣氛，我們期待新的一年能夠見到更多的家長加入聚會並與小朋友及學校一起成長!
Author: system
校內的暑期活動週已啟動了yeah!我們安排了連串精彩的活動，例如電影欣賞、HipHop舞動日、故事爸媽等，與孩子們一同迎接活力充沛的盛夏，也讓孩子們完成一年忙碌的學習生活後，可以輕鬆一下，為自己打打氣。祝願孩子們有個雀躍愉快的暑期，並為來年添加動力積蓄能量，以預備迎來9月開學的新挑戰。
Written by: Ms. Carmen Leung, Specialist in Child Development Psychology
DHA only provides nutrients for children’s brain development. To make children smarter, their brains must receive proper exercise. This time, I will introduce some brain-training games that are very suitable for children aged 2 to primary school age!
- Maze or Spot the Difference Brain Exercises
Although Maze and Spot the difference brain exercises were our childhood games, they are still good friends for children in this era. In addition to mazes and spot the difference, there are many different modes of brain exercises. In short, any image game that requires children to observe and focus to complete tasks belongs to brain exercises. Do you know Wally (translated as “Where’s Wally?” in Chinese)? It is one of the most popular brain games in the world.
In fact, brain games do not necessarily need to be purchased or printed in books. We can easily create brain games at home. For example, parents can place two Swiss candies in a pile of miscellaneous items, and the child will find them with great concentration!
2. Tidying Up and Categorizing Household Items
Everyday activities, such as tidying up and categorizing items, are excellent opportunities to exercise the brain. Organizing items systematically not only enhances children’s organizational skills but also stimulates their creativity. Sometimes, children’s methods of categorization may differ from those of adults, but they have their own logic. Parents should ask their children why they categorize items in a certain way, as this can reveal that children’s observational skills might be sharper than expected. They use the details they observe to categorize, so parents should avoid imposing adult methods of categorization to prevent discouraging their children’s initiative in problem-solving.
You might wonder, “What if my child doesn’t like tidying up?” If your child hasn’t yet developed the habit of tidying and categorizing household items, start with games to motivate them to complete the “mission.” For example, you can organize a “Room Tidy-Up Competition” or a “Cleaning Day” where family members help each other tidy up. These activities encourage children to tidy and categorize, while also exercising their “brain power.”
3. Memory Games
There are many memory game cards available, such as turning over a dozen cards and taking turns to flip two at a time. If the two cards match, you can keep them. Additionally, there are cards with different objects drawn on them. Parents can lay them out in a row, let the child look at them, then turn them over and ask the child to remember where a specific object is. These are excellent memory games, and both adults and children can get creative and change the rules to make the games more interesting.
Besides memory game cards, everyday life is full of rich memory games. For example, you can ask your child to find items they have seen you place somewhere before, or have them hide some items and then find them after a long period.
In summary, training children’s brain power and intelligence is not difficult at all. With a bit of thought and creativity, many everyday details can become opportunities for children to exercise their brains!
Written by: Hong Kong Registered Psychologist, Ching Wai Keung
Around nine months of age, babies become unusually clingy. Even if the mother goes to the bathroom, the baby may appear extremely anxious, clinging tightly to the mother and even crying loudly.
Separation anxiety can lead to two different types of reactions. In some cases, when separated from the caregiver, the baby will exhibit attachment-seeking behaviors, such as clinging to the mother, trying every possible way to find the mother, or crawling wherever the mother goes (Ainsworth, Bell, & Stayton, 1971). Separation can also result in behaviors such as despair, resistance, and detachment, depending on the duration of the separation (Bowlby, 1960; Robertson & Robertson, 1989).
A child’s reaction to separation can also change depending on the environment. For example, in a familiar home environment, the child will exhibit less anxiety compared to being in an unfamiliar environment (Ross, Kagan, Zelazo, & Kotelchuck, 1975).
Around seven months of age, the concept of
object permanence begins to emerge in children. They understand that even if
they cannot see someone or something, it does not mean that the person or
object has disappeared. When children are able to establish this concept, their
separation anxiety will relatively decrease. If the mother can frequently
communicate with the child, express positive emotions and feelings towards the
infant, and provide appropriate stimulation and assistance, the child will more
easily grasp and apply the concept of object permanence to both objects and
people (Chazan, 1981).Helping children cope with separation
anxiety requires a certain amount of time, allowing the child and caregiver to
develop a close, attached emotional relationship (Attachment), and waiting for
the child’s own development to mature before it can be effective. For a
two-year-old child, they can use photographs to alleviate their feelings of
sorrow when separated from their caregiver (Passman & Longeway, 1982); a
three-year-old child can even stay overnight at their grandparents’ house
without their parents being present.Whether a child can develop this kind of
“resilience” depends on whether the caregiver and the child can
establish a close emotional relationship. Once the mutual relationship is
established, the child can soothe their anxiety caused by separation by
imagining the image of their parents and recalling their parents’ love
(Development Through Life, Barbara M. Newman, Philip R. Newman, Wadsworth,
2003).
Firstly, we must understand that it is extremely important for children to be able to express the emotion of anger for their development of autonomy. During early childhood (around two to three years old), the developmental crisis is precisely ‘development of autonomy’ versus ‘shame and doubt’ (Autonomy vs. Shame & Doubt). What we should address is the behavior resulting from the child’s emotions, not to prohibit or even negate the child’s emotions.
Additionally, anger is a common emotion, experienced by both children and parents. When children attempt to express their anger, they often model their parents’ behavior. If parents display anger towards their children, or if there is arguing between parents, children will use these behaviors as important references for developing and controlling their emotions (Bandura, 1977). Arguments between parents, malicious teasing, or even violence can heighten children’s sensitivity to anger and disrupt their normal development (Cummings, Pellegrini, Notarius, & Cummings, 1989). Therefore, for children to have a good temperament, parents must first pay attention to their own ways of interacting.”
What methods can help young children better control and reduce the intensity of their anger? Berkowitz and Thompson offer the following suggestions (Berkowitz, 1973; Thompson, 1990):
- Ignoring offensive behaviors: If the behavior is aimed at obtaining a specific object (such as a toy), parents should not satisfy the child due to their behavior, nor should they punish them for it; simply not responding may suffice.
- Use of a ‘calm down corner’: Set up a quiet area in the home, free from any stimuli or attractions, as a space for children to calm down. When a child has an emotional outburst or behaves inappropriately, they can be sent to this calm down corner. This isn’t necessarily a form of reprimand but a way to allow the child’s emotions to settle, similar to the need to use the restroom; it’s a normal requirement. If used appropriately, when children feel emotional in the future, they might naturally go to the calm down corner to soothe themselves.
- Evoking emotions incompatible with anger, especially empathy for the victim.
- Reducing exposure to situations or objects that may trigger the child’s anger: Before children have fully developed self-control, reducing opportunities for anger also means reducing conflicts between parents and children.
- Explaining the consequences of their behavior.
- Examining the causes of the angry emotions.
(Development Through Life, Barbara M. Newman, Philip R. Newman, Wadsworth, 2003, pp. 197)
The above strategies can be tailored to different situations. For instance, if a child acts violently out of anger, parents can focus on explaining the consequences and evoking empathy for the victim. If a child is throwing a tantrum to obtain an object, parents can ignore their negative behavior. Additionally, these strategies can be combined; for example, after a child has calmed down in the calm down corner, parents can explain the consequences of their actions. Ultimately, the choice of strategy should depend on the child’s capabilities; for example, explaining the consequences in detail to a child who cannot yet speak might only increase conflict.
Once parents have decided on a strategy for each situation, the most important aspect is consistency. Simply put, consistency can be divided into two aspects: firstly, the same behavior should always result in the same outcome, avoiding a situation where ignoring is used one time and scolding another, which can confuse the child. Secondly, every caregiver should use the same approach to reinforce the message that “this behavior is inappropriate.”
Registered Educational Psychologist, Pang Chi Wah
In situations where social resources are scarce, children have little that is fun or interesting to engage with; however, when the objects in front of them show no minor changes and there are no detailed verbal or written instructions, children can still observe the differences and similarities between what they see now and what they have seen before, or make associations with other things they have encountered. They even try to describe their observations in their own words. This is active learning, which not only educates the mind but also unconsciously enhances psychological qualities.
With the continuous advancement of modern technology, everyone can travel the world instantly from the comfort of their homes through television or smartphones. But does watching TV or online information require concentration? It turns out that being able to watch video messages does not necessarily mean that children are attentively learning, as this falls under the category of passive learning. It requires colorful messages and continuous verbal narration, and lacking any of these elements might lead to a lack of focus.
Even though students still need to learn in classrooms today, with the help of information technology, it seems possible for them to see distant scenarios without boundaries. Unfortunately, there are still shortcomings; they need to experience these settings firsthand to gain a more comprehensive understanding and learning experience. Modern learning requires the involvement of more sensory channels to stimulate students’ motivation to learn. Are there other options available?
Human desires are endless, but resources are finite. Is it possible to endlessly stimulate learning through multiple senses? Should we pause and consider why more and more people are proposing vegetarianism, or having a meat-free day on Mondays? Some suggest returning to a simpler, more primitive way of life. Learning activities and arrangements might need similar actions to help children grasp the essence of learning and experience the authenticity of the learning process.
To achieve this reversal, guidance from parents and teachers is needed to change the trends and habits of this era; there are now some suggested activities for parents and teachers to consider, such as: trying to turn off the volume of the television, letting them experience what it is like to be deaf, only able to see and not hear to absorb information; they can also cover the television screen with cloth, making them feel like they are listening to a radio, only able to imagine the scene from other people’s speech, still able to grasp the plot without visual aid, and for example, placing some food in one of three cups, asking them to smell which cup contains the food, which is a lot of kinesthetic learning.
Parents and teachers make some small actions in teaching, which may produce some unclear factors that make them hesitate, but at the same time, it also generates more curiosity, and under guidance, they can have greater motivation to learn, starting from being moved emotionally and intellectually, then leading them to pursue what they want to hear and see, becoming active and enthusiastic learners!
Written by: Founder and Volunteer Secretary-General of GLP, Lam Ho Pei Yee
Everyone already possesses an intrinsic motivation, and people have long had the desire to do things well. This is precisely why when we give children external rewards and punishments, trying to interfere with their behavior, their performance becomes worse, such as killing creativity, reducing judgment, and other negative effects, which are the bad consequences that rewards can bring. Whether it is material or psychological rewards, although they can temporarily stimulate children’s enthusiasm, they cannot help children develop long-term behavioral habits, nor can they make their performance better.
How can parents motivate children to study hard without solely relying on rewards and punishments? It turns out that by simply understanding and satisfying three basic psychological needs of humans, children can automatically and consciously enjoy and engage in learning. These three basic psychological needs include autonomy, competence, and relatedness. Every child also has a basic need to develop their abilities, to see their abilities improve, and not to let incomprehensible social standards change their children. It is dangerous to teach children things that do not fit their stage of growth. We need to create challenging yet appropriate learning experiences for children’s abilities, allowing them to feel a real sense of success, boosting their confidence in their abilities, and giving them more motivation to learn.
Parents should not limit their children’s infinite possibilities with their own limited wisdom. If parents understand how to cultivate their children’s intrinsic motivation for learning, making them recognize the importance of learning and adopting it as a life goal, children will automatically and consciously engage in learning. Therefore, by making themselves and their children more responsible, more perceptive, and better at interacting with others, parents are helping their children grow while gaining creativity and a sense of success themselves.
If these theories can be applied to children, can they also be applied to parents, thereby bringing a positive impact to the family? The answer is yes. As we ask our children to study hard, parents should also strive to change their own thinking. As Stone, the guitarist of the Taiwanese rock band Mayday, said: “What schools can teach is knowledge, is skills; what society can teach is interaction, is cooperation; and what children learn at home is yourselves, is your own way of governing as individuals, how you solve problems when you face difficulties and setbacks.”
Written by: American Association for Play Therapy, Registered Play Therapist-Supervisor, Registered Social Worker Chan Tsz Wai
According to Maslow’s hierarchy of needs, a sense of security is the second basic human need, just after physiological needs. Children who lack a sense of security may exhibit many behavioral problems. Without sufficient support to confidently explore the world, and without enough confidence that someone can provide safe protection, they may send misleading signals through problematic behaviors to express their emotional needs. Often, parents think that managing behavior more strictly will solve these behavioral issues in children, but this approach can backfire, leading to even less fulfillment of the child’s emotional needs.
Years of research have found that a sense of security is based on establishing a secure attachment relationship with caregivers. Children with secure attachment relationships have a higher ability to regulate their emotions, solve problems on their own, have higher self-esteem and empathy, and possess better social skills and the ability to establish good relationships with others. However, how to establish a secure attachment relationship with children is a challenge for many parents.
Understanding the needs of children
Sometimes children need to explore the world on their own and use their abilities to solve problems, while at other times they need the help of their parents to regulate their emotions. Parents need to know when to let go and when to extend their hands to offer hugs and support, which requires careful observation of the child’s needs. Young children may wander far in the park, wanting to explore the world on their own, and older children may show displeasure when parents supervise their homework, indicating a need for parents to support their exploration. However, when a child falls and cries in pain or is troubled and in tears because they do not understand their homework, that is the time when they need their parents’ help to regulate their emotions.
Being Present with Your Child
When children are emotional, parents often try to quickly find a way to deal with it. However, being present with the child is what they need the most and is the most effective way to help them develop the ability to regulate their emotions. When children are emotional, parents just need to accompany them, accept and empathize with their emotions, and verbalize the child’s feelings to make them feel accepted and understood by their parents. This is the foundation of a secure attachment relationship.
Being a Firm and Controlled Parent
Parents might think that understanding their child’s feelings means losing control, but on the contrary, parents actually need to control and set limits while understanding their child’s emotional state to provide them with a sense of security. For example, when it’s time to leave the park and the child throws a tantrum because they don’t want to leave, parents can understand their child’s feelings but must also firmly insist on leaving. Or if a child often procrastinates on homework because they find it difficult, parents can understand the child’s difficulty but must also enforce the consequences of procrastination. Therefore, gentle yet firm parents can make their children feel secure.
Understanding How Your Own Upbringing Affects Your Parenting
We learn how to be parents from our own parents, and we also carry the baggage of our childhood. When we encounter difficulties in interacting with our children, it is often related to our own upbringing. Some parents, whose own parents were too busy with work to spend time with them, may give more time to their children when they become parents. However, when they invest time but still face emotional challenges from their children, and they themselves lack the experience of having their emotions satisfied and understood, they may struggle to meet their children’s needs due to their own unresolved emotions. Therefore, parents should first understand how their own upbringing affects them, and then they can adjust themselves when interacting with their children, carefully observing and responding to their children’s needs.
Written by: Pang Chi Wah, Registered Educational Psychologist, New Horizons Development Centre
Hong Kong is a society abundant in material wealth, but due to the overabundance of resources, when children have needs in life, parents quickly provide them with ample supply, allowing them continuous satisfaction. However, parents satisfying their children’s needs too quickly can have a negative impact on them, failing to cultivate their ability to endure, and over time, their patience may become limited.
Utilizing Emotional Intelligence to Cultivate Children’s Patience
Delaying gratification or the fulfillment of life’s needs is an important part of developing emotional intelligence (EQ). If parents are accustomed to quickly satisfying their children’s needs but then complain about their lack of patience, such criticism is unfair to the children, as their patience has simply not been nurtured.
How can one delay the fulfillment of children’s needs? To train children’s emotional intelligence, the secret is “neither using the cane nor the carrot,” meaning that neither corporal punishment nor frequent rewards are necessary. Instead, patience and the ability to wait are cultivated through daily life experiences. Parents can try the following examples:
Example 1: When parents and children go to a dim sum restaurant, there is no need to let the children eat whatever they like immediately. Parents can ask the children to wait for 5 minutes after finishing one basket of dim sum before eating a second type; or they can require the children to wait until the parents have eaten a portion before they can eat. In this way, parents and children take turns eating the dim sum.
Example 2: When children ask their parents to buy toys, parents do not need to purchase them immediately. They can explain to the child to wait a few hours, days, or a week before buying, asking the children to wait patiently.
Example 3: When children return home from the street, do not let them turn on the TV immediately as they please. They must be asked to put away their shoes and socks, drink a glass of water, and sit on the sofa for 3 minutes before they can turn on the TV.
Example 4: When children go out with their parents, do not let them rush to press the elevator button immediately. Parents can ask them to wait for the parents to go out together, walk to the elevator together, and then press the button.
Parents Must Be Consistent and Credible to Train Children’s Intelligence
These are just a few examples. Parents must make good use of the “dragging tactic” in life’s details. Using the dragging tactic does not mean denying or refusing the children’s needs, but rather not satisfying them immediately. What parents need to pay attention to is that when using these tactics, they must follow through with what they say. No matter if the children act spoiled, throw a tantrum, cry, or scream, parents must stick to the principle of “dragging”; additionally, parents must also be credible and do what they have promised the children.
Furthermore, when children make requests, parents can ask the children to explain their reasons, which not only trains their emotional intelligence (EQ) but also their intelligence (IQ). By putting a little more effort into the details of children’s lives, parents can effectively help train their children’s emotional intelligence. Parents might as well give it a try!
Written by: Registered Public Health Nutritionist (UK) and Nutritionist, Ng Pui Yu
Many parents have encountered the issue of their children having difficulty with bowel movements. When this problem arises, parents usually increase the fiber content in their children’s diet, but the effectiveness varies from person to person. What should be noted in this process?
What is an appropriate amount of fiber?
Many people know that eating foods high in fiber such as whole grains, nuts, beans, fruits (like prunes, figs, kiwis, bananas, apples, pears, etc.) and vegetables (like eggplants, bell peppers, daylilies, amaranth, broccoli, cabbage, mustard greens, spinach, Chinese broccoli, snow fungus, mushrooms, etc.) can stimulate intestinal peristalsis. It turns out that when fiber absorbs water, it becomes soft and expands like a sponge, stimulating the urge to defecate. Sufficient fiber also helps promote the growth of beneficial bacteria in the intestines, which can improve constipation. It is important to note that when increasing dietary fiber, it should be done gradually, increasing slowly every few days, otherwise, if the body cannot adapt, it may make the stool even harder.
The daily dietary fiber requirement for children is their age plus 5 grams. For example, a 4-year-old child should have a daily dietary fiber intake of about 4+5=9 grams. To consume enough fiber, children aged 2 to 5 years old need at least 1.5 servings of vegetables (1 serving = 1/2 bowl of cooked vegetables) and at least 1 serving of fruit (1 serving = 1 medium-sized fruit, such as an orange or apple) per day.
Is the water intake really sufficient?
Often, parents claim that their child drinks a lot of water, but the bowel movements are still not ideal. Upon further inquiry, it turns out that they only drink about 500 to 600 milliliters a day, which is not enough. Parents should know that fiber and water are partners; there must be enough water for the fiber to absorb, swell, and soften, which stimulates intestinal peristalsis. If there is sufficient fiber but not enough water, it can make the stool hard and even more difficult to pass. In fact, children aged 2 to 5 years old need 4 to 5 cups of fluid a day, which is about 1000 to 1250 milliliters, and at least half of this should be plain water. If the weather is hot or dry, if there is a lot of sweating, if the child is very active, or if the dietary fiber intake is increased, then more water should be consumed.
Additionally, daily appropriate exercise can also help stimulate intestinal peristalsis and aid in bowel movements; developing a habit of going to the toilet at regular times can also help improve constipation.
Dietary Fiber Content Chart (Source: Department of Health)
| Food | Dietary Fiber Content (grams) |
| Grains | |
| White Rice, 1 bowl | 0.8 |
| Brown Rice, 1 bowl | 4.5 |
| Whole Wheat Bread, 1 slice | 3.4 |
| Oatmeal (Dry), 1/3 bowl | 2.7 |
| Fruits / Dried Fruits | |
| Apple, with skin, 1 medium | 4.4 |
| Orange, 1 medium | 3.1 |
| Banana, 1 piece | 3.1 |
| Dried Plums, pitted, 3 pieces | 2.0 |
| Raisins, seedless, small box | 1.5 |
| Dried Apricots, pitted, 5 pieces | 2.6 |
| Vegetables | |
| Broccoli, cooked, 1/2 bowl | 2.6 |
| Chinese Broccoli, cooked, 1/2 bowl | 1.3 |
| Lettuce, raw, 1 bowl | 0.9 |
| Tomato, raw, 1 medium | 1.5 |
| Corn Kernels, cooked, 1/2 bowl | 2.0 |
| Green Peas, cooked, 1/2 bowl | 4.4 |
| Sweet Potato, cooked, peeled, 1 medium | 3.8 |
| Legumes | |
| Lima Beans, cooked, 1/2 bowl | 5.6 |
| Soybeans, cooked, 1/2 bowl | 5.2 |
| Red Beans, cooked, 1/2 bowl | 8.4 |
| Mung Beans, cooked, 1/2 bowl | 7.7 |
1 bowl = 240 ml
Note: Everyone’s health condition is different, so it is advisable to consult a dietitian for individual dietary plans and precautions.