credits to Julian Lim
Showing posts with label T1. Show all posts
Showing posts with label T1. Show all posts
Tuesday, April 20, 2010
Saturday, April 17, 2010
Parenting Styles
Here is a clip about different parenting style
which related to our lecture today
^^
Happy weekend guys!!!
Tuesday, April 13, 2010
Saturday, April 10, 2010
School is not for Learning
School is not for Learning
by Grace Llewellyn
Why Don't People Learn in School?
Our brains and spirits are the freest things in the universe. Our bodies can live in chains, but our intellects cannot. It's that simple. The mind will be free, or it will be dead. It can be numbed, quieted, and restrained so that it memorizes names of Portuguese explorers and plods through grades one to twelve. If it is fiercely alive and teamed up with a forgiving spirit, it may find a way to be free even in school, and stay awake that way. But these strategies are defenses, not full-fledged learning. Albert Einstein, as compassionate and insightful as he was brilliant, said:
It is, in fact, nothing short of a miracle that the modern methods of instruction have not yet entirely strangled the holy curiosity of inquiry; for this delicate little plant, aside from stimulation, stands mainly in need of freedom; without this it goes to wrack and ruin without fail. It is a very grave mistake to think that the enjoyment of seeing and searching can be promoted by means of coercion and a sense of duty.
There are other reasons school prevents learning too - fear of "bad" grades, lack of faith in one's abilities (usually due to previous unpleasant experiences with grades - including A minuses), an occasional uninformed teacher, illogical or inherently dull teaching methods and books, lack of individual attention, oxygen-starved classrooms.
These problems are the ones the educators can see. They exhaust themselves seeking solutions - hiring the smartest teachers they can get, searching the ends of the earth for easier ways to learn spelling, providing counseling services, buying textbooks with technicolor photographs, working hard on "anticipatory sets" (the beginning part of lessons which are supposed to "grab students' attention"). Most of these educators - especially when they are teachers rather than superintendents of school boards - do some good. If lots of people continue to go to school, I hope that the idealistic educators continue their efforts. These efforts make school more pleasant, the same way that clean sheets and warm blankets make a prison more pleasant than do bare scratchy mattresses with thin covers.
Their efforts cannot, however, make you free. Even if they encourage you to write research papers on topics that interest you, even if they reduce the amount of homework they assign, they cannot encourage you to joyfully follow your own intellectual mysteries, except in your spare time after your homework. To do so would be to completely undermine the basic structure of the schools.
Because they can never make you free, schools can never allow you to learn fully.
Love of Learning
If you had always been free to learn, you would follow your natural tendency to find out as fully as possible about the things that interest you, cars or stars. We are all born with what they call "love of learning," but it dives off into an elusive void when we go to school.
After all, school does not help you focus on what you love, because it insists that you devote equal time to six or so "subjects." While interviewing an unschooled actress for GWS #73, editor Susannah Sheffer made an astute observation: "It's funny that people think kids should be well-rounded but don't seem to have the same expectations of adults. Adults seem to realize you can't do everything." In Walden, Thoreau laments, "Our lives are frittered away by detail," and admonishes, "Simplicity, simplicity, simplicity! I say, let your affairs be as two or three, and not a hundred or a thousand."
Beyond the love and pursuit of something specific, there's another quality you might also call love of learning. It's simple curiosity, which kills more tired assumptions than cats. Some people move around with their ears and eyes perked open like raccoons, ready to find out something new and like it.
However, curiosity is another stubborn quality that thrives on freedom; therefore, school squishes it. Curiosity is an active habit - it needs the freedom to explore and move around and get your hands into lots of pots. It needs the freedom to thumb through Science News and stop only where you want to. It needs the freedom to browse through your library's whole shelf of poetry. It needs the freedom to visit the zoo solo, spending an hour with the prairie dog colony and walking right past the giraffes, or vice versa.
Curiosity puts itself on hold when it isn't allowed to move at its own pace. I am thinking of the week-long field trip our middle school took to Washington, D.C., and of how my own curiosity took a nap during most of our "guided tours," even at the "fun" places like Williamsburg and Jamestown, and how I raced around excitedly when we had an unleashed day at the Smithsonian.
On the up side, the ironic truth is that everyone loves to learn - or at least did as a baby, and can get to be that way again. As John Holt points out, "Children do not need to be made to learn about the world, or shown how. They want to, and they know how."
Source: http://www.naturalchild.org/guest/grace_llewellyn.html
Credits to
Gan Shy Cheat
( T1)
Support!!!
:D
Gan Shy Cheat
( T1)
Support!!!
:D
Friday, April 9, 2010
Developmental milestones in children
Every parent looks forward to the first time they see their baby smile and look into their eyes. Some keep detailed journals of baby’s progress and others call grandma with every milestone achieved. Because most children develop at different paces it is difficult to say what is ‘normal’ and what is not.
Developmental Areas
There are five primary developmental areas that professionals monitor. These are: physical development, language and speech development, social and emotional development, adaptive development, and cognitive development. Children may experience mild to severe delays in one or all the areas depending what the situation. If you are unsure that your child is on schedule it is important to seek the advice of a professional early on. Early intervention can make a world of difference in your child’s later development.
Physical Development
In the early days a newborn does not control much of his or her own movement. You baby will likely lie as if still in utero until the second month when he or she may start to relax and stretch out. Don’t expect a lot of interaction at this time. If you notice what you might consider excessive crying or vomiting (not spit up) then consult your pediatrician. Remember most babies cry and many spit up. Your doctor may reassure you that all is well and send you on your way.
By the sixth month your baby will likely be sitting up and reaching for objects. Don’t panic if it hasn’t happened yet. However, do discuss your concerns with your pediatrician. If he or she recommends an evaluation, it may only be a precaution. But it is better to err on the side of caution at this point.
By the twelfth month baby will likely be crawling and possibly even walking. Again, if your child isn’t crawling, it may be time for an evaluation by a developmental pediatrician. It’s not a time to panic; it is a time to become knowledgeable about child development and monitor your child’s progress carefully. While the average age for walking is fifteen months, it’s also not unusual for babies to start toddling at eighteen months.
By two years your child should be able to jump in place or off a step. He or she may be able to pedal a tricycle and climb the stairs without help. There is no concern if these skills don’t emerge right at the second birthday. However, if they are not evident at thirty months, do consult a professional.
Language and Speech Development
Babies are communicating long before actual words come out of their mouths. The first months their interactions may be limited to cries of hunger and cries to be held and cuddled. Do respond to your baby's attempts at relating his or her needs. This is the foundation by which language develops. If your child seems unusually silent or has not cooed or squealed by the third of fourth month, discuss your concerns with your pediatrician. Most likely the doctor may not be concerned. But he or she may order a hearing screening to rule out any problems.
Babies may start to form recognizable words anywhere from twelve months to two years. It’s generally expected that your toddler will understand simple language by 18 months and have twenty to fifty intelligible words by two years. If you hear no words by two years, don’t panic. This is not unusual, especially in boys. But do seek speech therapy for your child. Language is closely connected with cognitive development and you do not want your child at a disadvantage because of a communication problem.
Social and Emotional Development
Social skills start as early as the second month when your baby may start smiling responsively to you rather than the sleepy smile you might have noticed as he or she drifts off to sleep on a full tummy. Your baby might even start laughing by the fourth month. A cause for concern would be an unresponsiveness by the third or fourth month. Look for eye contact. If your baby does not make eye contact, do bring it to the attention of a professional so that he or she may be evaluated.
Emotional development can be become frustrating for the parents during the second half of your baby's first year and beyond. It is at this point that baby is starting to become mobile. Often separation anxiety comes at the time of mobility. It is thought that this is nature’s way of keeping baby close to mommy. While baby’s protests at mom or dad being away may be somewhat maddening, they are completely normal and healthy. It’s important not to try to sneak away when using a babysitter as you will breed mistrust and cause your child to cling more fervently when you are present for fear of you slipping away unnoticed. Try to gently but firmly say good-bye when you must go out and keep times away from your baby short if possible.
Adaptive Development
Adaptive development refers to the use of tools and things like motor planning (like learning to get down from the couch). These skills may not be evident until later in the first year. Baby should be pointing with one finger around twelve months and should be able to feed self finger foods around fifteen months. If these skills are missing, talk to your pediatrician and he or she may consult an occupational therapist to assess the situation.
Cognitive Development
Often the first sign of cognitive development noticed by parents is the learning of cause and effect. Babies may become interested in mobiles and baby gyms where they can swat at a hanging toy and watch it swing. Baby might also start to anticipate actions such as nursing when sitting in a special chair at about four months. If baby is not stacking blocks and sorting simple shapes by twenty-four months, then talk to your pediatrician about an evaluation.
It’s important to communicate well with your family doctor about all your concerns and your baby’s progress. You cannot expect a physician who sees your child for a few minutes each month to be able to spot possible concerns. And while parents shouldn’t be overly concerned if their child seems to be taking his or her time developing, the power of early intervention and professional help should not be overlooked. Keep track of your child’s milestones in his or her baby book and don’t hesitate to discuss them with his or her health care provider. You have nothing to lose and everything to gain.
Developmental Areas
There are five primary developmental areas that professionals monitor. These are: physical development, language and speech development, social and emotional development, adaptive development, and cognitive development. Children may experience mild to severe delays in one or all the areas depending what the situation. If you are unsure that your child is on schedule it is important to seek the advice of a professional early on. Early intervention can make a world of difference in your child’s later development.
Physical Development
In the early days a newborn does not control much of his or her own movement. You baby will likely lie as if still in utero until the second month when he or she may start to relax and stretch out. Don’t expect a lot of interaction at this time. If you notice what you might consider excessive crying or vomiting (not spit up) then consult your pediatrician. Remember most babies cry and many spit up. Your doctor may reassure you that all is well and send you on your way.
By the sixth month your baby will likely be sitting up and reaching for objects. Don’t panic if it hasn’t happened yet. However, do discuss your concerns with your pediatrician. If he or she recommends an evaluation, it may only be a precaution. But it is better to err on the side of caution at this point.
By the twelfth month baby will likely be crawling and possibly even walking. Again, if your child isn’t crawling, it may be time for an evaluation by a developmental pediatrician. It’s not a time to panic; it is a time to become knowledgeable about child development and monitor your child’s progress carefully. While the average age for walking is fifteen months, it’s also not unusual for babies to start toddling at eighteen months.
By two years your child should be able to jump in place or off a step. He or she may be able to pedal a tricycle and climb the stairs without help. There is no concern if these skills don’t emerge right at the second birthday. However, if they are not evident at thirty months, do consult a professional.
Language and Speech Development
Babies are communicating long before actual words come out of their mouths. The first months their interactions may be limited to cries of hunger and cries to be held and cuddled. Do respond to your baby's attempts at relating his or her needs. This is the foundation by which language develops. If your child seems unusually silent or has not cooed or squealed by the third of fourth month, discuss your concerns with your pediatrician. Most likely the doctor may not be concerned. But he or she may order a hearing screening to rule out any problems.
Babies may start to form recognizable words anywhere from twelve months to two years. It’s generally expected that your toddler will understand simple language by 18 months and have twenty to fifty intelligible words by two years. If you hear no words by two years, don’t panic. This is not unusual, especially in boys. But do seek speech therapy for your child. Language is closely connected with cognitive development and you do not want your child at a disadvantage because of a communication problem.
Social and Emotional Development
Social skills start as early as the second month when your baby may start smiling responsively to you rather than the sleepy smile you might have noticed as he or she drifts off to sleep on a full tummy. Your baby might even start laughing by the fourth month. A cause for concern would be an unresponsiveness by the third or fourth month. Look for eye contact. If your baby does not make eye contact, do bring it to the attention of a professional so that he or she may be evaluated.
Emotional development can be become frustrating for the parents during the second half of your baby's first year and beyond. It is at this point that baby is starting to become mobile. Often separation anxiety comes at the time of mobility. It is thought that this is nature’s way of keeping baby close to mommy. While baby’s protests at mom or dad being away may be somewhat maddening, they are completely normal and healthy. It’s important not to try to sneak away when using a babysitter as you will breed mistrust and cause your child to cling more fervently when you are present for fear of you slipping away unnoticed. Try to gently but firmly say good-bye when you must go out and keep times away from your baby short if possible.
Adaptive Development
Adaptive development refers to the use of tools and things like motor planning (like learning to get down from the couch). These skills may not be evident until later in the first year. Baby should be pointing with one finger around twelve months and should be able to feed self finger foods around fifteen months. If these skills are missing, talk to your pediatrician and he or she may consult an occupational therapist to assess the situation.
Cognitive Development
Often the first sign of cognitive development noticed by parents is the learning of cause and effect. Babies may become interested in mobiles and baby gyms where they can swat at a hanging toy and watch it swing. Baby might also start to anticipate actions such as nursing when sitting in a special chair at about four months. If baby is not stacking blocks and sorting simple shapes by twenty-four months, then talk to your pediatrician about an evaluation.
It’s important to communicate well with your family doctor about all your concerns and your baby’s progress. You cannot expect a physician who sees your child for a few minutes each month to be able to spot possible concerns. And while parents shouldn’t be overly concerned if their child seems to be taking his or her time developing, the power of early intervention and professional help should not be overlooked. Keep track of your child’s milestones in his or her baby book and don’t hesitate to discuss them with his or her health care provider. You have nothing to lose and everything to gain.
Sunday, April 4, 2010
Rex, a musical savant
Just wanna share a video clip about a boy named Rex Rex Lewis-Clack
A boy who is not only blind and autistic,
but who also happens to be a musical savant.
Check it out and look how awesome he is
^^
I guess miracles do happen sometimes!!
Support!!
:D
A boy who is not only blind and autistic,
but who also happens to be a musical savant.
Check it out and look how awesome he is
^^
I guess miracles do happen sometimes!!
Support!!
:D
Saturday, April 3, 2010
How to Help a Child Be Creative
Provide "Open-Ended" Activities
1. Step 1
When we think of doing activities with children, we often think of a predesigned craft or art activity. We make a model and we say, "Make this ______." Or we supply children with coloring books and say, "Color this picture." However, giving children activities with only one way to complete them can stifle creativity.
By contrast, providing children with open-ended material, or materials to make something with no preconceived end-result, will help them use their own creativity. Good open-ended materials include playdough, paint, crayons, markers, and various colors and sizes of paper.
2. Step 2
Give them the materials and let them decide what to do with them. You might ask, "What should we make with these?" Resist the urge to draw or make something first, because children might feel they should do the same as you. As adults, our skills are much more refined than children's, leading them to possibly feel inadequate in their own burgeoning abilities when they discover they cannot quite model what we can do.
3. Step 3
Encourage children by commenting on what they are doing rather than making evaluative statements like "good job." You might say, "Look at the colors you are using!" or "Look how much fun you are having!" This non-judgemental stance will help them feel good about what they are doing, rather than doing and making things because this behavior pleases you.
Let Children Decide
4. Step 1
Children who are allowed to make decisions become more adept at problem solving. Opportunities to make decisions also allow them to be creative in the way they approach problems. This, of course, is for children who are developmentally capable of offering suggestions, but can begin as early as 2 years of age if the child has the verbal skills.
5. Step 2
When you are confronted with a problem concerning your child, ask, "What do you think we should do about this?"
6. Step 3
Listen to your child and give explanations for suggestions that will not work. However, if your child comes up with an idea that is reasonably acceptable, let him make the choice. Giving a child some amount of control over his world will also help him gain confidence in his abilities.
Limit Electronic Activities
7. Step 1
Remember that television, video games and computer time are all generally passive activities. They don't allow children to be an active participant, thereby limiting the use of their cognitive skills and creativity.
8. Step 2
Decide on an acceptable amount of time for your child to watch television or play on the computer. Discuss with her the times of day and the amount of time she will be able to watch. For instance, you might say, "We can watch two shows after school each day and then the television will be turned off."
9. Step 3
Watch and play the games with your children. Ask them questions about what they see or what they think will happen next. This will allow children to think about what they see, rather than just being passive observers.
Allow Unstructured Playtime
10. Step 1
In an effort to cram as much learning time in as possible, parents often over-structure their children's schedules. But allowing children time for unstructured play lets them be creative. It also allows children time to make mistakes, learn cause and effect, and do things that interest them.
11. Step 2
Don't worry if your child complains that he is bored. Boredom can be the catalyst for many creative activities. Support your child by asking him what he would like to do. If necessary, offer suggestions or open-ended materials, and say, "What should we do with these?" After a time, even the most ho-hum feeling child will find something to do, and his creativity will likely grow because of it.
12. Step 3
Provide plenty of down time. This is especially important for children who spend half their day at school. The school day is very structured, so allowing children time to just "hang out" can recharge their creativity.
1. Step 1
When we think of doing activities with children, we often think of a predesigned craft or art activity. We make a model and we say, "Make this ______." Or we supply children with coloring books and say, "Color this picture." However, giving children activities with only one way to complete them can stifle creativity.
By contrast, providing children with open-ended material, or materials to make something with no preconceived end-result, will help them use their own creativity. Good open-ended materials include playdough, paint, crayons, markers, and various colors and sizes of paper.
2. Step 2
Give them the materials and let them decide what to do with them. You might ask, "What should we make with these?" Resist the urge to draw or make something first, because children might feel they should do the same as you. As adults, our skills are much more refined than children's, leading them to possibly feel inadequate in their own burgeoning abilities when they discover they cannot quite model what we can do.
3. Step 3
Encourage children by commenting on what they are doing rather than making evaluative statements like "good job." You might say, "Look at the colors you are using!" or "Look how much fun you are having!" This non-judgemental stance will help them feel good about what they are doing, rather than doing and making things because this behavior pleases you.
Let Children Decide
4. Step 1
Children who are allowed to make decisions become more adept at problem solving. Opportunities to make decisions also allow them to be creative in the way they approach problems. This, of course, is for children who are developmentally capable of offering suggestions, but can begin as early as 2 years of age if the child has the verbal skills.
5. Step 2
When you are confronted with a problem concerning your child, ask, "What do you think we should do about this?"
6. Step 3
Listen to your child and give explanations for suggestions that will not work. However, if your child comes up with an idea that is reasonably acceptable, let him make the choice. Giving a child some amount of control over his world will also help him gain confidence in his abilities.
Limit Electronic Activities
7. Step 1
Remember that television, video games and computer time are all generally passive activities. They don't allow children to be an active participant, thereby limiting the use of their cognitive skills and creativity.
8. Step 2
Decide on an acceptable amount of time for your child to watch television or play on the computer. Discuss with her the times of day and the amount of time she will be able to watch. For instance, you might say, "We can watch two shows after school each day and then the television will be turned off."
9. Step 3
Watch and play the games with your children. Ask them questions about what they see or what they think will happen next. This will allow children to think about what they see, rather than just being passive observers.
Allow Unstructured Playtime
10. Step 1
In an effort to cram as much learning time in as possible, parents often over-structure their children's schedules. But allowing children time for unstructured play lets them be creative. It also allows children time to make mistakes, learn cause and effect, and do things that interest them.
11. Step 2
Don't worry if your child complains that he is bored. Boredom can be the catalyst for many creative activities. Support your child by asking him what he would like to do. If necessary, offer suggestions or open-ended materials, and say, "What should we do with these?" After a time, even the most ho-hum feeling child will find something to do, and his creativity will likely grow because of it.
12. Step 3
Provide plenty of down time. This is especially important for children who spend half their day at school. The school day is very structured, so allowing children time to just "hang out" can recharge their creativity.
Tuesday, March 30, 2010
Saturday, March 27, 2010
Tuesday, March 23, 2010
Best Foods for Kids
Although you don't want to get in the habit of forcing your kids to eat foods they don't like or make them "clean" their plates, there are lots of healthy foods kids like. Parents often overlook these healthy foods and go straight to what they think are more "kid-friendly foods," such as hot dogs, pizza, french fries, chicken nuggets, juice and soda.
Your kids would be much better off learning to avoid those types of high-calorie, high-fat foods with foods that are high in fiber, low in fat and have calcium, iron and other vitamins and minerals, including these healthful foods that most kids love:
Milk
It often seems like toddlers and preschoolers just can't get enough milk, but as they get older, many kids start to drink less and less milk. This probably isn't because they develop a distaste for milk, but rather because so many other drinks, including soda, fruit drinks and too much fruit juice, become available at home.
Milk is a good source of calcium, vitamin D and protein for kids and should be a part of every child's diet — unless they have a milk allergy. In fact, depending on their age, most kids should drink between 2 to 4 glasses of milk (low-fat milk if they are at least 2 years old) each day, especially if they aren't eating or drinking any other high-calcium foods.
Apples
Like most fruits, apples are are a great snack food. They are juicy, sweet (although some varieties are tart), have vitamin C, are low in calories (about 90 calories for a medium apple) and have about 5g of fiber for an unpeeled whole apple.
Unfortunately, apples are one of those healthful foods that can get turned into a "kid-friendly food" and lose a lot of their nutritional benefits.
Instead of giving their kids an unpeeled whole apple or a cut up whole apple, parents often give kids peeled apples, applesauce or apple juice as alternatives. Peeling the apple makes it lose about half of its fiber, and applesauce is also much lower in fiber than a whole apple and has more sugar and calories.
Peanut Butter
Although it would seem like a PB&J (peanut butter and jelly) would be a staple in most homes, many parents are avoiding peanut butter because of the worry about food allergies and because it is supposedly high in fat. Peanut butter is relatively high in fat, but it is mostly mono- and- poly-unsaturated fat, so it is better than the saturated fats that are found in many other high-fat foods.
Reduced fat peanut butter is also available, or if you choose a vitamin-fortified brand, such as Peter Pan Plus, it also provides your child with vitamin A, iron, vitamin E, vitamin B6, folic acid, magnesium, zinc and copper, in addition to being a good source of protein.
Yogurt
Yogurt is a healthful food for kids, especially for kids who don't drink a lot of milk, as yogurt is a good source of calcium.
You make think that your kids are doing well with this one, because they already eat yogurt, but if all they eat is a kids' brand of yogurt with extra sugar and no added probiotics, then they may be missing out on some of the nutritional benefits of yogurt.
When choosing a yogurt for your kids, look for one with "live active cultures" that is low-fat and without a lot of added sugar. You may also look for one with added probiotics, although not all studies agree that they are helpful.
Tuna Fish
Fish can be a healthful food, unless your kids only eat fish sticks or fried fish sandwiches. Sometimes overlooked, tuna fish is a healthful fish that many kids like.
Parents seem to be serving tuna fish less often these days because of the concerns about mercury contamination, but it is important to keep in mind that like many things, tuna fish is OK in moderation. Even with the warnings, children are allowed up to two servings a week of canned light tuna or one serving of solid white albacore tuna.
Tuna fish is a great source of protein and provides omega-3 essential fatty acids and many vitamins and minerals. To make your child's tuna fish sandwich even healthier, use low-fat mayonnaise and whole wheat bread.
Breakfast Cereal
No, a bowl full of a sugary cereal is not a healthy breakfast, but many other breakfast cereals can be a healthy part of your child's diet.
When choosing a breakfast cereal for your kids, try to look for one you can't simply eat out of the box like candy. Good choices include whole grain cereal that is calcium fortified and has added fiber. Depending on the rest of your child's diet, you may also look for a breakfast cereal that provides extra iron and other minerals and vitamins.
In general, some healthful breakfast cereals that many kids like include Cheerios, Multi Grain Cheerios, Shredded Wheat, Wheaties and Total Raisin Bran. Add a chopped banana or strawberry to the bowl, and your kids will like it even more.
Eggs
So eggs are healthy again? For a while, eggs did get a bad wrap as causing high cholesterol, but most nutrition experts now agree that eggs can be a healthy part of your diet.
Eggs are a good source of protein and contain some iron and many other vitamins and minerals.
What about cholesterol? Eggs do contain cholesterol, but they do not contain a lot of saturated fat, which is the more important factor in raising a person's cholesterol level. Still, an egg every other day is fine for most kids.
Vegetables
Of course, vegetables are going to be on the list of the best foods for kids, but that doesn't mean tricking your kids into eating them or trying to force your kids to eat brussels sprouts, broccoli and spinach.
There are plenty of vegetables that kids do like, such as cooked carrots, corn, peas and baked potatoes. Cooked carrots can be an especially healthful choice as they are high in fiber, vitamin A, vitamin C and potassium.
Remember to introduce your kids to a variety of vegetables at an early age, offer lots of choices, set a good example by eating vegetables as a family and continue to offer very small servings of vegetables, even when your kids don't eat them. If you keep offering them, they eventually eat them.
Oatmeal
As much as infants enjoy oatmeal cereal, it is a little surprising that they grow up on white bread and other refined grains and don't often eat oatmeal and more whole grains.
You can combat that trend by serving your kids oatmeal, which many kids love, and more oatmeal foods and snacks (oatmeal cookies, oatmeal bars, etc.).
Oatmeal is a high fiber food that is good for your kids, just like most other whole grain foods.
Sunflower Seeds
Although eating sunflower seeds may seem like a bad habit of kids on little league baseball teams, they are actually a healthful food that all kids can enjoy — as long as they don't throw the shells on the floor and are old enough so that the seeds aren't a choking hazard.
Sunflower seeds are high in fiber and are a good source of iron. They also have a lot of vitamin E, magnesium, phosphorous, zinc and folate.
Although high in polyunsaturated and monounsaturated fats, those are the "good" fats. Sunflower seeds are low in saturated or "bad" fats.
Your kids would be much better off learning to avoid those types of high-calorie, high-fat foods with foods that are high in fiber, low in fat and have calcium, iron and other vitamins and minerals, including these healthful foods that most kids love:
Milk
It often seems like toddlers and preschoolers just can't get enough milk, but as they get older, many kids start to drink less and less milk. This probably isn't because they develop a distaste for milk, but rather because so many other drinks, including soda, fruit drinks and too much fruit juice, become available at home.
Milk is a good source of calcium, vitamin D and protein for kids and should be a part of every child's diet — unless they have a milk allergy. In fact, depending on their age, most kids should drink between 2 to 4 glasses of milk (low-fat milk if they are at least 2 years old) each day, especially if they aren't eating or drinking any other high-calcium foods.
Apples
Like most fruits, apples are are a great snack food. They are juicy, sweet (although some varieties are tart), have vitamin C, are low in calories (about 90 calories for a medium apple) and have about 5g of fiber for an unpeeled whole apple.
Unfortunately, apples are one of those healthful foods that can get turned into a "kid-friendly food" and lose a lot of their nutritional benefits.
Instead of giving their kids an unpeeled whole apple or a cut up whole apple, parents often give kids peeled apples, applesauce or apple juice as alternatives. Peeling the apple makes it lose about half of its fiber, and applesauce is also much lower in fiber than a whole apple and has more sugar and calories.
Peanut Butter
Although it would seem like a PB&J (peanut butter and jelly) would be a staple in most homes, many parents are avoiding peanut butter because of the worry about food allergies and because it is supposedly high in fat. Peanut butter is relatively high in fat, but it is mostly mono- and- poly-unsaturated fat, so it is better than the saturated fats that are found in many other high-fat foods.
Reduced fat peanut butter is also available, or if you choose a vitamin-fortified brand, such as Peter Pan Plus, it also provides your child with vitamin A, iron, vitamin E, vitamin B6, folic acid, magnesium, zinc and copper, in addition to being a good source of protein.
Yogurt
Yogurt is a healthful food for kids, especially for kids who don't drink a lot of milk, as yogurt is a good source of calcium.
You make think that your kids are doing well with this one, because they already eat yogurt, but if all they eat is a kids' brand of yogurt with extra sugar and no added probiotics, then they may be missing out on some of the nutritional benefits of yogurt.
When choosing a yogurt for your kids, look for one with "live active cultures" that is low-fat and without a lot of added sugar. You may also look for one with added probiotics, although not all studies agree that they are helpful.
Tuna Fish
Fish can be a healthful food, unless your kids only eat fish sticks or fried fish sandwiches. Sometimes overlooked, tuna fish is a healthful fish that many kids like.
Parents seem to be serving tuna fish less often these days because of the concerns about mercury contamination, but it is important to keep in mind that like many things, tuna fish is OK in moderation. Even with the warnings, children are allowed up to two servings a week of canned light tuna or one serving of solid white albacore tuna.
Tuna fish is a great source of protein and provides omega-3 essential fatty acids and many vitamins and minerals. To make your child's tuna fish sandwich even healthier, use low-fat mayonnaise and whole wheat bread.
Breakfast Cereal
No, a bowl full of a sugary cereal is not a healthy breakfast, but many other breakfast cereals can be a healthy part of your child's diet.
When choosing a breakfast cereal for your kids, try to look for one you can't simply eat out of the box like candy. Good choices include whole grain cereal that is calcium fortified and has added fiber. Depending on the rest of your child's diet, you may also look for a breakfast cereal that provides extra iron and other minerals and vitamins.
In general, some healthful breakfast cereals that many kids like include Cheerios, Multi Grain Cheerios, Shredded Wheat, Wheaties and Total Raisin Bran. Add a chopped banana or strawberry to the bowl, and your kids will like it even more.
Eggs
So eggs are healthy again? For a while, eggs did get a bad wrap as causing high cholesterol, but most nutrition experts now agree that eggs can be a healthy part of your diet.
Eggs are a good source of protein and contain some iron and many other vitamins and minerals.
What about cholesterol? Eggs do contain cholesterol, but they do not contain a lot of saturated fat, which is the more important factor in raising a person's cholesterol level. Still, an egg every other day is fine for most kids.
Vegetables
Of course, vegetables are going to be on the list of the best foods for kids, but that doesn't mean tricking your kids into eating them or trying to force your kids to eat brussels sprouts, broccoli and spinach.
There are plenty of vegetables that kids do like, such as cooked carrots, corn, peas and baked potatoes. Cooked carrots can be an especially healthful choice as they are high in fiber, vitamin A, vitamin C and potassium.
Remember to introduce your kids to a variety of vegetables at an early age, offer lots of choices, set a good example by eating vegetables as a family and continue to offer very small servings of vegetables, even when your kids don't eat them. If you keep offering them, they eventually eat them.
Oatmeal
As much as infants enjoy oatmeal cereal, it is a little surprising that they grow up on white bread and other refined grains and don't often eat oatmeal and more whole grains.
You can combat that trend by serving your kids oatmeal, which many kids love, and more oatmeal foods and snacks (oatmeal cookies, oatmeal bars, etc.).
Oatmeal is a high fiber food that is good for your kids, just like most other whole grain foods.
Sunflower Seeds
Although eating sunflower seeds may seem like a bad habit of kids on little league baseball teams, they are actually a healthful food that all kids can enjoy — as long as they don't throw the shells on the floor and are old enough so that the seeds aren't a choking hazard.
Sunflower seeds are high in fiber and are a good source of iron. They also have a lot of vitamin E, magnesium, phosphorous, zinc and folate.
Although high in polyunsaturated and monounsaturated fats, those are the "good" fats. Sunflower seeds are low in saturated or "bad" fats.
Thursday, March 18, 2010
Love Life !!
This the English version of Love Life video clip
Hope you guys treasure your life
and live your life to the fullness
and live your life to the fullness
Credits to
Gan Shy Cheat
(T1)
Support ya!!!
:D
Wednesday, March 17, 2010
Tuesday, March 9, 2010
Dads Blessings
A young man was getting ready to graduate from college. For many months he had admired a beautiful sports car in a dealer's showroom, and knowing his father could well afford it, he told him that was all he wanted.
As Graduation Day approached, the young man awaited signs that his father had purchased the car. Finally, on the morning of his graduation, his father called him into his private study. His father told him how proud he was to have such a fine son, and told him how much he loved him. He handed his son a beautifully wrapped gift box. Curious, but somewhat disappointed, the young man opened the box and found a lovely, leather-bound Bible, with the young man's name embossed in gold. Angry, he raised his voice to his father and said "With all your money, you give me a Bible?" and stormed out of the house, leaving the Bible.
Many years passed and the young man was very successful in business. He had a beautiful home and wonderful family, but realized his father was very old, and thought perhaps he should go to him. He had not seen him since that graduation day. Before he could make arrangements, he received a telegram telling him his father had passed away, and willed all of his possessions to his son. He needed to come home immediately and take care of things.
When he arrived at his father's house, sudden sadness and regret filled his heart. He began to search through his father's important papers and saw the still new Bible, just as he had left it years ago. With tears, he opened the Bible and began to turn the pages. And as he did, a car key dropped from the back of the Bible. It had a tag with the dealer's name, the same dealer who had the sports car he had desired. On the tag was the date of his graduation, and the words PAID IN FULL.
How many times do we miss Spirit's blessings and answers to our prayers because they do not arrive exactly as we have expected?
TODAY'S's affirmation: "Today I look beyond the obvious and allow miracles to be created in my life."
As Graduation Day approached, the young man awaited signs that his father had purchased the car. Finally, on the morning of his graduation, his father called him into his private study. His father told him how proud he was to have such a fine son, and told him how much he loved him. He handed his son a beautifully wrapped gift box. Curious, but somewhat disappointed, the young man opened the box and found a lovely, leather-bound Bible, with the young man's name embossed in gold. Angry, he raised his voice to his father and said "With all your money, you give me a Bible?" and stormed out of the house, leaving the Bible.
Many years passed and the young man was very successful in business. He had a beautiful home and wonderful family, but realized his father was very old, and thought perhaps he should go to him. He had not seen him since that graduation day. Before he could make arrangements, he received a telegram telling him his father had passed away, and willed all of his possessions to his son. He needed to come home immediately and take care of things.
When he arrived at his father's house, sudden sadness and regret filled his heart. He began to search through his father's important papers and saw the still new Bible, just as he had left it years ago. With tears, he opened the Bible and began to turn the pages. And as he did, a car key dropped from the back of the Bible. It had a tag with the dealer's name, the same dealer who had the sports car he had desired. On the tag was the date of his graduation, and the words PAID IN FULL.
How many times do we miss Spirit's blessings and answers to our prayers because they do not arrive exactly as we have expected?
TODAY'S's affirmation: "Today I look beyond the obvious and allow miracles to be created in my life."
Wednesday, March 3, 2010
Calories in food
Obesity in kids has reached epidemic levels. Experts estimate that 15% of kids are overweight and another 15% are at risk of becoming overweight. And two thirds of these overweight kids will become overweight adults.
Although a lack of physical activity and poor eating habits are a big part of this rise in childhood obesity, another big problem is that many children are simply getting too many calories, which are then turned into extra fat.
Although you usually shouldn't have to count calories each and every day, it can be helpful to know where the calories your child is getting are coming from. This is especially important if your child is already overweight.
Kids and Calories
In learning about calories in food, you are really just trying to make better choices between high calorie foods and healthier alternatives. Still, it can help to understand how many calories your child actually needs each day.
In general, kids who are:
• 1-3 years old need about 1300 calories each day
• 4-6 years old need about 1800 calories each day
• 7-10 years old need about 2000 calories each day
This Calorie Calculator can help you figure out how many calories your child needs each day, including for teens, and based on their activity level.
Calories to Avoid
Although all calories count, they do not all necessarily count equally.
For example, the American Academy of Pediatrics recommends that most children get about:
• 10 to 12 percent of their calories from protein
• 50 to 60 percent of their calories from carbohydrates
• 30 percent of their calories from fat, with a preference for monounsaturated and polyunsaturated fats
Although we all need calories from protein (4 calories/gram), carbohydrates (4 calories/gram), and even fats (9 calories/gram), you should limit the amount of calories your child gets from:
• saturated fats to less than 10% of total calories (about 14g if your child is on a 1300 calorie diet)
• trans fats to less than 1% of total calories
• solid fats (butter, lard, shortening, etc.) and partially hydrogenated vegetable oils
• added sugars (soft drinks, fruit drinks, candy, etc.), which you can usually identify on the ingredients list - sugar, high-fructose corn syrup, corn syrup, molasses, syrup, lactose, fruit juice concentrates, brown sugar, etc.
• low fat foods that are high calorie because of added sugar
Do all of these rules seem a little overwhelming?
If so, you can start off planning your child's meals from the food groups, learn to read food labels, and review the calories in various foods.
Although a lack of physical activity and poor eating habits are a big part of this rise in childhood obesity, another big problem is that many children are simply getting too many calories, which are then turned into extra fat.
Although you usually shouldn't have to count calories each and every day, it can be helpful to know where the calories your child is getting are coming from. This is especially important if your child is already overweight.
Kids and Calories
In learning about calories in food, you are really just trying to make better choices between high calorie foods and healthier alternatives. Still, it can help to understand how many calories your child actually needs each day.
In general, kids who are:
• 1-3 years old need about 1300 calories each day
• 4-6 years old need about 1800 calories each day
• 7-10 years old need about 2000 calories each day
This Calorie Calculator can help you figure out how many calories your child needs each day, including for teens, and based on their activity level.
Calories to Avoid
Although all calories count, they do not all necessarily count equally.
For example, the American Academy of Pediatrics recommends that most children get about:
• 10 to 12 percent of their calories from protein
• 50 to 60 percent of their calories from carbohydrates
• 30 percent of their calories from fat, with a preference for monounsaturated and polyunsaturated fats
Although we all need calories from protein (4 calories/gram), carbohydrates (4 calories/gram), and even fats (9 calories/gram), you should limit the amount of calories your child gets from:
• saturated fats to less than 10% of total calories (about 14g if your child is on a 1300 calorie diet)
• trans fats to less than 1% of total calories
• solid fats (butter, lard, shortening, etc.) and partially hydrogenated vegetable oils
• added sugars (soft drinks, fruit drinks, candy, etc.), which you can usually identify on the ingredients list - sugar, high-fructose corn syrup, corn syrup, molasses, syrup, lactose, fruit juice concentrates, brown sugar, etc.
• low fat foods that are high calorie because of added sugar
Do all of these rules seem a little overwhelming?
If so, you can start off planning your child's meals from the food groups, learn to read food labels, and review the calories in various foods.
Saturday, February 27, 2010
Mother's Sensitivity May Help Language Growth in Children With Autism Spectrum Disorder
ScienceDaily (Feb. 25, 2010) — A new study by researchers from the University of Miami shows that maternal sensitivity may influence language development among children who go on to develop autism. Although parenting styles are not considered as a cause for autism, this report examines how early parenting can promote resiliency in this population.
The study is published online this month and will appear in an upcoming issue of the Journal of Autism and Developmental Disorders.
"Language problems are among the most important areas to address for children with autism, because they represent a significant impairment in daily living and communication," says Daniel Messinger, associate professor in the department of psychology at the University of Miami (UM) College of Arts and Sciences and principal investigator of a larger study of infants at-risk for autism, which includes this study.
Maternal sensitivity is defined in the study as a combination of warmth, responsiveness to the child's needs, respect for his or her emerging independence, positive regard for the child, and maternal structuring, which refers to the way in which a mother engages and teaches her child in a sensitive manner. For example, if a child is playing with colored rings, the mother might say, "This is the green ring," thus teaching the child about his environment, says Messinger.
In this study, maternal sensitivity (and primarily, sensitive structuring) was more predictive of language growth among toddlers developing autism than among children who did not go on to an autism diagnosis. One possible explanation is that children with autism may be more dependent on their environment to learn certain skills that seem to come more naturally to other children.
"Parenting may matter even more for children with developmental problems such as autism because certain things that tend to develop easily in children with typical neurological development, like social communication, don't come as naturally for kids with autism, so these skills need to be taught," says Jason K. Baker, a postdoctoral fellow at the Waisman Center, University of Wisconsin-Madison, who conducted the study with Messinger while at UM.
For the study, 33 children were assessed in the lab at 18, 24, 30 and 36 months of age. Some of the children had an older sibling diagnosed with autism and were considered high risk for autism.
At the 18-month assessment, the researchers videotaped a five minute period of mother and child free play in which the mothers were asked to play as they would at home. Aspects of maternal sensitivity were scored on seven-point scales ranging from absence of sensitive behavior to extremely sensitive behavior. Children's language was assessed at 2 and 3 years. At the 3 year visit, when the children were old enough to be evaluated, 12 of children from the high risk group received an autism-spectrum diagnosis.
The study was funded by the National Institutes of Health. Its findings parallel previous treatment research indicating that when children with autism increase their connection to the environment they do much better, Baker says. Understanding the benefits of sensitive structuring in the development of language among young children with emergent autism provides scientific support for early intervention programs that focus on parent-child interactions. "We know that parenting doesn't cause autism. The message here is that parents can make a difference in helping their children fight against autism," Baker says.
Reference:
University of Miami (2010, February 25). Mother's sensitivity may help language growth in children with autism spectrum disorder.ScienceDaily. Retrieved February 27, 2010, from http://www.sciencedaily.com/releases/2010/02/100225101224.htm
Credits to Gan Shy Cheat (T1)
Support it ya!
=)
Tuesday, February 16, 2010
Kangaroo Care
Happy Chinese New year everyone!!!
I just found a video about Kangaroo Care
*interesting*
Hope it helps everyone to understand more
about the Kangaroo Care
~The End~
I just found a video about Kangaroo Care
*interesting*
Hope it helps everyone to understand more
about the Kangaroo Care
~The End~
Friday, February 12, 2010
Wednesday, February 10, 2010
Refreshment!
Ok! this has NOTHING to do with Child developement at all. This blog is getting more and more intense so i figure out why not posting a few non-related video once in a while to clear the mind for a moment? Enjoy.
*btw, Happy Valentine's Day and Happy Chinese New YEAR!
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