Pls contact Ms.Leong @+6016 – 259 7673 for more details regarding Score A program.
There’s just no escaping social media in this day and age. Even multinational companies use social media on a daily basis and it has proven itself to be a powerful tool in reaching audiences. But that still doesn’t negate the very real dangers that lurk behind Facebook profiles. So where do parents draw the line when children want to create their own accounts? Instead of barring children from using social media completely, follow these 7 tips to teach them how to use it safely.
Stick to site age requirements
Parents should set a good example for children by adhering to age requirements stated by the site. Most social media sites require users to be 13 or above, so do not give in to children’s requests to create an account using a false birth date. Parents have to take the initiative on this one. You can’t rely on social media sites to keep underaged users out.
Set clear ground rules on social media usage
Before allowing children to start using social media, parents should set down clear ground rules that everyone has to abide to. Instead of just general rules like, “Only an hour of internet use a day”, include more specific rules like “No communicating with strangers online” or “Check with us before you upload a new picture”.
Get involved from the very beginning
Ideally, you should guide your child when he is setting up his social media account so that you can learn more about the site and its privacy settings. This way, you can also make sure that your child does not provide extremely personal details like his full name, address or contact number. If the site has a function that ‘blocks’ random users from seeing his pictures or information, remember to enable that.
Educate your child on the dangers of the internet
Instead of just giving your child a whole list of things he shouldn’t do, try to help him understand why these actions could be potentially harmful to him and his family. For example, explain that uploading a picture in which the street name or house number can be clearly seen is not a good idea because strangers will be able to know where your family lives. Most importantly, educate your child about the danger of talking to strangers or accepting their friend requests.
Don’t let kids have a computer in their room
It’s best to have the computer in the living room, or a common space where you can keep an eye on your child without making him feel like you’re directly invading his privacy. Children are less likely to make bad decisions or click on unsuitable links when they know their parents are watching them.
Educate your child about cyberbullying
Explain to your child what cyberbullying means. Tell him that he should approach a trustworthy adult if he finds himself in that situation, or knows someone else who is. Encourage him to refrain from joining in on such behaviour, even if his friends are all doing it. Remind children to treat others as they would be like to be treated.
Act as a listening ear for your child
Remind your child that he can always talk to you if someone is bothering him or making him feel uncomfortable on social media sites. Even if he’s made a mistake, like adding a stranger online, work with him calmly to resolve the issue.
The Score A – PreSchool is an online kindergarten designed for children between four to six years old. The learning activities consist of animations of learning contents, fun interactive learning activities and educational games. All the learning activities are meticulously designed to conform to the Malaysian Ministry of Education (MOE) National Preschool Curriculum which embraced integrated and holistic approaches in the development of potential in children.
The learning designs also take into account the developing stages of children, their growing ages and their increasingly keen interest in Information and Communication Technology (ICT).
The learning contents developed in the Score A – PreSchool conform to the syllabus as specified by the Malaysian Ministry of Education (MOE). The children are divided into two groups reflecting two levels, namely, PreSchool 1 and PreSchool 2 depending on their ages as follows:
PreSchool 1 • 4 years old – 5 years old
PreSchool 2 • 5 years old – 6 years old
The Learning design is based on the principle of learning practices which are relevant to the Constructivism Learning Theory. In these practices, children are able to construct their knowledge at their own pace and develop their own thinking skills in solving various learning problems appropriate at their age levels.
Depending on the medium of instruction chosen, subjects available in the Score A – PreSchool are:
iv. Bahasa Malaysia
Within each subject, there are 3-5 chapters and each chapter is subsequently subdivided into 3-5 smaller sections with appropriate topics and learning contents.
The learning is designed in such a way that each topic consists of the following three main learning activities:
i. Subject Animation
ii. Fun Interactive Learning and Assessment Activities
iii. Educational Game
To undertake learning activities, children are first required to comprehend the subject contents by viewing the animation appropriate to these learning contents. This is then followed by the children engaging in the interactive fun learning activities and assessment which are aimed at strengthening their understanding and knowledge construction. Finally, the children can engage in action-packed educational games developed appropriately for the learning contents with specific intended educational outcomes.
In each of the topics, there is a learning subject animation that lasts for about 4-8 minutes containing various media attribute such narration, music and animated graphics. These learning content animations illustrate the basic concept and knowledge of the topic and are designed with the aims of achieving pre-determined learning objectives. In total there are more than 220 subject content animations available in Score A – PreSchool.
Fun Learning Activities
Each topic is accompanied by 3-4 fun learning activities. These activities are of numerous types including the following:
i. Flash Cards
ii. Multiple Choices
iii. Dropping in Boxes
iv. Filling in Blanks
vi. Matching “Drag and Drop” Combination
vii. Simulated Situations
viii. Picture Shows
ix. Choices of Graphics
x. Panning Cards
xi. Flip books
There is a total of more than 600 fun learning activities and more learning activities being added on a continuous basis.
There is an array of action packed educational games developed appropriately for each of the topics or learning contents. Among the educational games are:
i. Jigsaw puzzles
ii. Joining dots
iii. Driving a Car
iv. Cross word puzzles
Each games is carefully designed to make the learning enjoyable and at the same time, to meet the educational learning outcomes. More games are being developed and will be uploaded into the platform on continuous basis.
If you want to find out more about our products, including pricing, do contact Ms.Leong @+6016-259 7673. Interested in becoming a distributor? Kindly visit http://www.OnLineEdBiz.wordpress.com for more details.
摘 要:学前儿童从 3 岁到 7 岁开始这段时间为进入学前中的重要环节，这是孩子的童龄时代，儿童在这段时间中是发育比在摇篮中还要慢，但是他们的思维能力，口语的发展比较快，这时侯儿 童们对外界的吸引力特别强，对于外界的一切事务特别感兴趣。这时候对儿童的心理和各方面的教育能力加以提醒引导最为重要。学前儿童的教育是重要的教育直接 影响着孩子健康发展的去向。
目前，社会竞争日益激烈，贫富差距越来越大，21 世纪人们想在社会上立足、获得成功将越来越困难。个人的素质将决定一生的命运。发展学前教育事关亿万儿童的健康成长，事关千家万户的切身利益，事关国家和 民族的未来，是促进人终身发展的奠基工程、保障和改善民生的重要举措、建设人力资源强国的必然要求。要突出公益性和普惠性，坚持政府主导、社会参与、公办 民办并举的办园体制，以发展普惠性幼儿园为方向，以幼儿为本、服务群众为宗旨，以改革创新为动力，加快提高学前教育发展水平。
随着电脑和网络的普及，人类社会将进入信息时代，知识经济将取代工业经济和商品经济而处于主导地位。在现实生活中，有些学生在学校读书时，曾被认为是智力出众的学生，毕业后却没有什么作为。这说明 智力高的未必一定能成才，人的成才除了一定的智力因素和社会条件外，还取决于一些非智力因素。一个人是否能够获得成功除需要一定的智力基础以外，更重要的 是这个人的情商如何，也就是这个人的品德、情感、社会适应能力等非智力因素如何，这恰恰是目前教育所忽视的。
情商是相对于智商而言的一个心理学概念。包括品德、动机、态度、兴趣、需要、情绪、情感．意志、 气质、性格和自我意识等。换言之，情商就是一个人运用理智驾驭自己的情绪，揣摩并控制别人的情绪，调动自己的智力因素，平衡自己的心理状态，解决周围矛 盾，达到预期目的能力。其精髓应该是控制能力(自己的情绪、他人的情绪、自己的智力水平)，协调能力(积极情绪与消极情绪的关系、情绪因素与智力因素的关 系、自我与非我即周围环境的关系)，以及自我激励与意志力。适应时代的发展要有知识的更新能力，即更新原有专业知识的能力、学习新知识的能力、综合各门学 科的能力。这些能力除自己知识基础外，有效的自我激励，持之以恒、坚韧不拔的意志品质是其力量源泉，而坚强的意志品质正是情商的一个重要因素。要有承受各 种竞争压力的能力，而承受压力就要有较强的协调能力，协调自积极的情绪与消极情绪的关系，以期达到自信创新、适应、乐观等积极的情绪状态；运用积极的情绪 状态调动智力水平的发挥，运用智力因素促进情绪状您的更加积极；运用沟通、承诺、合作、乐观、影响力、领导力来协调与周围人的关系，以求良好的发展环境与 空间。以教育观念出发，学前儿童的思维能力可以接近一般大人的思维能力，儿童大脑的思维能力在活动中，大脑开始明志，休息时间缩短，最容易激动，学前儿童 开始喜欢一种活动场所喜欢大声喧哗玩跳，这时候是学前儿童的第二个意识开始转变，发达。现代西方一些杰出的科学家通过大量研究表明，在人的智力商数以下， 还存在着另一个超越人类智力的参数，即情商，也称情绪智慧，情商是人对自己的情感、情绪的控制管理能力和在社会人际关系中的交往调节能力。
曾任美国总统的罗斯福说过：“杰出的人不是那些天赋很高的人，而是那些把自己的才能尽可能地发挥到最大限度的人。如果学前没有一点启发性引导教育，孩子上 了小学之后也不怎么对对学习感兴趣，所以学前教育的重要性极为重要，孩子在父母引导下，一步一步有一点成绩，对语言有所认识，喜欢别人夸奖他们。这时候孩 子的大脑形成了一种渴望努力学习什么的直觉，慢慢通过愉快轻松的方法让孩子接受教育，例如做游戏，读一些，看一些有关景物实际运行的玩具让他们自己动脑辨 认，通过相互玩一玩，说一说，产生一种好奇心心理，让他们在这时候参加一些学前儿童有意义的活动，增强他们学习和参加大集体的乐。
从心理学教育学的观念培养，是孩子成为社会中有用的人才而努力培养。父母教育的重要性直接影响着孩子入学前的知识萌芽，如果再教育中父母对孩子教育方法不当，打骂孩子，那就更不应该这样教育，应按说服教育，慢慢讲一讲 怎样是错误，怎样做了才对一步一步启发引导，有点成绩也要给与鼓励表扬，让他们快乐健康的成长。学前教育在世界上许多国家都被视为是一种准公共产品，有很强的福利性。新一轮的教育现代化建设中，除了 向上延伸，也应该逐步向下延伸，提升幼儿教育的地位，普及和发展幼儿教育，这应该是能与高中教育免费相媲美的教育功绩！
An AP article from October 26, 2011, still has stuck in my head for a while because it raised an issue that I’m sensitive to: parenting by iPad.
Raising small kids (in my case, a four and a one year old) in a high-tech household means that it’s only a matter of time before the little one discover the wonders of the iPhone or iPad — then what do you do?
We’ve all seen it, the family at a restaurant, parents engaged in normal conversation while the kinds stare quietly at the screens of their iPads, touching, swiping and pinching the time away. Let’s be very clear, you can replace the word “iPad” in the above sentence above with virtually any form of flat screen media (Gameboy, DS, PSP) — it’s not the media that’s at issue, it’s the underlying principle.
The AP article by Rasha Madkour Squirmy toddler? There’s an app was syndicated to print newspapers across the U.S. and it profiled parents that use their iOS devices as “digital pacifiers” for their kids.
A Denver mom calls her iPhone a “godsend” for its ability to stream episodes of Dora the Explorer which placates her two year-old daughter. While discussing the routine she mentions that she “doesn’t want people to think they’re using technology to shut their child up, but she also doesn’t want to give up going out.”
A New Orleans mom says that her iPad “is movies, books and games all wrapped in one nice package,” noting that it keeps her 3-year-old son “busy for hours.” A Silicon Valley mom says that her 2 1/2-year-old loves conceptual apps, memory matching games and a drawing program but also notes that he has books, crayons and Legos. “It’s not replacing any of these things; it’s one more thing he’s getting exposed to,”
The potential benefit of iPhones and iPads for young children is obvious, they’re undeniably powerful learning tools — but as Wake Forest University psychology professor Deborah Best notes in the article — content must be age-appropriate and designed for learning. In other words, Angry Birds doesn’t cut it.
She astutely says that interacting with devices doesn’t replace one-on-one, face-to-face interaction with people, noting that personal interactions help children learn how to read emotions from facial expressions and how to take turns in conversations.
The article brings up the downside adolescent dependency on smartphones and tablets, including the inevitable tantrums and meltdowns when access is denied. One mother of 3- and 6-year-old sons mentioned in the article readily admits to iBribery: “I’m buying my kids’ silence with an expensive toy.”
When her in-laws get together for a family meal, six iPhones get passed to six children. The adults talk while the kids play, their contribution to the discussion typically limited to announcing they have cleared another level on a game.
Kids need to be social, and personal interactions are what helps them grow and mature. Most modern parents have probably handed their iPhone or iPad or a child to help ease a long car, train or airplane trip, but allowing them at the dinner table is where I draw the line. (Granted, our kids are really young, and my tune may change.)
We do everything in our power to limit our kids exposure to flat screen media — including television — but it’s practically ubiquitous in modern America. The warm glow of flat panels displaying bright motion graphics are everywhere from store windows to gas pumps to checkout aisles.
A 2004 study by Children’s Hospital and Regional Medical Center in Seattle published in the April issue of Pediatrics concluded that each hour of television watched per day at ages 1-3 increases the risk of attention problems, such as ADHD, by almost 10 percent by age 7. At our house we try to adhere to the no-tv-under-two philosophy that many pediatricians recommend, but obviously there are exceptions.
We limit our four-year-old to a maximum of one hour on the iPad or iPhone (mostly in long car rides) and never in social situations where there will be other kids or parents. In other words, its ok to to use the iPad on the drive to gradma’s house but not at gradma’s house. We also encourage educational apps, but don’t object to the occasional game of Angry Birds or Cut the Rope. (They teach kids physics, right?)
While there’s definitely no one answer about how to parent with your iPad — after all, every kid is different — it’s pretty obvious that young children shouldn’t get exposed to too much flatscreen media until their brains are developed enough to handle it.
Summary: Use proper e-Learning programme for kids – must be age-appropriate and designed for learning. For more details, pls contact Ms.Leong @+6016-259 7673.