SEPTEMBER 2011 NEWSLETTER

Greetings Parents / Guardians,

This is the first time the school is holding its 2011 Annual Graduation and Concert in a 5 Stars Hotel on 5^th November 2011 at the Pacific Grand Ballroom, The Pacific Sutera.  Each year, one of our greatest challenges is to allocate a proper changing room for our children while waiting for their presentations.  This year, we have arranged with hotel management to partition 1/3 of the grand ballroom for changing room purpose. We trust that all children and parents will have a memorable and enjoyable evening. As such, we are hoping all parents to be generous and avail yourselves for this important event. 

In order for us to provide a better learning environment for young children, we are seeking for parents’ cooperation to complete and return the Parents Satisfaction Survey Form to us as soon as possible.  For confidentiality, you may return it in a sealed envelope addressed to me.  Kindly note that all information provided will be kept confidential and we will take all feedbacks from parents into serious consideration.  If you prefer a private session, please feel free to contact me at 088-222175.

In the meantime, the children are busy with learning as well as the preparation for the 2011 Annual Graduation and Concert. We will keep parents updated on the progress of your children before the last school term holidays.

Thinking is a complex process, and its specific deviations, or parts, are not distinct. Each increasing level of the hierarchy of thinking makes use of the skills contained in lower levels, and the art of thinking requires interaction among all the levels.

Recalling information is a skill that is almost automatic in nature. For each learner, the recall block is different. As children continue to make associations in early life the recall block expands to accommodate this increase in information.

Basic thinking includes the understanding of simple mathematical concepts (such as addition and subtraction) and decoding print. Basic thinking also includes tasks such as looking up vocabulary in a glossary or simple, single criterion classification. Applying these skills in everyday situations in and outside of school is also a basic thinking function.

Raths et al. (1986) identify specific thinking and reasoning operations that are basic to the development of young children. These include observing, imagining, problem solving, and collecting and organizing data.

By identifying, understanding, and appreciating these specific operations, we can monitor each child’s development in thinking and reasoning.

Happy reading!

Developing Thinking and Reasoning Skills – PBS The whole child

Children are eager learners from the very start. And from the start, they learn in the context of important relationships. Parents are in a unique position to help their children develop learning and thinking skills. Other caring adults, including grandparents, caregivers, and teachers, can help as well.

Learning at Home

Children's thinking and reasoning skills emerge when adults and children seek out answers to questions and problems together. The emphasis should be on process rather that product. Listen carefully to children's questions and think of ways that they can discover their own answers. ("Why does Sparky stay warm even when it's cold out? That's a good question. Let's think about how you and Sparky are different.")

Children's solutions unfold gradually and often spontaneously in response to your questions. Instead of just telling you their ideas, kids may want to show them to you-perhaps by making a drawing or making a model out of clay. Of course, you can also use more traditional approaches, such as offering facts or describing how something works.

The most important thing you can teach children, no matter what their age, is that they are valued. Unless children have a basic sense of self-worth, it is unrealistic to expect them to approach the challenges of learning and problem-solving with confidence. When children feel that they are valued, they are more likely to feel capable, competent, and in control.

Solving Problems Creatively

You can help children become able, creative problem-solvers by encouraging them to come up with their own ideas and try a variety of solutions until they find one that works for them. Ask questions in ways that provoke children to think for themselves and to come up with an original idea or solution. For example, ask questions that begin, "How do you think we could?" or "What do you suppose would happen if?"

Once you ask thought-provoking questions, it is important to wait and listen to children's answers with genuine respect for their ideas. This approach requires time, patience, and ingenuity, but is well worth the effort.

Outside the Home

Trips to new places-a farm, a library, or the local fire station-offer excellent opportunities for learning because they stimulate children's sense of wonder and curiosity. Even a place that seems boring to you, such as a fruit stand, can hold kids' interest. Hands-on experiences are especially exciting because they let children use their senses to explore a new setting. Allow plenty of time for children to make their own observations and ask their own questions. You may want to write these observations and questions down and explore them when you return home.

Learning Differences

Some children will not learn at the same rate as others or at the rate expected by you or teachers. This may be due to a simple learning difference, hearing or vision problem, emotional issue, or developmental delay. If your child is struggling with learning, talk to your health-care professional as well as to your child's teacher (or childcare center director) about the possibility of getting an evaluation and additional services. Help is available and the sooner children obtain it, the sooner they can begin to overcome their difficulties.