bright kids - 1 december 2015

The STar, tuesday 1 december 2015

special

Children catalysing change

2 bright kidsTHE STAR, TUESDAY 1 DECEMBER 2015

Lessons on humanity

Roshan Anand makes stationery holders using recycled cans and boxes.

Meera Nadarajah makes sugar scrubs to raise funds for an orphanage.

Thea Dury at Kirtash Handicapped and Disabled Children’s Home for her ninth birthday.

By THERESA BELLE

WHOSE responsibility is it to teach children to be “human”? Many would say that it is up to parents to instil kindness, compassion and empathy in their children.

On the other hand, others may opine that these should be a natural result of the holistic education approach in modern schools, which promises to produce well-rounded citizens ready to fulfil their societal roles.

“In school, students have a wide range of opportunities to observe, model, discuss and demonstrate socially responsible behaviour. Social responsibility is sometimes the primary focus of learning activities within the curriculum such as in developing collaborative learning skills, learning about human rights and problem-solving steps for conflict resolution as well as addressing community issues,” says Alison Hampshire, principal of Nexus International School.

Head of Secondary at Garden International School Nicola A. Mason agrees that educators and schools can play important roles in developing a sense of social responsibility in children.

“Ensuring that students have access to these opportunities is an essential part of our programme and part of our aim to educate globally minded citizens who are socially responsible and empathetic,” she says.

It is therefore not the responsibility of one party, but many – raising a compassionate child involves the combined roles of parents, teachers and community members.

Author Susan Crites Price, in her New York Times piece Children Can Learn Charity From an Early Age, writes that children need to be coached on compassion before they are exposed to consumerism.

To those who ask how early they should start teaching their child

about giving and sharing, Price replies, “As soon as a child says the word ‘mine’.”

Thus, a good indication that you are raising a socially aware and responsible child is that he is able to channel his passions, abilities and privileges towards aiding others.

As the year draws to a close and people around the world prepare to celebrate Christmas, Bright Kids features a few young Malaysians who are embodying the spirit of charity to remind us that a little bit can go a long way.

Helping handsMeera Nadarajah, eight, and

Roshan Anand, nine, were inspired to do their part for their less-

fortunate peers after visiting an orphanage where they observed that the children wore old clothes that did not fit them.

After learning why the orphans lived in such conditions, the children considered how they could help get new clothes for them.

Meera’s initial fundraising projects included making art and jewellery such as bracelets and necklaces, which she sold to her friends, parents’ friends and guests.

Then, under her mother’s supervision, Meera began making sugar scrubs at home using sugar, coconut oil and orange peel. She now sells the scrubs to raise funds.

Roshan got involved in his own creative project – he makes stationery holders using wooden sticks and recycled cans and boxes, decorating them with plastic diamond details and stickers.

He makes them in advance so there is always stock ready to be sold, getting relatives and friends to place orders.

“I set a minimum price, but once people hear why I am doing this, they are willing to donate more,” he says.

Proceeds from their sales are used to buy uniforms and books for children at the orphanage.

When asked why they want to help people they barely know, Meera replies, “It is good to make other children happy”.

Spreading birthday joyWhen Thea Dury was three

years old, she saw cards on a Christmas tree at a shopping mall with names of orphans and what they wished for that festive season.

“The card I picked was from a girl around my age who wished for a dress and a doll,” says Thea, now 10. She urged her parents to pick cards and gift the orphaned children, too.

Perhaps it was this early experience that first spurred her unique brand of philanthropy. From the time she was six years old, Thea has held themed birthday parties with a charitable element – she either enlists her parents and guests to donate to a charity of her choice or personally donates to orphans and the disabled.

Most recently, the soft-spoken girl held a birthday party at the movies, requesting her guests to forgo the gifts and help her raise funds for the Paws Animal Welfare Society instead.

A dog lover, Thea used the donations to shop for food and amenities and brought them to the animal shelter with her father.

Now, Thea’s classmates – many of whom were guests at her party – are embarking on another project for Paws.

“I hope to keep doing this for years to come but that also depends on my parents. I already have plans for my next party, which will focus on raising funds for orphaned children under the age of five,” she says.

Through encouraging and supporting her efforts, Thea’s parents are inadvertently teaching her to choose compassion over consumerism as Price advised.

While children generally look forward to receiving on their birthday, Thea has learnt that giving can be just as fulfilling, if not more.

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TEACH children about the importance of caring for others by exposing them to plights of less fortunate peers. You can bring them to an orphanage with food and supply donations and let them mingle with others their age.

Alternatively, encourage older children to offer skills and support to improve education of impoverished children.l Dignity for Children

Foundation – A local non-government organisation dedicated to breaking the cycle of poverty through education.

Telephone: 03-4044 1397Website: www.

dignityforchildren.org

There are organisations that offer creative solutions to major global problems such as hunger and lack of resources, which mostly involve fundraising activities.

Children can learn about the

struggles of these people and aid in their own way because those who are out of sight should not be out of mind.l Ryan’s Well Foundation – A

Canadian charitable organisation seeking to provide sustainable water crisis solutions in poor regions worldwide.

Website: www.ryanswell.ca

Children are naturally compassionate, and can form lasting bonds with animals. Volunteering at an animal shelter or fundraising for a cause that will help their furry friends can be an interesting way to introduce them to the power of charitable initiatives. l Paws Animal Welfare

Society – This popular animal shelter in Subang cares for stray cats and dogs and provides them a home until they are adopted.

Telephone: 03-7846 1087E-mail: [email protected]: www.paws.org.my

Nurturing charitable souls

THE STAR, TUESDAY 1 DECEMBER 2015

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Raising responsible citizensBRITISH teaching at Epsom College in Malaysia promotes an independent learning approach among students, teaching them to take responsibility for themselves and become accountable to those around them.

Social work is therefore an important part of schooling. Students are encouraged to participate in activities that help the less fortunate members of the community, including orphanage and hospital outreach programmes. They have also made hats for premature babies and blankets for disadvantaged children.

The spirit of giving and social responsibility is inculcated in students of all ages through the well-rounded brand of education taught at Epsom.

Whether in the boarding quarters or in the classroom, they learn and grow with their peers through participation in various community social activities and events.

Last month, a team of Year 9 and 10 boys did their part to raise funds for charities that prevent and deal with the effects of child trafficking.

The boys ran in the 24 Hour Race where they collectively completed 303 laps over the course of 24 hours, displaying relentless determination for a cause. They raised RM7,000 for SUKA Society in Malaysia and Circus Kathmandu

in Nepal.Earlier in November, students

also came together for an environmental cause – to raise funds for the rebuilding of sun bear facilities at a Borneo rescue centre.

The Prep School organised a teddy bear picnic and students in Rosebery and Wilson Houses

baked goodies to sell.Together, they raised RM3,000 to

help the sun bears through the efforts of filmmaker Patrick Rouxel (www.sunbearoutreach.org).

Students will soon have a dress-down day where they pay to wear their own clothes. This money will be put into the school charity pot, as will proceeds from the

upcoming Bake Sale and Music Night.

Going globalAs the first Round Square (RS)

school in Malaysia, Epsom is part of an exclusive network of more than 200 independent schools around the world.

Membership of RS affords students exchange opportunities to any other member school to participate in service projects and attend conferences for a period of four weeks up to a term.

All RS schools commit to the six pillars known as IDEALS, which are adapted by Epsom as such:l Internationalism – Epsom

provides a perspective and understanding of the benefits of a global context to its diverse student and staff body, materialised through several activities, trips and events.l Democracy – The importance

of democracy is reflected in the organisational structure and enhanced by a programme of education and activities.l Environment – Epsom’s eco

club and committee embeds environmental awareness and sustainability through projects

such as the tree planting during Arbour Day in February.l Adventure – Students are

enrolled in the gold, silver and bronze award schemes under The International Award (Duke of Edinburgh) programme, which allows them to carry out service, residential trips and expeditions.l Leadership – The college and

house student leadership team and councils at Epsom allow students to develop leadership skills through actively influencing new programmes and developments.l Service – A strong culture of

service is displayed, for example, through a flood aid trip to Terengganu organised by the prefects.

Senior students engage children from a local orphanage weekly with English and computer lessons as well as sports.

Most importantly, as an RS school, Epsom promotes selflessness through acknowledging that those who have the ability to help and serve others should see it as their social responsibility.

n For more information, visit www.epsomcollege.edu.my

Epsom Round Square representatives attending the Round Square International Conference in Singapore.


Power to create change

Fourteen-year-old Nelson Soon has been volunteering since he was 10 years old.

He co-led a fundraising campaign for Ryan’s Well Foundation, and has since gone on to become involved with the likes of Dignity for Children and St John’s Soup Kitchen.

“I started volunteering because I wanted to help the world and improve the community.

“From then on, I felt a sense of involvement in the community’s well-being as I started doing more and more volunteer work. I was also learning a lot of social skills and gaining awareness of current issues in society,” he says.

Nelson’s social participation melds nicely with the International Baccalaureate curriculum he studies, which has a compulsory service and action component in the Middle Years Programme.

This student of UCSI International School Springhill has also been involved in organising charity fundraisers such as the Fun Run in June, with the teachers acting as supervisors and administrative staff aiding in contacting local authorities.

He is currently conducting a fundraising bake sale with his classmates to assist the Society for the Prevention of Cruelty to Animals in dealing with rabid dogs, as they do not agree that culling solves the issue. The campaign will

end with a charity run in March next year.

Besides learning to give, Nelson says his involvement has taught him to be a resourceful leader.

In his work, Nelson sees the greater level of society, saying, “You come to learn the diversity of the human race and how people from all walks of life can be united through community work groups”.

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Providing opportunitiesAccording to Deborah Spaide,

founder of Kids Care Clubs (a national organisation dedicated to developing compassion and inspiring volunteerism among elementary and middle school children in the United States), the idea behind charity should not just be to sensitise children to some of

the pain and suffering in the world, but to let them realise that they have the power to make it better.

“Just as we give our children opportunities to use their legs when they are learning to walk, we need to give them opportunities to exercise their charitable muscles so they become good at giving too,” she says.

History and sociology teacher at

Garden International School Sophie Hibbert concurs, saying, “Active social and charitable participation inspires future leaders who can make a difference to the situations that they see around them. It encourages them to not just accept the world as it is but to be aware and seek out ways to make a difference through necessary changes”.

It has been said time and time again that children learn from examples, which are often set by the adults in their lives. Any parent will also be able to tell you that sharing and displaying love without boundaries come naturally to children.

Showing compassion for others who walk the earth and carrying out actions in the same vein will therefore encourage children to build on their innate charitable spirit with efforts to become truly responsible citizens.

Nelson Soon.

Roshan, Meera and Thea created their own charity projects to help those less fortunate than they are.

Gear up for schoolWONDERING where to buy school items for your child? MJ Boutique offers a convenient one-stop solution for you. It is a complete Swan school products store offering quality school items for your child. For more than 60 years, the Swan brand has been offering top-quality products to all parents.

From secondary school pupils to kindergarten goers, Swan offers an array of school bags, uniforms and shoes.

Well-padded shoesChildren’s feet can hurt from walking

if the padding in their shoes becomes too thin. Swan provides school shoes with three layers of soft padding with its U Bounce design, making it durable and comfortable.

The first layer aids ventilation, the second provides an extra sponge for comfort and the third has an extra-soft rubber base.

Quality uniformsSwan premium uniforms are made with

a special textile technology to ensure it does not turn yellowish during the year, which often comes with frequent use and daily washings.

You can keep your child looking sharp and smart with Swan uniforms.

Swan uniforms also come with safety zips in both girls’ pinafores and boys’ trousers, making it easy to keep their belongings.

Ergonomic school bagsMJ Boutique stocks a range of Swan

backcare bags – Spacelite, Airlite and Ultralite trolley.

Swan’s Airlite bags give your children the back support they need, making it

more comfortable to carry books up the stairs as weight is evenly distributed on both shoulders.

The spinal muscle back support padding design supports the lower back and pushes the shoulders and upper back to maintain an upright body position.

This bag design can help prevent an early onset of chronic back pains and strains.

The extra waist straps ensure the bag is secured on a child’s back when he runs around.

Special bubble-shaped sponge padding on the back of the bag helps massage children’s tired muscles when they move around in school during the day.

MJ Boutique has 27 stores throughout Malaysia offering everything children need for school.

n For more information, call 1300 886 887 or visit www.swanbag.com

Swan offers a diverse range of school essentials.


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Exemplary teachersSunway International School teachers are dedicated and caring educators who strive to help every student reach their potential.

SUNWAY International School (SIS) is a privileged educational institution to have exemplary teachers in its faculty.

While other schools may measure their success by the accolades of excellence in their students’ academics or sporting achievements, SIS gains gratification from hearing its students say, “My teacher cares about me.”

As the premier provider of the Ontario (Canada) Ministry of Education secondary school curriculum – the same curriculum ranked first in the world for reading, mathematics and science among 15- to 16-year-olds in the 5th Programme for International Student Assessment (PISA) under the aegis of the Organisation for Economic Co-operation and Development – SIS is stringent in its selection of teachers whom it engages to impart its students’ education.

Every teacher at SIS is licensed by the Ontario Teachers College.This ensures the teachers are qualified to teach in Ontario (Canada) school systems.

This accreditation distinguishes SIS teachers as professionals whose practice is guided and informed by ethical standards.

Consistent top performance in international rankings such as PISA is evidence that Ontario-trained teachers and the progressive teaching and assessment strategies

employed in the Ontario curriculum provide students with a solid foundation in academic preparation.

The SIS faculty includes teachers who are master’s holders, industry award winners and professional practitioners in their area of expertise.

In addition to their teaching qualifications, they continue to

upgrade and develop their professional skill sets. This is especially critical now, as SIS is a candidate school for the International Baccalaureate Diploma Programme and is pursuing authorisation as an IB World School.

SIS anticipates offering the International Baccalaureate programme at its Bandar Sunway

and Sunway Iskandar campuses by 2017.

“Development in technology allows teachers with the right set of training, skills and abilities to relate to students and stay updated,” says academic coordinator Michael Owen.

While academic excellence remains a priority, SIS teachers are equally vigilant in character

building among students.Students witness their teachers

putting into practice the values they teach, such as compassion, respect, integrity and dedication.

The personalised attention, environment of trust and unwavering support from teachers provide the impetus for students to expand their critical thinking, fulfil their social responsibility and realise their unique strengths and potential.

Grade 11 student Melanie Yap, winner of the 2015 Harvard Prize Book Award, credits her recent win to her teachers’ contribution.

“My teachers at SIS have given me a quality education that let me fulfil the formidable academic requirements to qualify for this competition,” she says.

“Their help in reviewing my essays, giving constructive feedback and incredible support made it possible for me to become the recipient of the 2015 Harvard Prize Book Award.”

SIS teachers personify the school’s motto of Nurturing Minds, Building Character by ensuring that they pursue strategic skill-training and enhance their capabilities, which they impart to their students for stellar learning outcomes while also inspiring them to be the best version of themselves.

n For more information, visit www.sis.sunway.edu.my


No more lice

Vitamade Delice Hair Wash is a safe, natural and effective solution to get rid of hair lice.

LICE are tiny, wingless parasitic insects that live among human hairs and feed on tiny amounts of blood drawn from the scalp.

They are a common problem, especially for children, and are contagious, annoying, and sometimes tough to get rid of.

While lice may not be dangerous, their bites can leave children’s scalp itchy and irritated and scratching can lead to infection.

It is then best to treat head lice quickly once they are found because they can spread easily from person to person.

Although lice are very small, they can be seen with the naked eye. Here are things to look for:

– Lice eggs (or nits) These look like tiny yellow, tan

or brown dots before they hatch. Lice lay nits on hair shafts close to the scalp, where the temperature is perfect for keeping warm until they hatch. Nits look almost like dandruff but cannot be removed by brushing or shaking them off.

– Adult lice and nymphs/baby lice

Adult lice are about the same size as a sesame seed and are greyish-white or tan in colour. Nymphs are smaller and become adult lice about one to two weeks after they hatch.

If head lice are not treated, this process repeats itself about every three weeks. Most lice feed on blood several times a day and can survive up to two days off the scalp.

Lice bites cause itchiness and hence children tend to scratch it. Once you notice children scratching their scalp or complaining about itchiness, check for lice or nits by parting their hair into small sections and using a fine-toothed comb on the scalp, behind the ears, and around the nape of the neck.

A magnifying glass and bright light may help but note that it can be tough to find a nymph or adult louse because often there are only few of them and they move around quickly.

Several effective treatments are available. Children with head lice should be treated with a medicated shampoo, rinse or lotion developed specially for head lice.

However, most anti-lice shampoo treatments in the market today contain harmful, pesticide-based ingredients such as pyrethroids.

While these chemicals are potent and can kill lice immediately, they cause harsh side effects.

Pyrethroids are insecticides that effectively kill adult and newly hatched lice for up to several days after treatment.

These insecticides kill live lice by attacking the nervous systems of lice but not unhatched eggs.

Therefore, a second treatment is necessary on the ninth day when nits hatch to kill any newly hatched lice before they can produce new eggs.

However, overexposure of

pyrethroids may lead to skin irritation, itching and tingly or prickly sensation at the site of contact.

Products containing dimethicone are alternatives to insecticides in getting rid of head lice.

Dimethicone is a type of silicone oil, which coats lice and causes their death either by suffocation or dehydration.

While dimethicone is non-toxic, it does not kill nits and may not be very effective in getting rid of head lice.

What may be a safer, inexpensive and better alternative is the natural herbal-based Vitamode Delice Hair Wash.

The only herbal-based anti-lice hair wash available in the market, Vitamode Delice Hair Wash is formulated to kill lice and control nits’ infestation.

It prevents lice’s eggs from hatching by breaking down the lifecycle of lice and stopping them from multiplying, which is an important step in preventing lice infection.

Vitamode Delice Hair Wash contains stemona root extract and lemon peel oil powder.

Stemona root extract helps in controlling the reproduction of lice and hatching of eggs while lemon peel oil powder helps in soothing and moisturising irritated or sensitive scalp.

Vitamode Delice Hair Wash is free of toxic pesticides, malathion (maldison) and pyrethroids, which have been linked in various studies to birth defects, cancer, immune system suppression, hormonal disruption, reproductive problems and genetic damage.

Vitamode Delice Hair Wash is easy to use. Apply it on wet hair and massage gently for five to 10 minutes until the hair is saturated.

Rinse thoroughly to allow lice and nits to fall off. Use the Delice fine-toothed metal comb to remove any free-hanging nits or lice from hair. Apply three to five times weekly to prevent recurrence.

Vitamode Delice Hair Wash now comes with a magnifier lens, a fine-toothed metal comb and shower cap. It is available at all leading pharmacies nationwide.

This article is brought to you by Vitamode.

n For more information, call 1300 800 228.

Children with head lice should be treated with a medicated shampoo, rinse or lotion developed specially for head lice.


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Reviving penmanship

Developing good handwriting skills is an important part of learning that should not be overlooked in an increasingly digitised world.

TO write or not to write is a seemingly simple question, but one that is increasingly dividing the educational community. Is good handwriting a skill of the past made obsolete by the computer?

In Finland recently, a decision was made to teach keyboard skills rather than longhand writing in schools.

In the United States, 41 states no longer teach cursive script, and those that still hang on to the tradition are increasingly labelled as being out of date.

From The Sunday Times in the United Kingdom to The New York Times, more and more news articles are being published about the apparent end of writing in longhand.

However, educators, psychologists and neurologists have reported about the significant benefits of handwriting.

Studies led by Dr Karin James at Indiana University show that greater development takes place in the brain when children are made to write letters.

Based on the results of the study, Dr James concludes that the physical action of handwriting engages the brain’s motor pathways and creates significantly greater development in certain areas of the brain than typing does.

Dr Virginia Berninger, a psychologist at the University of Washington, has led studies that not only support Dr James’ but go a

step further and state that when children compose text by hand, they produce words more quickly and are able to express more ideas compared with peers working on a keyboard.

Forget typing skills for a moment – there are many arguments by psychologists that cursive writing has additional benefits such as overcoming dyslexia and developing greater self-control.

It has been argued that cursive writing offers a more efficient style of writing that the stop-start method of print cannot achieve.

A simple search on the Internet, though, will bring up very persuasive arguments for both schools of thought.

Many working professionals now hardly ever write longhand, so perhaps the most persuasive argument is, “what’s the point of teaching it?”

In a society that is increasingly becoming digitised, handwriting does not seem to offer any overt advantage.

It is important to note that both Dr Berninger and Dr James will agree that type and longhand develop very different areas in the brain; therefore, can we say for sure that one is more important than the other?

Even if we were to measure the activity in the brain and quantify the worth of one part of the brain over the other, the next thing we need to understand is the impact that development has on other essential skills such as balance, memory and learning in general.

Brain scans of people performing simple activities demonstrate that multiple areas in

the brain are active and that each area is used in a multitude of tasks.

Saying that continuing to teach handwriting in classes is holding on to an outdated tradition is akin to saying that mathematics classes are no longer needed since we have computers to do mathematics for us.

Perhaps we should remember that primary and secondary schools are here to lay the foundations of learning and knowledge. They are a broad base that should allow every child the ability to launch themselves into a lifetime of learning.

It seems unwise to discard something that has played a part in our ability to learn for so long, especially without a profound understanding of the impact it may have outside of writing itself.

Ultimately, the basics in learning need to come first; only when we are reaching for the sky should we start narrowing the focus and methods with which we pursue greatness. – By Rajan Kaloo, director of services at elc International School

n For more information, visit www.elc.edu.my


Teaching true value

RAISING children requires striking a fine balance between protecting them and teaching them independence.

An important part of nurturing independent individuals is preparing them to be financially savvy from a young age, which will protect them from committing costly financial mistakes as adults.

Here are a few money lessons that you can teach your children.

Freedom to spendOne of the most effective ways to

teach young people the value of money is to trust them with some.

Instead of giving them just enough pocket money to buy food during recess at school, put in a little extra and allow them the freedom to decide how they want to spend it.

Letting children take ownership of their money teaches them the importance of prioritising and not immediately spending everything that they received.

For example, they will learn that spending all their money on ice cream and fancy stationery at school means not having enough to buy the new toy they have set their eyes on.

By teaching them the concepts of earning, spending and saving money early on in life, they will grow up familiar with money management and not be overwhelmed when they have to

handle larger financial commitments in adulthood.

Save for the futureIt is imperative for children to

understand that money is a finite resource that will run out if not managed properly.

Once your child begins school, you should encourage in him the habit of always keeping aside some of his pocket money as savings.

To keep the money in a safe place and also accumulate interest, accompany him to the bank to open a savings account.

Delayed gratificationParents naturally want to give

their children the very best. However, as tempting as it may be to buy your children everything that they ask for, you should learn when to say no.

By not giving in to all their wants, you teach your children that they are not entitled to instant gratification all the time.

If they truly desire something, you can present to them opportunities to earn some money by accomplishing certain tasks.

For example, you can offer to pay them for doing extra chores

such as raking the leaves in the garden or wiping the windows at home. Having to work for something they want also makes them more appreciative and take better care of their personal belongings.

Delayed gratification teaches children that anything worth having is worth waiting for.

Getting creativeBesides performing house

chores, you may help them come out with fun ideas to be carried out during the school holidays to raise money. Ideas can be as

simple as baking cookies to sell to neighbours and relatives.

This is also a good opportunity for your child to make use of his interests and talents.

For example, if he enjoys photography, he can offer to take pictures at a neighbour’s birthday party in return for a small payment.

This teaches children to be resourceful and realise that there are many avenues of making money.

Appreciating the invaluable

While it is crucial to teach children the value of money, they must understand that money is not the answer to everything.

Teach them to not expect expensive gifts all the time and that love can be shown in more ways than through spending money.

Show them that there is value in gifts or moments that cost little or no money, such as a thoughtful handwritten note to appreciate a loved one or a visit to the beach to relax with the family.

By teaching children that the best gifts sometimes come in the form of things and experiences that have no monetary value attached to them, you teach them that one does not need to spend a lot of money to be content.

When children take ownership of their money, they learn how to prioritise and appreciate the concept of saving.


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Creative, fun, fruitful learning

Developing good handwriting skill is an important part of learning that should not be forgotten in an increasingly digitised world.

ALL parents want to equip their children with the ability to read, write and count during their children’s formative years.

However, this can only happen by building and providing the right foundation for their children.

Over the years, many parents have chosen to enrol their children in Smart Reader Kids centres due to their nurturing environment and stimulating curriculum.

Moreover, the centres’ teachers are equipped with adequate knowledge in the field of early childhood education.

They employ creative and innovative teaching and learning techniques to ensure each child performs with excellence.

Franchisee Angel Teo Bee Fong from Smart Reader Kids Jalan Bakri TTDI, Muar, is happy to see her students learning new things and enjoying themselves at her centre every day.

“We can see remarkable progress in our students’ learning within six months. They love to read and can write well. I feel proud when their parents tell me that their children are excelling in primary school.

“Many parents are happy to recommend my centre to their friends and relatives because thay know we deliver results. I am planning to open another centre next year so that more students can benefit from the Smart Reader Creative Teaching Methodology,” says Teo.

Jenny Tan Lay Hwee, franchisee of Smart Reader Kids Phase 1, Setia Tropika, and Smart Reader Kids Taman

Kempas Utama, Johor Baru, aims to bring laughter to the children at her centres and let them find enjoyment in the learning process.

“The students in the Smart Reader Kids programme can speak with correct pronunciation, write creatively and communicate fluently, thanks to the Smart Reader Creative Teaching Methodology. The methodology focuses on creative, simple and fun teaching and learning approach to nurture preschoolers to be imaginative, independent and successful.

“My former students who are now in secondary school still remember me. The words of gratitude, praises and compliments from parents and students became a strong motivation for me to venture deeper into the preschool industry,” said Tan.

The educational programmes offered by Smart Reader Worldwide are Smart Reader Kids, Smart Reader Kids Islamic, Smart Reader Kids Mandarin Medium, Smart Reader Kids Intensive English Programme and Smart Reader Kids++ franchise programmes.

The Nationwide Open Day for all the Smart Reader Kids centres in the country will take place on Dec 5.

All Smart Reader Kids centres will open their doors between 2pm and 6pm. Centres will conduct various interesting activities for preschool children.

n For more information on Smart Reader Worldwide’s programmes or events, call 03-6279 5555 or 1300 885 555 or visit www.smartreader.edu.my

Students enjoying themselves in an outdoor activity.

Students of Smart Reader Kids Taman Kempas Utama, Johor Baru, find school fun and exciting.


Expand your child’s horizons

Boosting English proficiency

RECENT news has suggested that there is an increased need to improve the level of English language proficiency among Malaysian students.

Mastering the English language is a prerequisite for competing against the best players in the industry and Malaysians must develop a good command of English if they want to succeed in a highly globalised and competitive job market.

Nevertheless, learning English should not just be a task carried out for the sake of the examination. It should become an integral part of our lives.

Learning English can be challenging and time-consuming. For that reason, patience and consistency are vital to overcome challenges to benefit future language learning.

One of the biggest challenges faced by teachers is to convince young learners to appreciate the English language and the benefits of mastering it.

Obtaining a good grade is not enough if children still struggle with conversing in English. Hence, learning should be a continuous process, particularly for learners who learn English as a second language, to ensure they retain their English language skills.

Cambridge English For Life (CEFL) believes that learning English starts at the

primary level with the focus on four main areas – reading, writing, speaking and listening.

Teachers are trained to be creative and include fun and humour in their lesson plans to motivate children to speak and interact in English inside and outside the classrooms.

The communicative approach of CEFL allows teachers to track learner’s progress to see if they are meeting important milestones in their mastery of English.

CEFL’s courses also prepare students for the Cambridge English Language Assessment examinations.

At the young learners’ level, there is no pass or fail; all children receive awards with an indication of how well they have done.

At more advanced levels, Cambridge English Language Assessment certificates are recognised worldwide by colleges and universities as well as employers and can be used to meet requirements for English language proficiency in applications.

CEFL offers holiday programmes for children to learn English the fun way and are suitable for children of different age groups.

n For more information, call 03-7883 0912 or e-mail [email protected] or visit www.cambridgeforlife.org

THE school holidays are all about fun and adventure. There are numerous activities to take part in as a family and various interesting venues around Malaysia where children can have great times exploring and learning.

Here are just some of them.l Farm in the City

True to its name, Farm In the City is located in Seri Kembangan in the midst of a large urban area. This farm features a variety of animal species such as prairie dogs, meerkats, ponies, raccoons and deer to name a few.

Most of the animals roam freely and visitors can easily interact and take pictures with them as well as enjoy feeding the animals at no additional cost.

Farm in the City is open daily for the school holidays until Jan 3.

n For more information, visit its Facebook page.

l Skytrex AdventureIf you and your children want

something with a little bit more

adventure, head for Skytrex Adventure for an adrenaline-pumping experience.

The first of its kind in Malaysia, the Skytrex Adventure enables you to climb, swing, glide, fly and dangle from various aerial objects and obstacles that are spread around the lush tropical Malaysian rainforest.

There are three Skytrex Adventure parks in Malaysia – in Langkawi, Shah Alam and Malacca. The parks all adhere to strict safety guidelines in accordance with international safety standards.

Besides the extreme activities, the parks have other facilities for camping or barbecue parties.

n For more information, visit www.skytrex-adventure.com

l Dinoscovery @ Avenue KIf your child absolutely loves

dinosaurs, Dinoscovery is a great place to get up close with all kinds of prehistoric monsters.

Situated in Avenue K, next to Suria KLCC, this dino exhibition

features an interactive time tunnel where visitors will be able to see 22 museum-quality dinosaurs.

Powered by incredible animatronics, the dinosaurs roar and move on their own.

Children can take part in activities such as a treasure hunt where they have to find different dinosaur species, try to outrun a Gallimimus, the fastest dinosaur ever found, or use a paintball rifle at the Dinoshooting Range to shoot mosquitoes attacking a sleeping Diplodocus.

There is also a 3D movie on dinosaurs and their extinction for the whole family to enjoy in the movie room.

n For more information, visit www.discoveria.com.my

l District 21 @ IOI City MallDesigned specifically with

adventurous children in mind, District 21 is an apocalypse-themed indoor action adventure park. None of the 11 attractions is a passive ride, which means that this

is the place for children to get crazy.

Power Station, Roller Glider and The Maze are three of the most popular attractions where children can experience an interactive climbing area, zoom down the roller glider screaming their lungs out and climb a vertical labyrinth of tunnels and cages while getting through interesting challenges.

Children are advised to come in their sports attire, which means that skirts and slippers are not allowed for safety reasons.

n For more information, visit www.district21.com.my

l Lara’s PlaceLocated in Petaling Jaya, Lara’s

Place is an activity and learning

centre for children of all ages that teaches them new skills in a creative environment.

The school holiday programme is jam-packed with all kinds of activities from sushi-making and DIY soap-making lessons to a 3D modelling computer course and story-cartooning workshops.

The school holiday programme is divided into two categories – preschoolers and teenagers. Adult classes are also available for parents, so you can learn something new while waiting for your children to finish their lessons.

n For more information, visit www.larasplace.my

Source: www.schooladvisor.my

The Low Ropes at District 21.

Cambridge English For Life’s communicative approach allows teachers to track learner’s progress in mastering English.


bright kids 11

Mastering mathsBRAINBUILDER has added another feather to its cap with its recent award in the category of Best in Mind Development Programmes by Parents World Singapore, Best Enrichment & Learning Schools 2015/16.

BrainBuilder is developed by founder and licensor Dr Fong Ho Kheong. This programme adopts Singapore’s approach of teaching mathematics.

His approach has helped students in Singapore excel and achieve top honours in international studies such as the TIMSS (Trends in International Mathematics and Science Study), which is a series of international assessments of the mathematics and science knowledge of students around the world, as well as PISA (Programme for International Student Assessment).

Students of the BrainBuilder Learning Centres acquire critical, creative, enquiry and higher order thinking skills. With small group teaching, children are supported in individualised learning.

The programmes offered are:l The Power Maths Program – Caters to

the average and above average students who aspire to excel in mathematics.l The Enrich Plus Program – Caters to the

ability of students and challenges their mind to help them reach their full potential.

Dr Fong is an international renowned mathematics book author. He is the consultant and principal author of the

popular My Pals Are Here mathematics workbook series used by many of Singapore’s primary schools.

The series is widely used globally. It is adapted to the United States curriculum and UK curriculum.

Additionally, Dr Fong pioneered the use of various innovative heuristics approach for solving challenging mathematical problems at primary levels.

He has published two books about using these strategies. Together with the My Pals Are Here mathematics textbook, these books have contributed significantly to Singapore’s success in international mathematics competitions and studies.

Dr Fong will be giving a series of talks within the next few weeks.

n For more information, call 011-1181 0199 (Klang Valley) or e-mail [email protected] or visit www.brainbuildermaths.com.my

Grow your own snowflakes

Dr Fong, founder of BrainBuilder.

HAVE you ever wished for snow during Christmas? This experiment will allow you to grow crystal snowflakes that you can even use to decorate your Christmas tree.

What you need:l Pipe cleanersl Scissors or wire cuttersl 3 tablespoons sodium borate

(borax powder)l 1 cup hot waterl 1 wide-mouthed jarl 1 pencil or rod l String

InstructionsCut the pipe cleaner into three equal

pieces. Twist two pieces around each other in their middles to form a cross then add the third piece to form a six-pointed snowflake. Bend the top point into a loop.

Pour the hot water into the jar and mix in the borax powder. Tie a short piece of string through top loop of the snowflake and tie the other end around the pencil.

Lay the pencil across the mouth of the jar and suspend the snowflake inside the jar. The snowflake should not touch the bottom of the jar.

Make sure that there is enough water to completely submerge the snowflake. Put the jar somewhere safe and leave it undisturbed.

What happens:After about three hours, crystals will form

on your snowflake. The snowflake should be complete after 24 hours.

How it works:Crystals are formed by a repeating three-

dimensional arrangement of atoms, ions or molecules.

When the borax was mixed with the water, a suspension was created – a mixture that contains solid particles large enough to settle. By using hot water, the borax stays suspended longer within the water.

As the borax begins to settle, it starts to crystallise on the bottom of the jar and on your snowflake. It will continue to settle on the snowflake and on other crystals until you remove the snowflake from the suspension.

More things to try:Add a few drops of food colouring to the

borax-water mixture before you suspend the snowflake in it to make coloured snowflakes.


Family activities for fun bonding

Realising talentsNEXUS International School Putrajaya (NISP) is committed to treating everyone as gifted and talented individuals as well as fostering talents and gifts through careful mentorship and guidance.

NISP believes in providing an environment that allows talents to flourish through its culture and ethos of identifying and nurturing each individual’s gifts and talents.

Teachers maintain equal expectations and aspirations for each learner and support, challenge and guide each learner.

The curriculum at NISP caters to each learner’s needs and talents through personalised learning, which is the result of the belief and conviction that learning begins with the learner.

Personalised learning is centred on the individual, who is essentially the expert of his or her individual strengths, weakness, motivations and goals.

This means that the learner is supported with learning experiences that are personal to them by giving them the opportunities to decide what to learn, how to learn, when they learn and who they learn with.

By differentiating the curriculum in a flexible and adaptable way as well as conducting it within a relaxing and safe environment, teaching and learning at NISP ensures that each learner’s learning journey is nurtured from the point of admission.

A suitable starting point for learners is established with a pretest before starting a new topic so teachers can plan and offer guidance for appropriate learning opportunities.

If they appear to be particularly skilled in a certain topic, they are given personalised learning opportunities such as getting them to do higher level work or encouraging them to pose questions and communicate their

reasoning for their methods. Teachers at NISP try to ensure that these

conditions are optimal for learners of particular high potential, should it be in intellectual, creative, physical, social or emotional terms. Other components such as learners’ character and personality as well as parental involvement also play positive roles in talent realisation.

Considering learners’ attributes such as interpersonal skills, motivation, volition, resilience, flexibility and culture coupled with investment of time, energy and money can result in them gaining greater achievements and success in their area of focus.

Parental involvement in their children’s school life is also an important contribution to children’s achievements through their constant encouragement and provision of opportunities and challenges that drive children to learn outside of school.

Therefore, a combination of school and parental involvement results in children receiving personalised learning experiences that help them realise their full potential. – By Catherine M. Wanjau, learning support and English as additional language teacher

n For more information, visit www.nexus.com.my

Talents are recognised and fostered for an enriching educational experience at Nexus International School Putrajaya.

WITH the holidays upon you, you may be full of plans for activities with your children. Going out to interesting places, taking part in events or watching a movie are all exciting family activities.

However, some days you may be too busy or tired to go out. With a little planning, keeping children occupied with interesting activities at home (or in the neighbourhood) is quite manageable.

These activities require teamwork and creativity and bring the family together for some fun.

Have a water dayA fun water day outside at the

pool is great on a hot day. You can even use a plastic kiddie pool in your garden.

Gather some tools and toys: a garden hose, water guns, plastic sheets that can be used as slides, water-filled balloons, beach balls and anything else you and your children can think of.

Get into your swimming suits and start splashing around. There are many exciting games to play,

from diving competitions to battles using the water guns and balloons.

Think about inviting other children for a play date too. Remember to keep safety a priority.

Explore creativityIf it is a rainy day or you just

want to stay indoors, plan a day of creativity. Prepare paints, brushes, colour pencils, crayons and drawing paper.

Cut potatoes into fun shapes for children to dip into paint and stamp onto the paper.

Encourage them to mix colours together and name the resulting colours or paint over oil pastels and analyse the results. Children can explore the science behind their colour experiments.

Little chefsGetting children to cook

something will not only exercise their creativity but also let them practise hand-eye coordination as they knead, ladle or stir.

A day of easy baking or cooking

will certainly be exciting and even if the end result is ignored, just the tactile experience of handling flour, eggs, sifters, shape makers and other tools will benefit them.

You can get older children to help you bake or cook for the family. They will be able to practise elements of mathematics as they measure out ingredients and may even use their creativity to put a twist to your recipes.

Having the family come together to enjoy the meal will give them a sense of satisfaction and may inspire them to help out more in the kitchen.

Heading outIf the weather permits, going out

to the local park for some old-school fun is another great idea.

Walk or cycle there together and bring your sports equipment – balls, Frisbees or anything else. Do not forget the safety equipment either. You could even pack a picnic lunch so everyone can spend more time playing and relaxing together.

You will find that taking a day away from television, computers and gadgets will rejuvenate and refresh both you and your children.

Responsibility firstAs the holidays and weekends

are usually when working parents catch up on chores, getting your children involved will not only help make work lighter but also teach them the value of taking responsibility for their belongings.

Get your children to help clean out and rearrange drawers and

cupboards around the house. You can share stories about precious items or family heirlooms, teaching them about the family history as you go along.

This is also a great time to get them to clean out their wardrobes and go through their toy collection to make space for new clothes and toys they will receive over the festive season.

You can use this opportunity to teach them about entrepreneurship or charity as they could sell or give away unused items that are still in good shape.

Spend some quality time with your children this holiday season.


bright kids 13

Developing the whole childAN education at the Australian International School Malaysia (AISM) not only prepares students for their final examinations, but more importantly, prepares them for success in life.

AISM lays the foundations for academic success, a love for learning, healthy lifestyle and commitment to the community.

Graduates of AISM would have undergone excellent academic education within an inclusive learning environment as well as a wide range of opportunities that prepare them for life beyond school and university.

Beyond academicsYears 11 and 12 studies at

AISM culminate in the award of the New South Wales Higher School Certificate (NSW HSC).

The experiential learning programmes allow Years 11 and 12 students to experience the Australian outback and urban settings as they engage in leadership, team-building, problem-solving, public speaking, emotional intelligence and goal-setting activities.

In their final year, AISM students have the opportunity to join the renowned Year 12 Leadership Program at Trinity College, University of Melbourne, which provides students with an urban Australian experience in one of Australia’s top universities.

During the programme, the students are mentored by current leading University of Melbourne staff and students who nurture essential life skills to prepare them for university life.

There are also opportunities for AISM students to undertake similar programmes in University of Oxford and University of Cambridge in the United Kingdom during their school holidays.

Career guidanceAISM’s outstanding Year 11

and 12 academic programmes are enhanced by planning, careers and counselling services as well as dedicated teachers, mentors and tutors.

The holistic and inclusive approach ensures that social well-being is an essential component of life in Years 11 and 12 through personal mentoring in task management, examination technique, stress management, among other vital skills.

Students are offered a variety of pathways for career planning through personalised careers guidance with the AISM careers and tertiary pathways counsellors, undergoing psychometric profiling to assess aptitudes and abilities relating to career research and preferences, accessing information regarding tertiary entrance procedures

Jennifer Yeo, AISM graduate from 2005, applies skills and knowledge gained during her time in school in her job today.

for various countries and institutions and receiving the support of tertiary course applications and subject selection.

Reaching greater heights

The Australian education system has produced some of the best and brightest minds, including 15 Nobel Laureates, world-renowned inventors, scientists and business leaders.

Following in these footsteps, AISM graduates continue to achieve great heights in their respective industries.

AISM alumnus Jennifer Yeo graduated from AISM in 2005 and completed her Bachelor of Commerce at Deakin University, Australia.

She is now working with SIA Partners in Singapore, a global consulting firm specialising in risk consulting, which includes risk and regulatory change and operational transformation in financial services.

“Studying at AISM has given me the confidence I need to face the challenges of the real world,” says Yeo.

The Australian curriculum is as much about preparing each child to be a competent and well-functioning and communicating adult as it is about preparing them to take up their place in tertiary study or the workplace.

The learning experiences for each subject at each year level not only develop the skills needed for higher learning, they also foster the development of life skills, behaviours and dispositions that assist the students to navigate a complex and dynamic world.

AISM is the only international school in Malaysia offering an Australian curriculum for all year levels.

Growing steadily over the years since its inception in 2000, the school caters for children from age three (nursery) to age 18 (Year 12).

While great emphasis is placed on academic excellence, the physical, emotional and social dimensions of growth are seen as crucial elements in teaching and reflect the Australian education philosophy of developing the whole child.

n For more details, call 03-8949 5000 or visit www.aism.edu.my

Studying at AISM has given me the confidence I need to face the challenges of the real world.Jennifer Yeo

Lorna Whiston’s English language

programmes prepare students

for lifelong success.

Individualised learningTHE more globalised the world is, the more important it becomes to be able to communicate globally.

“Confidence in using the English language is particularly crucial for lifelong success,” says Lorna Whiston, founder of the Lorna Whiston group.

“We offer a diverse range of English language programmes to help students develop fluency in expressing their thoughts and ideas.”

Established in Singapore in 1980, Lorna Whiston Sdn Bhd operates two language centres in Kuala Lumpur, serving students from four to 18 years old. The quality of its English language programmes is unrivalled.

“Teaching a language requires a multifaceted approach so that students maintain their interest and motivation,” explains Whiston.

“Our syllabus is designed specifically for Malaysian children, engaging them in listening, speaking, reading and writing in English,” she says, adding that the programmes are updated regularly to ensure that they remain fresh, exciting and relevant.

Lorna Whiston’s programmes are approved by the Education Ministry and include English language programmes for various levels and aptitudes, public speaking, and speech and drama.

The speech and drama as well as public speaking programmes build students’ ability to express themselves creatively and confidently.

Weekly language classes build a solid foundation in language and literacy skills for younger children.

Meanwhile, older students work towards a more accurate and sophisticated use of the English language and are taught to express themselves confidently through the written and spoken word.

Children aged four to six may also attend intensive classes five days a week to receive the best start to their formal education.

At the heart of all Lorna Whiston’s language programmes is its highly successful reading programme, which produces competent readers who have a lifelong passion for reading. Parental support with reading at home is encouraged, especially in the early years.

Lorna Whiston’s native English-speaking teachers are chosen not only for their qualifications and experience but also for their warmth, nurturing approach and dedication to students’ progress.

Lessons are interactive and small class sizes ensure that students receive individualised attention from the teacher and a personal approach to their development.

Each centre is fully equipped with multimedia computers and interactive white boards. Moreover, a library of more than 10,000 books ensures students are never short of a new book to read and a new world to explore.

n For more information, visit www.lornawhiston.com.my


Preventing bullying

By taking the right steps, you can help your child recognise and prevent bullying.

PRESCHOOL is where most children attend an organised lesson in a classroom for the first time, learn to interact with children of their own age and perhaps meet their first best friend.

However, many children’s school experience has also been tarnished by the fearful encounter of bullying.

Bullying takes place when a person causes physical or emotional harm to another. In fact, any action that leaves the victim feeling powerless and defenceless is considered an act of bullying.

This includes teasing, hitting, spreading rumours, writing hate messages, excluding someone from a group activity and threatening to hurt another person.

It is important to confront and put a stop to bullying as children who are bullied often feel powerless, alone and rejected by their peers.

If not addressed, these mean behaviours can cause the victim to have low self-esteem and believe that he or she deserves to be mistreated by others. In severe cases, bullying can lead to depression.

Unfortunately, victims of bullying all too often hide their suffering from parents or other authoritative figures as they feel that adults will not understand their plight or take them seriously.

For this reason, parents must take the time to talk to their

children about bullying. Just because they have not mentioned anything about being bullied in school does not mean they are not experiencing it.

As a parent, you cannot be certain that your children will never be bullied when they begin preschool and spend a few hours every day out of your sight.

However, there are steps you can take in helping them

understand the best way to handle the situation if it ever takes place.

Protecting oneselfTo protect your children, teach

them to protect themselves. The first step to this is to help your children recognise acts of bullying.

Explain to them that whenever another person does something that makes them feel scared,

anxious or a little less secure, what the person has done is not okay.

Help your children understand that if they are being bullied or witness another person being bullied, they have to immediately go to you or a teacher to report what is happening.

Bullies often thrive on others’ fear. By encouraging your children to stand up for themselves and tell the bullies that what they have done is wrong instead of reacting in fear, this strips the bullies of their power.

It is crucial to point out to individuals who have been bullied that they are not at fault for being on the receiving end of mean behaviours.

This way, victims are more likely to tell an adult when something is wrong instead of keeping the issue to themselves out of fear or shame.

No to being a bullyAs important as it is to ensure

that your children are protected from bullying, it is also crucial to teach them that bullying others is unacceptable.

If you discover that your child has been a perpetrator of bullying in his school, deal with it immediately.

This does not necessarily mean punishing your child for a wrong behaviour, but more importantly, seek to understand the reason behind your child’s action.

Many individuals bully others when they feel insecure or carry anger and hurt inside them. If this is the case with your child, you should try to understand and find a solution to the root issue.

Encourage children to accept and respect individuals of all kinds from a young age as it allows them to befriend and play with children of different social backgrounds, religions, races and physical attributes.

More importantly, take a close look at your home environment. Is the way your family members talk to one another a reflection of mutual respect?

Many children who bully their peers are merely copying the unhealthy interactions taking place at home.

To prevent this from happening, you can set a good example by treating your spouse and children with respect.

By not tolerating disrespectful behaviours at home, you are moulding your children to honour people as valuable individuals no matter who or where they are.


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Instilling a love for learning

Children are given the freedom to explore and create through the Montessori approach.

AMID the variety of preschool curricula available, one may wonder if the Montessori learning approach is still relevant to learners in the 21st century.

There are several ways that the Montessori approach can address children’s natural desire to learn and certain developmental areas of a child. l Independence, social literacy and adaptability

Children have an inner drive and desire to be independent. They wish to try new things and challenge themselves.

The Montessori learning environment is designed to encourage the natural inclination of children to be independent in exploring.

Children are given ample opportunities to do real-life tasks and adapt to a community of children, each with unique attributes.

l Responsibility and self-disciplineChildren require consistency and

repetition. The Montessori environment meets children’s need for order by making sure materials are stored in the same place every day and that lessons are presented in the same sequence with consistency.

This sense of order sets the foundation for higher level thinking skills such as classification and allows children to order their space, time and emotions.

l Confidence, respect, joy of learning and creativity

Preschool children like to engage in pretend play of real-life activities. Through the Montessori’s method of working with practical experiences to teach them life skills, children develop confidence and self-esteem.

They also develop care and respect for the world around them and have a joyful and enthusiastic attitude towards learning.

l Concentration, patience and self-awareness

Do you find your child working on something with incredible amount of focus?

The ability to concentrate is supported in the Montessori classroom where children are able to work uninterrupted on their lessons and activities that are designed to foster concentration in students.

l Agility, critical thinking and problem-solving

Do your children often want to touch everything and continuously ask questions? It is because they have an innate curiousity.

Exploration and understanding are emphasised in the Montessori environment.

Materials encourage deep learning of concepts and children are given time to analyse, absorb, discover and problem-solve independently rather than being told what

to memorise.

l Self-discipline, confidence and collaboration

Children want to perform tasks correctly and often ask to be shown the right method to do things.

In a traditional school, the teacher remains as the one in control of discipline.

In a Montessori curriculum, the environment and materials in the classroom foster self-discipline.

This means that children are engaged in work that interests them in their own time rather than follow a strict timetable.

They receive individual instructions and attention and are not stuck behind a desk. Individual work fosters self-confidence while groupwork fosters teamwork skills.

It is important to recognise children’s inherent strengths and developmental needs and have those needs met in a well-designed environment.

This results in academic excellence and the development of children’s creative thinking and self-direction, preparing them for future challenges and to pursue their goals with confidence.

Therefore, the 100-year tradition of Montessori education still remains relevant to young learners in the 21st century.

About The children’s houseAs it name suggests, The children’s house

learning environment is child-centred. It provides a special atmosphere where

young children can feel comfortable and secure as in their own home, complete with materials scaled to their dimensions for optimal learning experiences.

The children’s house is highly regarded in Malaysia as a leading premium preschool that provides quality early childhood education for children aged eight months to six years.

Embracing cultural diversity and the Montessori philosophy, The children’s house is proud to have touched the lives of more than 20,000 expatriate and local children from around the world and be the trusted choice for parents.

Through working independently with a wide variety of materials, children at The children’s house develop a deep love and need for purposeful work, learn to make choices, challenge themselves and develop strategies for problem-solving.

They carry a positive attitude towards learning required for success beyond school.

n For more information, call 03-2092 3833 or e-mail [email protected] or visit www.thechildrenshouse.com.my

Children should be allowed to engage in activities

that interest them rather

than following

a strict timetable.


Value in action, service

Q-dees strives to build a strong learning foundation by empowering young minds.

STUDENTS attending International Baccalaureate (IB) schools take action and participate in charities and volunteer activities to apply what they learn in the classroom and beyond.

They learn to become caring members of the community who demonstrate a commitment to service, making a positive difference in the lives of others and the environment.

One of the things that make IB schools unique is that its programmes require students to engage in social activities.

These programmes are called Service as Action (SA) in Middle Years (MYP) and Creativity, Action and Service (CAS) in the International Baccalaureate Diploma Programme (IBDP).

Innovation in social service

In the IBDP, students are encouraged to opt for student-run social enterprises or mini-enterprises as a sustainable fundraising option for their CAS programme as opposed to engaging in sporadic fundraisers.

They are also required to analyse how these activities can impact the communities they support as well as create social and educational value respecting the rights, dignity and autonomy of those involved by identifying needs and serving those needs through social activities.

Here are five reasons that make

IB schools important agents of change in their communities:l Social work integrated in the

IB curriculum enables students to enhance their personal and interpersonal development by learning through experience.l It provides opportunities for

self-determination and collaboration with others, fostering a sense of accomplishment and enjoyment from their work.

l The IBDP’s CAS and MYP’s SA programmes are important counterbalance to the academic pressures of the IB curriculum. l Social work should be both

challenging and enjoyable – a personal journey of self-discovery that provides students with experiences that are profound and life-changing. l Students have an opportunity

to demonstrate responsible action through or as a result of learning.

Engagement in social activities with the aim of giving back to society should be an important aspect of education today as the struggles of those in need should not be trivialised.

IB social and community projects work based on a cycle or framework that involves planning, acting, reflecting, changing, replacing, improving and so on.

Meaningful social projects should challenge students to:

• Show initiative• Demonstrate perseverance• Develop skills such as collaboration, problem-solving and decision-making

Students making a difference

UCSI Bandar Springhill is an IB world school highly committed to supporting the community and its students’ engagement in charity campaigns and fundraising activities throughout the academic year.

Some examples of student-led campaigns include a Fun Run to support an animal shelter as well as volunteer work in a Port Dickson orphanage and a school for autistic children.

UCSI MYP4 student Nelson Soon is an example of student engagement and commitment to help others.

Last year, he worked a number of campaigns and the Fun Run, of which its funds were donated to the earthquake victims in Nepal.

His involvement in these activities gave him the opportunity to be nominated for the Young Changemaker 2015 Award organised by the WOMEN:girls organisation or officially known as Pertubuhan Pembangunan Kendiri Wanita dan Gadis.

n For more information, visit www.ucsiinternationalschool.edu.my

Passion for languageSINCE its inception more than 20 years ago, Q-dees has grown into one of the foremost authorities in early childhood education in Malaysia.

With more than 150 centres nationwide, it has successfully prepared more than 200,000 students for private, national and international schools.

Q-dees’ preschool programmes are acclaimed for being fun and holistic, empowering children with the foundation they need to exponentially grow from.

The exclusive interactive multimedia and materials are meticulously integrated to ensure children are constantly engaged.

Q-dees’ language programmes are geared to enable children to master English, Bahasa Malaysia and Mandarin. Taught thematically and phonetically, the lessons expand their vocabulary while fostering correct contextual usage of the language.

Encompassing the essential skills of reading, writing, listening and speaking, the Q-dees approach nurtures the mastery of subject matter beyond students’ age so that they can confidently express themselves in these languages regardless of their environment.

At Q-dees, seemingly complex mathematics concepts are made simple for children to understand. Using Hands-on Mind-on methodology alongside Maths Board, children explore concepts as they learn to count efficiently and think logically.

The science programme has been designed to make science simple and stimulating to learn. The lessons encourage hands-on participation in fun and exciting experiments to ignite children’s curiosity in how the world around them works.

Q-dees’ arts and craft programme develops children’s creativity and imagination in tandem with the daily theme learnt.

In the programme, children are taught a wide range of techniques such as perspective drawing, rendering techniques and

three-dimensional modelling. These help to strengthen their photographic memory as well as logical and reasoning skills.

At Q-dees, the physical well-being of children is as important as their intellectual development.

Through the Gymflex programme, children learn about teamwork, improve body coordination and further develop their fine and gross motor skills through fun exercises, physical activities and team games.

In line with Q-dees’ ethos towards holistic development, the Q-dees Love to Life programme ensures that its curricula are infused with good values that teach children how to love and care for others, be responsible individuals and remain mindful of preserving the environment.

Q-dees has been awarded The Best Preschool Brand for the past seven consecutive years by the BrandLaureate as well as received recognition through the Innovation and Brand Excellence by Smera.

n For more information, call 1700 815 077 or visit www.q-dees.com

Through the Service as Action and Creativity, Action and Service programmes at UCSI, students engage in meaningful social activities.

It is important to incorporate social work in children’s education as it enhances their overall development.

bright kids - 1 december 2015

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