Nikki and his latest sand art.
Thursday, August 9, 2007
TOYS
Nikki and Ethan love to play with their "food" toy. Even if it's just plastic, they have lots of fun identifying the fruits and vegetables and pretending to chop them up. However, when we go to the supermarket, we always make it a point to pass by the produce aisle so we can review all the fruits and vegetables. Nikki is getting quite good. He is even learning about imported fruits like cherries, plums, dragon fruits and grapefruit. Not only that, they can even feel the fruits and tell which ones are rough, smooth or fuzzy. They love that! =D
Wednesday, August 8, 2007
MATH WORKSHEETS
Here are some worksheets Nikki did a few nights ago. These are a bit easy for him, but I want him to be able to practice all the time so that later on, he will be able to count in his mind instead of verbally.
READING
http://www.teachervision.fen.com/reading/cognitive-development/38807.html?wtlAC=GS_2007-08-06,email-gs_1248
The Skills Kids Need to Read
As a basic foundation for learning to read and write, kids need strong speaking and listening skills. When you and other adults around your kids encourage them to talk, ask, questions, and use dramatic play, it increases their vocabulary, allows them to hear and practice building sentences, and gives them more knowledge to understand spoken and written language.
There are three skill areas that form the foundation for reading. Kids who develop strong skills in these areas have greater success learning to read:
Children develop these skills by having many early experiences with language, books, and print. They can have these experiences as part of everyday life, through play, conversation, and a wide range of activities. Young children use play and talk as a way to expand, explore, and make sense of their world. When kids talk about daily tasks and special events, tell stories, sing songs, and scribble, they are laying the groundwork for reading and writing.
Why kids have trouble
Why do so many children experience problems learning to read? Many simply do not have enough experiences with language, books, and print. They need more time at home and in their early childhood programs devoted to helping them develop the skills that lead to reading. A lack of developmentally appropriate skill-building at an early age can significantly limit the reading and writing level a child attains.
A child's intelligence (within a normal range, as measured by standardized tests) does not determine the ease with which he'll learn to read and write. However, for about 5 to 7 percent of kids, a learning disability -- a different way of processing information and learning -- may account for their difficulty learning to read. These children will need additional specialized instruction and support.
The Skills Kids Need to Read
As a basic foundation for learning to read and write, kids need strong speaking and listening skills. When you and other adults around your kids encourage them to talk, ask, questions, and use dramatic play, it increases their vocabulary, allows them to hear and practice building sentences, and gives them more knowledge to understand spoken and written language.
There are three skill areas that form the foundation for reading. Kids who develop strong skills in these areas have greater success learning to read:
- Print knowledge -- an understanding of books, letters, and words.For example, understanding that print carries a message, recognizing that people read text rather than pictures, and being aware of how to read a book (right side up, from beginning to end, from left to right, from the top to the bottom of the page).
- Beginning writing -- first efforts to use print in a meaningful way.For example, a child's first efforts to use known letters or approximations of letters to represent written language, such as to attempt to write his or her name, and knowing how text should look: letters grouped together into words with spaces between words.
- Language awareness -- an understanding of how language works.For example, being able to count the words in a spoken sentence and being able to hear the individual sounds in a spoken word.
Children develop these skills by having many early experiences with language, books, and print. They can have these experiences as part of everyday life, through play, conversation, and a wide range of activities. Young children use play and talk as a way to expand, explore, and make sense of their world. When kids talk about daily tasks and special events, tell stories, sing songs, and scribble, they are laying the groundwork for reading and writing.
Why kids have trouble
Why do so many children experience problems learning to read? Many simply do not have enough experiences with language, books, and print. They need more time at home and in their early childhood programs devoted to helping them develop the skills that lead to reading. A lack of developmentally appropriate skill-building at an early age can significantly limit the reading and writing level a child attains.
A child's intelligence (within a normal range, as measured by standardized tests) does not determine the ease with which he'll learn to read and write. However, for about 5 to 7 percent of kids, a learning disability -- a different way of processing information and learning -- may account for their difficulty learning to read. These children will need additional specialized instruction and support.
ANOTHER LETTER
Here is another inspiring letter from a homeschooling mom (homeschoolfreestuff.com).
Reading Unleashed
Getting my son to write was a nightmare! I tried all the tricks. I tried having him draw pictures of what we would write about. Write in different colors, crayons, markers. I tried it all. Still he HATED writing. It was a day-long ordeal to get him to even write a few sentences. He would rebel and write in his worst possible handwriting, purposely misspell words, It was a constant fight.
The funny thing was that he LOVED to read! He read everything he could get his hands on. At age 7, he read all the Harry Potter series in a couple months. He got to the point where he would ONLY read books if they had more than 600 pages to the story. He LOVED reading.
Then it dawned on me. The way we got him to love reading was to let him read unfettered. We never forced him to read, and cultivated his love of reading. And it paid off!
So the BIG question was, "WHY were we FORCING him to write?" It went against everything we believed
I know why. It was that typical homeschool guilt. You know what I mean... my child is not up to speed in a certain area, so we must be lacking as parents.
So we let go. We let go of the guilt, let go of all the external expectations, let go of it all.
So we changed our approach completely.
We told our son to write. Just write anything he felt. We told him that we didn't care if it was neat, didn't care if it was misspelled, just write. Anything he wanted.
Then it happened. Remember that boy who could barely write two sentences without pitching a fit. His first writing filled two whole sheets of paper. Front and back! He tried to be goofy and funny. He wrote jokes. Jokes about writing.
So in a short time, he went from fighting to write two sentences to a four page humorous composition. Sure there were some misspelled words, but there a whole bunch more wonderful and funny words, and lots, and lots of smiles.
As a postscript, weeks later I caught him. He was looking up words in a dictionary to see how to spell words. As if I wouldn't find out. Sneaky boy :-)
~Sharon F.~
Reading Unleashed
Getting my son to write was a nightmare! I tried all the tricks. I tried having him draw pictures of what we would write about. Write in different colors, crayons, markers. I tried it all. Still he HATED writing. It was a day-long ordeal to get him to even write a few sentences. He would rebel and write in his worst possible handwriting, purposely misspell words, It was a constant fight.
The funny thing was that he LOVED to read! He read everything he could get his hands on. At age 7, he read all the Harry Potter series in a couple months. He got to the point where he would ONLY read books if they had more than 600 pages to the story. He LOVED reading.
Then it dawned on me. The way we got him to love reading was to let him read unfettered. We never forced him to read, and cultivated his love of reading. And it paid off!
So the BIG question was, "WHY were we FORCING him to write?" It went against everything we believed
I know why. It was that typical homeschool guilt. You know what I mean... my child is not up to speed in a certain area, so we must be lacking as parents.
So we let go. We let go of the guilt, let go of all the external expectations, let go of it all.
So we changed our approach completely.
We told our son to write. Just write anything he felt. We told him that we didn't care if it was neat, didn't care if it was misspelled, just write. Anything he wanted.
Then it happened. Remember that boy who could barely write two sentences without pitching a fit. His first writing filled two whole sheets of paper. Front and back! He tried to be goofy and funny. He wrote jokes. Jokes about writing.
So in a short time, he went from fighting to write two sentences to a four page humorous composition. Sure there were some misspelled words, but there a whole bunch more wonderful and funny words, and lots, and lots of smiles.
As a postscript, weeks later I caught him. He was looking up words in a dictionary to see how to spell words. As if I wouldn't find out. Sneaky boy :-)
~Sharon F.~
Monday, August 6, 2007
BOOKS
More books for the boys...
Coincidentally, my sis bought this book for Nikki. So now, Nikki has another "hair book". We can never go wrong with a Seuss book. =D
This is a nice book. It teaches the boys that a "home" can be various things for different creatures. Easy read with rhyming so Nikki enjoys reading this.
I noticed that Ethan is very fond of bugs so I got him this book. Although he cannot read yet, I thought it would be nice for him to see the different kinds of insects. True enough, he flipped through the pages and exclaimed at the bugs that he already knew. Nikki and I just read the captions of the photos so he would ba familiar with the other insects not commonly seen here.
This one is an easy book for Nikki. But I bought it because of the lesson. It's the story of a dog who did not want to get a haircut because he thought he looked "funny" after he did. He became too self-conscious and did not want to meet his friends because "they are going to laugh". But he decided to sport a "cool" look and his dog friends loved it. In the end, the dog loved his new haircut. Teaches a lot about self-image.
Coincidentally, my sis bought this book for Nikki. So now, Nikki has another "hair book". We can never go wrong with a Seuss book. =D
ART TIME
One night, Nikki told me, "Mommy, I want to do art now." And I said, "Now?" because at that time, it was already 9pm. But I realized, Nikki ASKED for it and I know I should give in to his interest. Since I was also studying at that time, I did not want to go through all the preparations so I just placed a Manila paper on the floor and gave them their brushes and let them use the covers of their acrylic paints as the easels. They did enjoy the activity and they left me in peace for a few precious minutes.
Here are some photos:
Sunday, August 5, 2007
TV
http://www.parentbytes.com/index.cfm?fuseaction=article&catID=3&ArticleID=22
Television: Friend Or Foe?
The view from our TV screens today is different than it was in the late 1950’s and early 1960’s when the phenomenon of television was in its infancy. Back then; television was not on twenty-four hours a day and the almighty advertising dollar did not rule which, when, how, why and what shows were presented.
The word “censorship” came into play as new ideas and world events entered our living rooms and our consciousness. Without realizing it, television became influential is shaping the behaviours, values and ideas of generations of viewers.
The programs broadcast in the twenty-first century offer a myriad of choices, ranging from adult (i.e. sex and violence) programs to family entertainment and everything in between. The problem is that TV, while offering some excellent programs, can also be a great time waster that stops families from focusing on family values like spending time together and communicating. It can also contribute to isolating family members from each other, friends and community. The other issue involves the not so good programs that expose our children to a culture of violence and sex. Blatant images of brutality are so commonplace on TV that they often lose their shock value and for some children provide a model of inappropriate behaviour. Children who identify with violent characters or their victims can develop a warped sense of right and wrong. Exposure to explicit or implied sexual content on TV may have the affect of not just tantalizing a young audience, but also creating confusion, misunderstanding and apprehension for children.
The following points discuss both how to protect your family from the negative aspects of television (i.e. violence, sex and promotional and commercial advertisements) and some of the advantages of television.
Written by The Editorial Team at parentbytes.com
Copyright for this article belongs to parentbytes.com
Television: Friend Or Foe?
The view from our TV screens today is different than it was in the late 1950’s and early 1960’s when the phenomenon of television was in its infancy. Back then; television was not on twenty-four hours a day and the almighty advertising dollar did not rule which, when, how, why and what shows were presented.
The word “censorship” came into play as new ideas and world events entered our living rooms and our consciousness. Without realizing it, television became influential is shaping the behaviours, values and ideas of generations of viewers.
The programs broadcast in the twenty-first century offer a myriad of choices, ranging from adult (i.e. sex and violence) programs to family entertainment and everything in between. The problem is that TV, while offering some excellent programs, can also be a great time waster that stops families from focusing on family values like spending time together and communicating. It can also contribute to isolating family members from each other, friends and community. The other issue involves the not so good programs that expose our children to a culture of violence and sex. Blatant images of brutality are so commonplace on TV that they often lose their shock value and for some children provide a model of inappropriate behaviour. Children who identify with violent characters or their victims can develop a warped sense of right and wrong. Exposure to explicit or implied sexual content on TV may have the affect of not just tantalizing a young audience, but also creating confusion, misunderstanding and apprehension for children.
The following points discuss both how to protect your family from the negative aspects of television (i.e. violence, sex and promotional and commercial advertisements) and some of the advantages of television.
- Be proactive in your approach to setting limits for television viewing. Peruse your viewing guide together and select programs as a family that you deem worthwhile to watch. Then videotape your selection and have your children view them on your terms. This allows you to not only control what they are watching but the time they spend in front of the TV. In addition, this method of television pre-selection allows you to fast forward over commercial and promotional breaks that are often inappropriate viewing for children.
- Aside from quality younger children’s programs like “Playschool” and “Sesame Street”, consider programs on science, history, cooking, travel, antiques, the arts and of course sport. This variety of program type exposes your children to a wealth of subject matter. Utilize this diversity via discussion, library visits, travel and museum excursions to enhance your family's general awareness and understanding.
- If you are not always able to pre-select appropriate programs, make sure you keep abreast of what your children are watching and watch with them often. Watching television programs with your children allows you to not only provide explanations when needed, but gives you the opportunity to be with them when their curiosity is peaked. Excellent nature shows are regularly presented on television, and the television can act as a “stimulus” to promote discussion, analysis and even possibly community or environmental action.
- It is important to remember that as children get older it is very difficult to completely deny them something. If television is not allowed in your home, they will seek it elsewhere. Therefore giving children some limited autonomy and responsibility over their watching of television will hopefully satisfy their desire for television whilst ensuring it does not dominate their day. For example, let them choose an approved show to watch; television goes on at start, and then is turned off at the end. It should not remain on indefinitely, providing background noise and the opportunity for global, continuous watching.
- There can be some important social benefits of watching television. For example, worldwide sporting events such as the current FIFA world cup are discussed at school by children and in our school, sports teams have been formed based on the international teams. It is important that children are aware of such worldwide events, and therefore have the opportunity to contribute to discussions about them.
- The key issue is to remember that television should form one small part of the tapestry that makes up a child’s day of activities. Watching television for extended periods can mean that a child has less opportunity to develop in numerous other ways. Television is not and never will be a substitute for a child’s imaginative play; it is not a substitute for the reading of books; it is not a substitute for outside play – rolling, tumbling and climbing; it is not a substitute for one-on-one time spent together between parent and child. Very young children (less then twelve months) should not be exposed to background television noise, as they learn to “block out” the noise, and in so doing also tend to “block out” their mothers voice which provides their earliest opportunity for learning.
In summary, the television is not a cheap form of babysitting. If properly managed, it can have social and educational benefits. If global, continuous watching is allowed it can lead to social and behavioural problems in older children and developmental delays in younger children. Television can be both a friend or a foe. Let’s ensure that for our children it is only a friend.
Written by The Editorial Team at parentbytes.com
Copyright for this article belongs to parentbytes.com
Thursday, August 2, 2007
FINE MOTOR SKILLS
Last week, I let Nikki and Ethan thread some "beads" to make necklaces. Although they are not too fond of this actvity, it still helps develop their fine motor skills. For the "beads", I just used straw that I cut into different lengths. I discovered that if there are more colors, they are more excited to do the activity so I try to get straws of different colors. =D
Here are some photos:
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