爱馨绘本乐园: 其实让孩子写一大堆字，也是虐待儿童的一种行为！

Thursday, July 7, 2011

其实让孩子写一大堆字，也是虐待儿童的一种行为！

看看5岁小朋友手掌的骨头只有5块，还是软骨，试问老师和家长您还忍心让自己的孩子写一大堆字吗？他们很痛，您不懂，他们为此不爱学习，您知道吗？学业成就也不是写字能决定的！让孩子写一大堆字，也是虐待儿童的一种行为！

http://www.happylandpicturebookhouse.blogspot.com/

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Our Philosophy

Happyland is committed to provide a careful planned, stimulating environment which helps children to develop within themselves, the fundamental habits, attitudes, skills and ideas which are vital and essential for a lifetime of creative thinking and learning. We believe that:

* Children have the power to educate themselves;

* Children learn best when they do so at their own pace;

* Children need to make their own discoveries;

* Children learn when they are interested;

* Children need to develop concentration;

* Children learn by doing;

* Children need praise and encouragement;

* Mistakes are an opportunity for learning;

* Repetition is important in children’s learning;

* Children learn best when they have chosen an activity themselves.

Our Programs

(A) Thematic Integrated Child-centered Program (TIC) Our curriculum is specially designed to coach children in adapting to the local Chinese primary school, private school, and international school. We respect the children’s needs for learning through concrete and hands-on experience. Therefore, we have designed a developmentally appropriate program for children of different age groups by using Thematic Approach.

This program will integrate the following six main areas of learning:

• Knowledge and understanding of the worldThis area includes children’s developing knowledge and understanding of the environment, other people and features of the natural and man-made world to provide a foundation for historical, geographical, scientific and technological learning.

• Personal and social development--Children learn how to get along well with their peers and adults in the school. They learn about other cultures and religions and learn to respect each other.

• Language and literacy--Children develop skills in speaking, listening, reading and writing in English Language, Bahasa Malaysia and Mandarin. Children need personal and hands-on experiences that are motor skills related to learn a particular language. Visual and expressive arts form when integrated with language learning will involve children actively in their learning process.

• MathematicsIn the early years, we attempt to interest a child in environmental mathematics. In the process, we bring about the development of Lower Order Thinking Skills, e.g. classifying, comparing, ordering, and patterning, measuring, counting and problem-solving with numerals. Children will also acquire Mathematical concepts and knowledge in their learning process.

• Physical DevelopmentChildren develop fine manipulative skills (ability to control finger movements) and gross motor skills (control of big physical movements and spatial awareness) both indoors and outdoors.

• Creative DevelopmentChildren develop imagination and the ability to express themselves creatively through play, art and craft, and music and movement activities in the school.

(B) Montessori Program Montessori Program involves:

1. Practical LifeTeach children skills such as pouring, sorting, cutting, sewing, buttoning shirt, tying shoes laces etc. Children will develop muscular coordination, concentration and independence through these exercises. The materials are also carefully designed and demonstrated to help teach skills involved with caring for the environment and the self, to encourage responsibility, autonomy and to promote high self-esteem.

2. Sensorial --Dr. Montessori saw the senses as the "doorway to the mind." She considered sensory and manipulation not only an aid to the development of maturing sense organs (eyes, ears, nose, tongue and skin) but a starting point for the intellectual growth.

They are then better prepared for future learning in math, language, and science and making sense of life's experiences and information in general. The sensorial materials are specially designed in the way, which enable children to build cognitive efficacy by touching, seeing, smelling, tasting, listening and exploring the physical properties of their environment. (

C) Toddler Program

The toddler sessions offer a routine of circle time, work time, snack time, story telling and music and movement. During the work time the children choose activities of interest from the prepared indoor & outdoor environments.

Teachers are encouraged to work with these children at his/her level, respecting their choices & movements between activities. The teacher’s role is to stimulate the child’s’ natural love of learning through exploration & she will guide the children in the use of the materials provided.

This program is also designed for those older children (2 ½) who may not yet be toilet trained or ready for separation from their parent but are looking for a more structured environment.

(C) Extra Curriculum

• Art and Craft
• Music and Movement
• Piano Class
• Parents and children baking class

belief

We believe that Thematic Integrated Child-centred program is an appropriate program for young children, in three distinctive ways- developmentally, culturally and socially.The experiential learning and hands-on active participate in play activities are a more effective way of learning.

我们相信以主题教学儿童为中心的课程將是给幼儿最适当的教学方案。因此我们以独特的教学方式，尊重幼儿发展和他們的文化和社会。我们深信体验学习和动手积极参与游戏活动是幼儿学习更有效的方法。

《爱馨》幼儿教育宗旨

全儿童的发展
* 一个人的童年消失得很快。其实，幼儿成长的岁月非常短暂，只有区区的八年，然而，许多方面的发展却在这段时期同时发生。
* 发展并不是以累积的形式产生。基本上，儿童各方面的发展如体能、情绪、社交、道德、认知及语言，都是依照顺序进行的。
* 我们强调的是全儿童发展。上述五项发展是受到同等重视的。五项发展之间亦存在相互影响以及互相辅助的作用，它们之间的关系应受到关注。