2007/12/25
2007/12/04
Beautiful moment of Siew Lea & Derrick
Today, we celebrated this special moment of Love with our blessings and joys at Sheraton Towers for the wedding of Siew Lea and Derrick
秀丽钦光
"Fall in"
"Baris, Derrick Dan Siew Lea, Masok Baris"
Solemnization ceremony
"Sendang Pedang" (sword drill)
Siew Lea is our alumni management committee member for years... Her next mission is to help Singapore to increase the population...
"Fall in"
"Baris, Derrick Dan Siew Lea, Masok Baris"
Solemnization ceremony
"Sendang Pedang" (sword drill)
Siew Lea is our alumni management committee member for years... Her next mission is to help Singapore to increase the population...
2007/12/02
Developing Your Child's Self-Esteem
Healthy self-esteem is a child's armor against the challenges of the world. Kids who feel good about themselves seem to have an easier time handling conflicts and resisting negative pressures. They tend to smile more readily and enjoy life. These kids are realistic and generally optimistic.
In contrast, for children who have low self-esteem, challenges can become sources of major anxiety and frustration. Children who think poorly of themselves have a hard time finding solutions to problems. If they are plagued by self-critical thoughts, such as "I'm no good" or "I can't do anything right," they may become passive, withdrawn, or depressed. Faced with a new challenge, their immediate response is "I can't." Read on to discover the important role you can play in promoting healthy self-esteem in your child.
What Is Self-Esteem?
Self-esteem is the collection of beliefs or feelings that we have about ourselves, or our "self-perceptions." How we define ourselves influences our motivations, attitudes, and behaviors and affects our emotional adjustment.
Patterns of self-esteem start very early in life. For example, when a baby or toddler reaches a milestone, he or she experiences a sense of accomplishment that bolsters self-esteem. Learning to roll over after dozens of unsuccessful attempts or finally mastering getting the spoon into his or her mouth every time he or she eats are experiences that teach a young child a "can do" attitude. The concept of success following persistence starts early.
As a child tries, fails, tries again, fails again, and then finally succeeds, he or she is developing ideas about his or her own capabilities. At the same time, he or she is creating a self-concept based on interactions with other people. This is why parental involvement is key to helping a child form accurate, healthy self-perceptions.
Self-esteem can also be defined as the combination of feelings of capability with feelings of being loved. A child who is happy with an achievement but does not feel loved may eventually experience low self-esteem. Likewise, a child who feels loved but is hesitant about his or her own abilities can also end up with a low self-esteem. Healthy self-esteem results when the right balance is attained.
Signs of Unhealthy and Healthy Self-Esteem
Self-esteem fluctuates as a child grows. It is frequently changed and fine-tuned, because it is affected by a child's experiences and new perceptions. It helps for parents to be aware of the signs of both healthy and unhealthy self-esteem.
A child who has low self-esteem may not want to try new things. He or she may frequently speak negatively about his or herself, saying such things as, "I'm stupid," "I'll never learn how to do this," or "What's the point? Nobody cares about me anyway." The child may exhibit a low tolerance for frustration, giving up easily or waiting for somebody else to take over. Children with low self-esteem tend to be overly critical of and easily disappointed in themselves. Kids with low self-esteem see temporary setbacks as permanent, intolerable conditions. A sense of pessimism predominates.
A child who has healthy self-esteem tends to enjoy interacting with others. He or she is comfortable in social settings and enjoys group activities as well as independent pursuits. When challenges arise, he or she is able to work toward finding solutions. He or she voices discontent without belittling herself or others. For example, rather than saying, "I'm an idiot," a child with healthy self-esteem says, "I don't understand this." He or she knows his or her strengths and weaknesses, and accepts them. A sense of optimism prevails.
What Parents Can Do to Help
How can a parent help to foster healthy self-esteem in a child? Here are some tips that can make a big difference:
Finding Professional Help
If you suspect your child has low self-esteem, you can get professional help. Family and child counselors can work to uncover underlying issues that are preventing your child from feeling good about himself or herself. Therapy can adjust the way a child views himself or herself and the world. This can enable a child to first see himself or herself in a more realistic light, and then to accept who he or she truly is. With a little help, every child can develop healthy self-esteem for a happier, more fulfilling life.
Updated and reviewed by: David Sheslow, PhD and Colleen Taylor Lukens, MA
Date reviewed: June 2005
Originally reviewed by: Steve Dowshen, MD, and Brian Mesinger, PhD
Source of this article:
http://www.kidshealth.com/PageManager.jsp?dn=KidsHealth&lic=1&article_set=21573&cat_id=171&
Related Articles:
Nine Steps to More Effective Parenting
This article recognizes the incredibly challenging and rewarding job that all parents have and presents nine steps to make the parenting experience more fulfilling for both you and your child.
Additional Resources:
American Academy of Child & Adolescent Psychiatry (AACAP)
AACAP offers up-to-date information on child and adolescent development and issues.
In contrast, for children who have low self-esteem, challenges can become sources of major anxiety and frustration. Children who think poorly of themselves have a hard time finding solutions to problems. If they are plagued by self-critical thoughts, such as "I'm no good" or "I can't do anything right," they may become passive, withdrawn, or depressed. Faced with a new challenge, their immediate response is "I can't." Read on to discover the important role you can play in promoting healthy self-esteem in your child.
What Is Self-Esteem?
Self-esteem is the collection of beliefs or feelings that we have about ourselves, or our "self-perceptions." How we define ourselves influences our motivations, attitudes, and behaviors and affects our emotional adjustment.
Patterns of self-esteem start very early in life. For example, when a baby or toddler reaches a milestone, he or she experiences a sense of accomplishment that bolsters self-esteem. Learning to roll over after dozens of unsuccessful attempts or finally mastering getting the spoon into his or her mouth every time he or she eats are experiences that teach a young child a "can do" attitude. The concept of success following persistence starts early.
As a child tries, fails, tries again, fails again, and then finally succeeds, he or she is developing ideas about his or her own capabilities. At the same time, he or she is creating a self-concept based on interactions with other people. This is why parental involvement is key to helping a child form accurate, healthy self-perceptions.
Self-esteem can also be defined as the combination of feelings of capability with feelings of being loved. A child who is happy with an achievement but does not feel loved may eventually experience low self-esteem. Likewise, a child who feels loved but is hesitant about his or her own abilities can also end up with a low self-esteem. Healthy self-esteem results when the right balance is attained.
Signs of Unhealthy and Healthy Self-Esteem
Self-esteem fluctuates as a child grows. It is frequently changed and fine-tuned, because it is affected by a child's experiences and new perceptions. It helps for parents to be aware of the signs of both healthy and unhealthy self-esteem.
A child who has low self-esteem may not want to try new things. He or she may frequently speak negatively about his or herself, saying such things as, "I'm stupid," "I'll never learn how to do this," or "What's the point? Nobody cares about me anyway." The child may exhibit a low tolerance for frustration, giving up easily or waiting for somebody else to take over. Children with low self-esteem tend to be overly critical of and easily disappointed in themselves. Kids with low self-esteem see temporary setbacks as permanent, intolerable conditions. A sense of pessimism predominates.
A child who has healthy self-esteem tends to enjoy interacting with others. He or she is comfortable in social settings and enjoys group activities as well as independent pursuits. When challenges arise, he or she is able to work toward finding solutions. He or she voices discontent without belittling herself or others. For example, rather than saying, "I'm an idiot," a child with healthy self-esteem says, "I don't understand this." He or she knows his or her strengths and weaknesses, and accepts them. A sense of optimism prevails.
What Parents Can Do to Help
How can a parent help to foster healthy self-esteem in a child? Here are some tips that can make a big difference:
- Watch what you say. Children are very sensitive to parents' words. Remember to praise your child not only for a job well done, but also for effort. But be truthful. For example, if your child doesn't make the soccer team, avoid saying something like, "Well, next time you'll work harder and make it." Instead, say something like, "Well, you didn't make the team, but I'm really proud of the effort you put into it." Reward effort and completion instead of outcome.
- Be a positive role model. If you are excessively harsh on yourself, pessimistic, or unrealistic about your abilities and limitations, your child may eventually mirror you. Nurture your own self-esteem, and your child will have a great role model.
- Identify and redirect your child's inaccurate beliefs. It's important for parents to identify kids' irrational beliefs about themselves, whether they are about perfection, attractiveness, ability, or anything else. Helping your child set more accurate standards and be more realistic in evaluating himself or herself will help your child have a more healthy self-concept. Inaccurate perceptions of self can take root and become reality to a child. For example, a child who does very well in school but struggles with math may say, "I can't do math. I'm a bad student." Not only is this a false generalization, it's also a belief that will set your child up for failure. Encourage your child to see the situation in its true light. A helpful response might be: "You are a good student. You do great in school. Math is just a subject that you need to spend more time on. We'll work on it together."
- Be spontaneous and affectionate with your child. Your love will go a long way to boost your child's self-esteem. Give your child hugs. Tell your child you're proud of him or her. Leave a note in your child's lunch box that reads, "I think you're terrific!" Give praise frequently and honestly, without overdoing it. Kids can tell whether something comes from the heart.
- Give positive, accurate feedback. A comment such as, "You always work yourself up into such a frenzy!" will cause a child to start believing he or she has no control over his or her outbursts. A better statement is, "You were really mad at your brother. But I appreciate that you didn't yell at him or hit him." This acknowledges your child's feelings and rewards the choice that your child made, encouraging your child to make the right choice again next time.
- Create a safe, nurturing home environment. A child who does not feel safe or is being abused at home will suffer immensely from low self-esteem. A child who is exposed to parents who fight and argue repeatedly may become depressed and withdrawn. Always remember to respect your child.
- Make your home a safe haven for your family. Watch for signs of abuse by others, problems in school, trouble with peers, and other potential factors that may affect your child's self-esteem. Deal with these issues sensitively but swiftly.
- Help your child become involved in constructive experiences. Activities that encourage cooperation rather than competition are especially helpful in fostering self-esteem. For example, mentoring programs in which an older child helps a younger one learn to read can do wonders for both children.
Finding Professional Help
If you suspect your child has low self-esteem, you can get professional help. Family and child counselors can work to uncover underlying issues that are preventing your child from feeling good about himself or herself. Therapy can adjust the way a child views himself or herself and the world. This can enable a child to first see himself or herself in a more realistic light, and then to accept who he or she truly is. With a little help, every child can develop healthy self-esteem for a happier, more fulfilling life.
Updated and reviewed by: David Sheslow, PhD and Colleen Taylor Lukens, MA
Date reviewed: June 2005
Originally reviewed by: Steve Dowshen, MD, and Brian Mesinger, PhD
Source of this article:
http://www.kidshealth.com/PageManager.jsp?dn=KidsHealth&lic=1&article_set=21573&cat_id=171&
Related Articles:
Nine Steps to More Effective Parenting
This article recognizes the incredibly challenging and rewarding job that all parents have and presents nine steps to make the parenting experience more fulfilling for both you and your child.
Additional Resources:
American Academy of Child & Adolescent Psychiatry (AACAP)
AACAP offers up-to-date information on child and adolescent development and issues.
2007/11/24
photos of the old NPCC days
Here are some photos of the old NPCC days brought by our Alumni member during the 24 Nov 2007 NPCC Alumni Annual Dinner (Year-end BBQ party):
Thank you Mr J. P. David for the sharing which brings us the sweet memory of our old times...
Thank you Mr J. P. David for the sharing which brings us the sweet memory of our old times...
2007/11/22
Self-control
Teaching children to practice self-control has life-long benefits
by Gregory Ramey, PhD, child psychologist at Dayton Children's and Dayton Daily News columnist
What would happen if you put a marshmallow in front of your 4-year-old and gave him a choice? He can eat the marshmallow immediately or wait 15 minutes and get two marshmallows. What would he do?
In a series of experiments in the 1970s, researcher Walter Mischel studied self-control in young children. Four-year-olds were left alone in a room with a single marshmallow and told to ring a bell when they wanted the adult to return.
Some youngsters ate the one marshmallow immediately, while others used various distraction techniques and waited 15 minutes so as to get two treats. Researchers studied these two groups of students again when they graduated from high school and found significant differences between the groups.
Preschoolers who demonstrated high levels of self-control at age 4 did significantly better in high school. In comparison with their impulsive counterparts, the self-control students achieved higher levels of academic success, scored 200 points higher on their SATs and were rated higher on social competence and dependability.
The ability to say "no" to something good today for the sake of something better tomorrow is critical to your personal and professional success. [see more results here for consequence adult outcomes of self-control kids]
Why is self-control important?
Psychologists refer to this skill as self-control, the willingness to delay immediate gratification. Musicians practice endless hours to perform a single piece of music. Students study instead of watch TV. Athletes devote years of their lives to prepare for an Olympic event that may last only a few minutes.
The concepts of self-control, delayed gratification and discipline seem so counter to our cultural values. We use our credit cards because we want things right away. We become inpatient if we wait more than a few moments at a drive-through McDonalds. We eat ourselves into obesity and poor health because it feels good, with little consideration of the long-term consequences.
The good news is that self-control is not an inborn trait, but a skill that can be taught and nurtured at an early age.
Helping your child achieve self-control
- Talk about self-control. Don’t be reluctant to talk about the importance of discipline and delayed gratification. Don’t lecture your children on this issue, but teach them strategies they can use to be successful. In the Marshmallow Studies, successful 4-year-olds didn’t focus about the treat, but instead distracted themselves by thinking about other things. Preaching to your child to shut off the TV and go study won’t work. Instead, teach them strategies to organize their time so they finish segments of their work before they reward themselves with TV or video games.
- Reward delayed gratification. It’s hard at times to study, practice piano or do football drills. Acknowledge your child’s efforts and specifically praise their willingness to work hard at something that won’t have immediate positive consequences. For high school students, encourage them to save some of the money they earn. One parent agreed to double whatever money her daughter saved in the bank over one year.
- Model good behavior. Talk about your own strategies to achieve self-control. “I really feel like some ice cream right now, but…I want to lose some weight so let’s not keep any ice cream in the freezer.” Talk about what strategies you use to be successful. “I’m trying to watch less TV, so I plan one 15-minute activity I want to accomplish every night before I turn on the TV.”
Let your child see the human side of you. From childhood through adulthood, we all grapple with issues of self-control and discipline, and sometimes fail more often than we’d like. Talking about the importance of this skill and effective strategies are key in helping your children achieve the freedom of self-control.
Related Articles:
Teaching Your Child Self-Control
A few suggestions on how you can help your child learn to control his or her behavior.
by Gregory Ramey, PhD, child psychologist at Dayton Children's and Dayton Daily News columnist
What would happen if you put a marshmallow in front of your 4-year-old and gave him a choice? He can eat the marshmallow immediately or wait 15 minutes and get two marshmallows. What would he do?
In a series of experiments in the 1970s, researcher Walter Mischel studied self-control in young children. Four-year-olds were left alone in a room with a single marshmallow and told to ring a bell when they wanted the adult to return.
Some youngsters ate the one marshmallow immediately, while others used various distraction techniques and waited 15 minutes so as to get two treats. Researchers studied these two groups of students again when they graduated from high school and found significant differences between the groups.
Preschoolers who demonstrated high levels of self-control at age 4 did significantly better in high school. In comparison with their impulsive counterparts, the self-control students achieved higher levels of academic success, scored 200 points higher on their SATs and were rated higher on social competence and dependability.
The ability to say "no" to something good today for the sake of something better tomorrow is critical to your personal and professional success. [see more results here for consequence adult outcomes of self-control kids]
Why is self-control important?
Psychologists refer to this skill as self-control, the willingness to delay immediate gratification. Musicians practice endless hours to perform a single piece of music. Students study instead of watch TV. Athletes devote years of their lives to prepare for an Olympic event that may last only a few minutes.
The concepts of self-control, delayed gratification and discipline seem so counter to our cultural values. We use our credit cards because we want things right away. We become inpatient if we wait more than a few moments at a drive-through McDonalds. We eat ourselves into obesity and poor health because it feels good, with little consideration of the long-term consequences.
The good news is that self-control is not an inborn trait, but a skill that can be taught and nurtured at an early age.
Helping your child achieve self-control
- Talk about self-control. Don’t be reluctant to talk about the importance of discipline and delayed gratification. Don’t lecture your children on this issue, but teach them strategies they can use to be successful. In the Marshmallow Studies, successful 4-year-olds didn’t focus about the treat, but instead distracted themselves by thinking about other things. Preaching to your child to shut off the TV and go study won’t work. Instead, teach them strategies to organize their time so they finish segments of their work before they reward themselves with TV or video games.
- Reward delayed gratification. It’s hard at times to study, practice piano or do football drills. Acknowledge your child’s efforts and specifically praise their willingness to work hard at something that won’t have immediate positive consequences. For high school students, encourage them to save some of the money they earn. One parent agreed to double whatever money her daughter saved in the bank over one year.
- Model good behavior. Talk about your own strategies to achieve self-control. “I really feel like some ice cream right now, but…I want to lose some weight so let’s not keep any ice cream in the freezer.” Talk about what strategies you use to be successful. “I’m trying to watch less TV, so I plan one 15-minute activity I want to accomplish every night before I turn on the TV.”
Let your child see the human side of you. From childhood through adulthood, we all grapple with issues of self-control and discipline, and sometimes fail more often than we’d like. Talking about the importance of this skill and effective strategies are key in helping your children achieve the freedom of self-control.
Related Articles:
Teaching Your Child Self-Control
A few suggestions on how you can help your child learn to control his or her behavior.
SHARED PARENTING – GREAT DADDY
Here’s an educational talk by Mr Wong Suen Kwong, who kindly volunteered his own time to educate the public. Feel free to bring your family and as many friends as you wish to attend.
This Saturday, 24 Nov at 7.30pm-9pm
VENUE: Seminar Hall
#02-04 Haw Par Technocentre (use Lift at Lobby A)
401 Commonwealth Drive Singapore 149598
[click here for map]
ADMISSION: FREE & all parents and teenagers are welcome
CAR PARK: Within Haw Par Technocentre – lot of lots!
MRT: Commonwealth MRT (3min walk to Haw Par Technocentre)
Mr Wong Suen Kwong, or simply Suen, is one of 3 co-founders of Centre For Fathering and the key man championing responsible fatherhood in Singapore since 1999. He has developed so many fun and innovative programs that allow fathers and their children to bond together strongly like cement. Suen uses all kinds of adventures, games and creative activities to not only enhance relationship between fathers and children, but also inject new interests and shared experiences. In this talk, Suen will share new age insights on fun fathering and tips on shared parenthood.
There are simple tricks, FREE ones, to learn that fathers will appreciate for a lifetime, because these tricks are effective, performance guaranteed and absolutely fun!
This talk is FREE and are purely educational in nature, and the takeaways are simply invaluable!
[The Centre For Fathering won the Outstanding New Initiative Award from National Volunteer Centre during the Inaugural National Volunteerism awards presented by the then Prime Minister Goh Chok Tong on 5th Dec 2001.]
This Saturday, 24 Nov at 7.30pm-9pm
VENUE: Seminar Hall
#02-04 Haw Par Technocentre (use Lift at Lobby A)
401 Commonwealth Drive Singapore 149598
[click here for map]
ADMISSION: FREE & all parents and teenagers are welcome
CAR PARK: Within Haw Par Technocentre – lot of lots!
MRT: Commonwealth MRT (3min walk to Haw Par Technocentre)
Mr Wong Suen Kwong, or simply Suen, is one of 3 co-founders of Centre For Fathering and the key man championing responsible fatherhood in Singapore since 1999. He has developed so many fun and innovative programs that allow fathers and their children to bond together strongly like cement. Suen uses all kinds of adventures, games and creative activities to not only enhance relationship between fathers and children, but also inject new interests and shared experiences. In this talk, Suen will share new age insights on fun fathering and tips on shared parenthood.
There are simple tricks, FREE ones, to learn that fathers will appreciate for a lifetime, because these tricks are effective, performance guaranteed and absolutely fun!
This talk is FREE and are purely educational in nature, and the takeaways are simply invaluable!
[The Centre For Fathering won the Outstanding New Initiative Award from National Volunteer Centre during the Inaugural National Volunteerism awards presented by the then Prime Minister Goh Chok Tong on 5th Dec 2001.]
2007/11/10
Tan Ching Yam
Dr Tan Ching Yam (陈清业博士), a life member of NPCC Alumni, is a talented and multi-skilled artist who has won many awards for his Calligraphy and Chinese finger paintings. A regular participant in Singapore and overseas exhibitions, Dr Tan has received many commendations and was awarded Gold medals in 1995 and 1996 by “Henan Research Institute of Chinese Painting and Calligraphy”.
Being an Honorary Academician，he is an active Writer cum Art Educator, especially for his excellence in Finger Painting. He learned finger painting from the famous finger painter, Mr. Wu Tsai Yen. For the past 25 years, Dr Tan has participated in many Group Art Exhibition in Seoul (Korea), Japan, Beijing, Shanghai, Suzhou, Luoyang, Anhui, Anyang, Hangzhou, etc.
In the last 15 years, Dr Tan has put up 4 Solo Art Exhibitions on Finger Painting, each with one theme:
1. New Zealand scene – Maori Culture
2. Historical Buildings in Singapore;
3. Portraits on Great People in Singapore;
4. Love for Animals.
Dr Tan was invited by the Singapore Tourism Board (STB) to demonstrate Finger Painting in New Zealand for three times (1992,1993 & 1997) and had won International Award for Excellence in Finger Painting from several countries:
Dr Tan was appointed a Research Fellow of ABI in 2006.
Academic Background
As part of Alexandra Hospital’s Art Therapy programme, elderly patients gather for Chinese painting classes taught by volunteer Dr Tan Ching Yam, and aided by a group of student volunteers from the Singapore Chinese Girls’ School (SCGS).
Being an Honorary Academician，he is an active Writer cum Art Educator, especially for his excellence in Finger Painting. He learned finger painting from the famous finger painter, Mr. Wu Tsai Yen. For the past 25 years, Dr Tan has participated in many Group Art Exhibition in Seoul (Korea), Japan, Beijing, Shanghai, Suzhou, Luoyang, Anhui, Anyang, Hangzhou, etc.
In the last 15 years, Dr Tan has put up 4 Solo Art Exhibitions on Finger Painting, each with one theme:
1. New Zealand scene – Maori Culture
2. Historical Buildings in Singapore;
3. Portraits on Great People in Singapore;
4. Love for Animals.
Dr Tan was invited by the Singapore Tourism Board (STB) to demonstrate Finger Painting in New Zealand for three times (1992,1993 & 1997) and had won International Award for Excellence in Finger Painting from several countries:
- Netaji Award, India, 2003
- Albert Schweitzer (International Foundation - England, Switzerland, Sweden, Spain) Gold Medal Award, 2006
- Achievement of art and works selected by Publishing House of Almanac of Global Media in Chinese, Beijing, 2006,
- Reference Asia (1995)
- Asia Pacific Who’s Who (1998)
- Asian America –Who’s Who (2002)
- Awarded Overseas Art Consultant, China (2006)
- Awarded Art Consultant in Hospital / Chairman for Senior Citizen Calligraphy & Painting Society, Singapore, 2006
Dr Tan was appointed a Research Fellow of ABI in 2006.
Academic Background
- Nanyang University - BA,1966
- Jordanhill College - MOE scholarship, Overseas Post Graduate Course
- Certificate of Edn,1978-1979
- Curtin University (WA) - Certificate of Art Edn, 2001
- NAFA - Advanced Chinese Painting Course, 1992-1993
- Teachers’ Training College, Singapore (Certificate of Edn, 1968)
- Cultural Doctorate (Literature),World University, California, USA, 2005
- Long Service Award (38 years of dedicated service in education) by MOE, Singapore , 2004
- Calligraphy awarded by Dr Tan Tsze Chor Art Award (2002)
- Painting Awarded Gold Medal by The Research Inst.of Zhongyuan for Chinese Painting & Calligraphy (2002)
As part of Alexandra Hospital’s Art Therapy programme, elderly patients gather for Chinese painting classes taught by volunteer Dr Tan Ching Yam, and aided by a group of student volunteers from the Singapore Chinese Girls’ School (SCGS).New Zealand Herald, June 1992
New Zealand Herald, August 1993
Straits Times, September 1994
Straits Times, March 1995
Shin Min Daily, Jan 2003
Challenge - Reaching out
随笔南洋
Federation of Art Societies
Art Empire Gallery
New Zealand Herald, August 1993
Straits Times, September 1994
Straits Times, March 1995
Shin Min Daily, Jan 2003
Challenge - Reaching out
随笔南洋
Federation of Art Societies
Art Empire Gallery
2007/11/08
2007/10/31
Watch What You Say To The Kids
Children pick up their language skills, both consciously and sub-consciously, from what they see and hear.
Listen To The Kids
Pay attention to the things the child says. We will notice that the child may use certain phrases or expressions that are very similar to what the parents or any other close relative or friend tend to use.
Watch What We Say
A simple and cost-effective way to help the child speak better is to pay attention to how we normally speak.
Are we guilty of using non-Standard English words or phrases that the child is likely to pick up?
Here are 6 examples that many Singaporean parents are prone to using:
The list can go on.
Becoming Role Models For the Child
Be mindful of the language we use. When we correct ourselves and consciously speak in standard English, the child will do so too.
Decide to start speaking English well today.
3 Quick Steps To Start
If we keep at it, we will stop using the phrase completely in no time. The child will also realise that it isn’t standard English and will avoid saying it too.
Take the first step today. One phrase at a time and soon we’ll be a role model for the child.
Listen To The Kids
Pay attention to the things the child says. We will notice that the child may use certain phrases or expressions that are very similar to what the parents or any other close relative or friend tend to use.
Watch What We Say
A simple and cost-effective way to help the child speak better is to pay attention to how we normally speak.
Are we guilty of using non-Standard English words or phrases that the child is likely to pick up?
Here are 6 examples that many Singaporean parents are prone to using:
- “Faster late already”
- “You don’t listen I tell Daddy”
- “Why you so naughty”
- “Wait Mummy give you ok?”
- “You better don’t do that ah”
- “ Everytime also like that”
The list can go on.
Becoming Role Models For the Child
Be mindful of the language we use. When we correct ourselves and consciously speak in standard English, the child will do so too.
Decide to start speaking English well today.
3 Quick Steps To Start
- List some non-standard English words and phrases that we usually use
- Pick one non-standard English phrase that / word we use most commonly and make an effort to stop using it this week.
- Be conscious of what we say to the kids each time we speak to them. Correct ourselves immediately every time we say it.
If we keep at it, we will stop using the phrase completely in no time. The child will also realise that it isn’t standard English and will avoid saying it too.
Take the first step today. One phrase at a time and soon we’ll be a role model for the child.
2007/10/30
Noraini Bte Aman
When Noraini Bte Aman was a secondary three student of Xinmin Secondary School, she participated together with another team member in the Tan Kah Kee Young Inventors’ Award (TKKYIA) on 2 March 2004 and competed amongst the top schools to showcase their inventions as young enthusiastic innovators. Her team was awarded the Commendation Award in the prestigious TKKYIA - Defence Science Award 2004 by the Defence Science & Technology Agency (DSTA) for their project “Hot-Oxy-Baggy”. The team competed against adult teams as there is no pupils category. She and her teammate also won cash reward of S$1000.
As an outstanding student, Noraini has also been able to excel in various non-academic areas. Aside from having a strong academic record and being a Staff Sergeant in the National Police Cadet Corps (NPCC) when she was in secondary four, she was actively participating in ‘From The Young Director’s Chair – Youth In Our Community’, a bold initiative organised by Xinmin Secondary School and Channel NewsAsia, for a Mother Tongue video-clip making project to promote the use of language through television. Her team was producing a video-clip: 'Arts Alive!' (Malay), traces the lives of buskers and how they make a living along the streets of Singapore, was telecasted on 22~29 August 2005 among all the finalists.
Anyone who has the latest news of Noraini now, please feel free to leave comments here for this content to be improved and completed subsequently. Thank you.
Speech by Mr Tharman Shanmugaratnam, Minister for Education, at the Berita Harian Achiever Of the Year Award presentation ceremony on Wednesday, 3 August 2005, at 8.00 pm at The Ritz-Carlton Millenia
As an outstanding student, Noraini has also been able to excel in various non-academic areas. Aside from having a strong academic record and being a Staff Sergeant in the National Police Cadet Corps (NPCC) when she was in secondary four, she was actively participating in ‘From The Young Director’s Chair – Youth In Our Community’, a bold initiative organised by Xinmin Secondary School and Channel NewsAsia, for a Mother Tongue video-clip making project to promote the use of language through television. Her team was producing a video-clip: 'Arts Alive!' (Malay), traces the lives of buskers and how they make a living along the streets of Singapore, was telecasted on 22~29 August 2005 among all the finalists.
Anyone who has the latest news of Noraini now, please feel free to leave comments here for this content to be improved and completed subsequently. Thank you.
Speech by Mr Tharman Shanmugaratnam, Minister for Education, at the Berita Harian Achiever Of the Year Award presentation ceremony on Wednesday, 3 August 2005, at 8.00 pm at The Ritz-Carlton Millenia
2007/10/13
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