Greetings Parents / Guardians,
We are extremely excited about the opportunity to work with you and your child. By now, most children have settled down into the school learning environment. We are pleased to append below the school hours for your information.
Class Start End
Pre-Junior (Age 3) 8.00 a.m. 11.30 a.m.
Junior 1 to 3 (Age 4 to 6) 8.00 a.m. 12.00 noon
The class teaching will commence at 8.10 a.m. except for Tuesday and Thursday at 8.30 a.m. after the PE lesson. Our Pre-Junior children will end at 11.30 a.m. and whereas our Junior 1 to Junior 3 children will end at 12.00 noon daily. Should you desire to pick your child early, kindly inform our school office at least one hour before the pick-up time.
We would like to seek your kind cooperation not to stay inside the school compound prior to the school ending time. Entering into the individual classroom during school hours is strictly prohibited. Should you be sending foods or other items to your child, please pass it to our duty teacher at the door grill. This is to avoid any interruption to class and distraction to children learning.
Self-control, also known as impulse control, is the ability to suppress the urge to do or say something. It means comprehending consequences of behavior. Adults, who themselves may have difficulty with some aspects of impulse control, often expect children to have better control over their emotions and actions. Research and experience teach that children are developmentally driven to perform certain activities, including testing limits. As a rule, children, especially young children, do not consciously plot to make parents angry or upset. They simply do not have mature impulse control.
What does this mean? Parents need to help children develop impulse control and in some cases, be the impulse control. How? Research has clearly proven that responding promptly to an infant’s needs decreases future crying and anxiety. So learn what those cries mean—“I’m hungry, I’m tired, I’m lonely.” Verbalize what you’re doing. “I’m going to leave the room, but I’ll come back through that door.” While infants may not initially understand the words, they will certainly respond to nurturing facial expressions and tone of voice. Additionally, a regular routine and schedule help babies develop feelings of security and attachment, which will aid in later development of self-control skills.
Parents need to provide reasonable consequences for inappropriate impulse control in a consistent, loving and firm manner. They also need to provide supervision and environmental controls so that children are not placed in situations where lack of impulse control could impact health and/or safety.
Happy reading!
Helping Children Develop “Impulse Control”
- Illinois
Excitement, joy, anger, frustration, and disappointment are all part of growing up. Learning how and when to show these emotions is known as impulse control. Here are some facts about impulse control:
Impulse control helps children make and keep friends
Children who can control their anger and frustration, and use words to express their feelings, are likely to be able to make and keep friends. And making and keeping friends can boost self-esteem and later school success.
Early experiences can contribute to later success with impulse control.
Infants need a responsive and predictable environment. When you respond to their physical needs with love and care, they learn to expect order in their world. They also learn that their actions affect others.
Toddlers need to feel independent and capable. You can help them use their developing language skills to label their own and others' actions. Learning to describe actions, thoughts, and feelings with words is the key to having good impulse control.
Older preschool children learn to control their impulses by taking turns or sharing their toys. They are increasingly able to use language to control their emotions and interact with others.
You can encourage the development of impulse control in your 3-, 4-, and 5-year-olds in the following ways:
Suggest words that your child can use to say how she feels.
If your child gets mad while playing a game, encourage her to use words to show her anger, such as "That really makes me mad!" or "I don't like it when you play the game that way!"
Make it clear that hurting others is not allowed.
When your child gets mad playing a game and pushes or hits another child, take him aside and remind him that hurting others is not allowed.
Help your child think of new ways to solve problems.
When your child has a disagreement with another child, suggest solutions such as taking turns or sharing.
Respond to your child's misbehavior with words.
When you tell your child the reasons behind rules and explain the consequences for misbehavior, you help her develop inner controls on her behavior.
Model self-control when dealing with stress or frustration.
Your child learns many behaviors from observing you. When you model self-discipline and self-control in difficult situations, your child will learn to follow your example.
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