Are Preschools just Play Schools?

The worth of a preschool education is often undervalued. This is understandable, given that as parents, most of us will not be privy to research that would tell us otherwise.

Early childhood is seen as a time for play and learning basic skills such as walking, talking and interacting with other children. And generally, this is what many parents perceive a preschool is supposed to deliver.

However, if you were to take into perspective a child's learning journey, let's say up to university, the most critical learning years is actually in their first three years of childhood.

Research has consistently shown that the first three years of life are critical to the emotional and intellectual development of a child. During these early years, 75 per cent of brain growth is completed.

While we all acknowledge the importance of caring and nurturing children, many are unaware of the extent to which this can affect future development in the ability to think, speak, learn, and establish relationships. In fact, success in school and the workplace can be attributed to the experiences we gain in the first three years of our lives.

Parents who are aware of this research-based fact are always eager to enroll their child in a preschool that can give their child a head start in life.

But how do you begin to determine which preschool is right for your child? This obviously requires a fair bit of ground work. The good news is that parents in Singapore have a lot of choice when it comes to quality preschools.

Here are some tips on helping in your decision-making process.

1. Do your research

Taking the time to do research will help you make a better informed decision. Talk to other parents for their feedback, but do also speak to the preschool's staff members who should be happy to address your questions. Preschools usually have an open door policy, so it's advisable to visit the preschool for a first-hand experience of how it is run.

2. Holistic development

A curriculum of a high standard should firstly be grounded in sound research and be revised frequently to meet the changing needs of the child. It should be balanced and foster not only cognitive skills but the holistic development of a child.

Children should be exposed to more than academic subjects such as math, science and language lessons. Art, for example, can enhance their sense of aesthetics and creativity, while learning about the environment can develop their love for nature and sense of social responsibility.

A mix of independent learning and project-based activities can help children develop critical thinking skills alongside social and emotional skills.

As a parent myself, I believe that it is important to select a preschool that aligns with your own values and parenting style. At the same time it should suit your child's personality and individual needs.

In my many years at Learning Vision, I have witnessed tangible benefits from a holistic and rigorous curriculum. Past students have grown into dynamic and confident individuals, well-equipped for higher education. The teaching programme was planned around their interests and hands-on learning - developing their critical thinking and a healthy disposition towards learning.

3. The quality of teachers

The Ministry of Education's guidelines require all teachers to have minimum academic qualifications and at least a Certificate in Pre-school Teaching (CPT). Some preschools require their teachers to have degrees or diplomas in early childhood education.

As important as qualifications are, it is essential that teachers also have passion and dedication to care for young children and develop their full potential. Teachers are most effective when they build strong relationships based on mutual trust and respect with their young students. This gives the children the confidence to express their opinions or share their problems. As parents, looking out for these intrinsic attributes of the educators can prove to be rewarding.

As an educator, I place passion, patience and resilience as key to nurturing children of different personalities and talents.

4. Can parents be involved?

They must be involved. Parental involvement is essential to the development of children, and preschools should foster strong partnerships with them. Find out how frequently teachers update parents on their children's progress and the type of parent activities or support groups that are available.

5. The environment, meal plans and other considerations

Safety and hygiene are primary factors that all preschools should have. This addresses the risk of having accidents and infections.

Parents should also consider how preschools design the environment and use resources when they visit one. Learning spaces that are well-designed and maximised will encourage and foster creativity in children. Children should have learning resources such as toys and craft which stimulate curiosity and discovery.

Make sure that the meal plans are healthy and nutritious. While there are guidelines in place for this, a preschool that factors in healthy eating choices as part of the curriculum can foster positive life-long habits in the child.

The preschool years should be an enjoyable experience for your child. Get your priorities right and choose a preschool that enhances your child's unique abilities while cultivating a life-long love of learning.

Article by Rabiatul Adawiah. Rabiatul Adawiah is the Managing Director of Learning Vision, an established early childhood education provider. She has over 15 years of experience in the industry and has been instrumental in developing high professional standards within the organisation. She has a background in Early Childhood Education, Economics and Marketing.

FYI I'm going to Mindchamps JTC and Daddy and Mummy are very fine with the school and I love my time there!

25 reasons to read more books

This article is for people of all ages to start picking up a book but Daddy and Mummy both believes in starting young. Haven't been to a library in a while, hopefully when the new library opens at the Clementi Mall, we can go pick up some nice reads!



1. Reading is an active mental process
Unlike TV, books make you to use your brain. By reading, you think more and become smarter.

2. It is a fundamental skill builder
Everyone needs books to help explain stuff. They help clarify difficult subjects and provide information that goes beyond classroom discussion.

3. Improves your vocabulary
We all know reading expands your vocabulary of words, just like how teachers in primary school told you to read more to improve your English.

4. Gives you a glimpse into other cultures and places
Reading about a place is the next best thing to going there yourself. No money to travel? Then borrow a book.



5. Improves concentration and focus
Reading can be exercise for the brain. It also allows you to take your mind off other things for just a moment.

6. Builds self-esteem
Becoming an expert in a topic you've been reading up about makes you feel good, especially when this makes others sit up and take notice when you speak.

7. Improves memory
Reading, although not a game, helps you stretch your memory muscles in a similar way, requiring you to remember details, facts and figures and in literature, plot lines, themes and characters.

8. The book is usually better than the movie
More often than not, a book provides more colour and detail than a two and half-hour visual feast can.

9. Learn anywhere
Books are portable. You can take them almost anywhere. As such, you can learn almost anywhere too.

10. Improves creativity
Reading books exposes yourself to new and more complete information, you will also be able to come up with more creative ideas.

11. Gives you something to talk about
Have you ever run out of stuff to talk about with your best friend, wife or husband? This can be uncomfortable. Reading gives you topics to discuss, plots to share, etc. The possibilities are endless.

12. Books are inexpensive entertainment
Visit your neighbourhood libraries to get hours of entertainment, for free. Compared to the price of a movie ticket these days, it's a steal.



13. You can learn at your own pace
There are no teachers hanging over your head, no classes to rush to. You can read and learn on the bus, train, basically anywhere.

14. New mental associations
Reading expands your depth and breadth of knowledge and your ability to form new associations you never knew existed.

15. Improves your reasoning skills
Books for professionals contain arguments for or against the actions. Seeing both sides of the argument will improve your ability to dissect an issue and form an unbiased opinion.

16. Builds your expertise
Canadian self-help author Brian Tracy has said one way to become an expert in your chosen field is to read 100 books on the subject. He also said by continuing the same for 5 years you’ll become an international expert. With the Internet and blogs, you could hone that time down to 2-3 years if you follow through.

17. Saves money
Apart from saving money on entertainment, reading allows you to learn from others' sometimes painful (and expensive) mistakes. As the saying goes, hindsight is always 60/60.

18. Decreases mistakes
See point 17. With the wisdom that books can provide, you are less likely to make mistakes.

19. You'll discover surprises
Books can surprise you with information you never knew. It's nice when something can make you open your eyes in wonder, and fill you with excitement that you can't wait to share that knowledge with someone else.



20. Decreased boredom
Nothing to do on the train? Read. Waiting for a bus? Read. Twiddling your thumbs while waiting for your date? Ditto. Enough said.

21. Can change your life
Information learnt from books can be useful, some pleasantly surprising. Some information can be so impactful that they may change how you view the world, forever. It's no wonder so many people hold their favourite books dear to their heart.

22. Can help break a slump
If you're a writer, it's called writer's block. Books can be a brilliant source of inspiration to lift you out of that slump! Just as long as you pick the right book.

23. Reduces stress
Many avid readers unwind by reading. If all it does for you is put you to sleep at the end of a stressful day, well, that works too.



24. Gets you away from digital distractions
Books are good form of 'traditional' entertainment. Sometimes, nothing beats getting away from the computer or your mobile, and curling up in bed with a good book in hand.

25. You can make more money
Reading can increase your expertise in an area, and lead to better pay and opportunities. As they say, knowledge is power.

I love fruits

I love eating all kinds of fruits and Papa says that's good! So apart from the 'common' apples and orangesPapa also exposes me to all sorts of other fruits, including some 'superfruits' which are supposed to have greater health benefits than other fruits. To Papa, 'superfruits' are just another marketing ploy to make people buy more such exotic fruits and at higher prices. Papa have never heard of any fruit being bad for anybody (except maybe durians and jackfruit, but that's a matter of taste) so, Papa believes in a varied diet of fruits and without saying one type of fruit is 'super' and another is 'not-so-super', it is good to know some fun facts about certain types of fruits and how fruits are good for you.


Kiwi: A single kiwi is said to supply more than the normal daily adult requirement of vitamin C.


Goji Berries (Wolfberries): It contains carotenoids that act as antioxidants to protect the retina of the eye.


Cranberries: It contains antioxidants(proanthocyanidins) that prevents or treats urinary tract infections. Also has anti-cancer properties


Avocado: It contains healthy monounsaturated fat, which has been linked to a reduced risk of cancer, heart disease and diabetes.


Blueberry: It is said to be an anti-ageing superstar that is loaded with antioxidants to improve vision and brain function.


Dates: Rich source of Vitamin C, nutrients and energy. Also contains mineral such as iron, copper and magnesium, which boosts the immune system and promotes hair growth.

Making me and Didi hungry already...

8 Brain Boosters

You might think that labelling some of the things you eat as 'brain food' might be stretching it a bit.

However, many scientists and nutritionists believe that foods you eat can directly affect the way your brain performs, that you can boost your intelligence quotient (IQ), focus your concentration, sharpen your memory and keep your mind young.

They may also have an effect on how children develop and grow.

So are we what we eat?

Dr Ang Poon Liat, senior consultant paediatrician at the Paediatric Centre in Thomson Medical Centre, said that a person is 20 per cent genes and 80 per cent food.

To him, nurture supersedes nature and one should eat for several reasons.

'Purpose-driven eating is very important; you must eat for brain growth and development, to prevent cancer and to stabilise hormones,' he said.

Aside from breastfeeding, which has proved to increase the IQ of babies and children, the food you feed your kids can also determine their academic potential.

Dr Ang identifies eight brain foods which should be part of your child's diet. However, these are foods that will benefit you through life.

So eat up!



1: Fish

Why: Fish like salmon, sardines and cod are an excellent source of omega-3 fatty acids which are essential for brain growth and function.

Dr Ang says: Not just salmon, all types of fish are good. You can even take cod fish body oil, which is rich in vitamin A, to supplement your diet. Your brain is 60 per cent fat, so fish is a good source of that.



2: Eggs

Why: Other than being a great protein source, egg yolks also have a high amount of choline - a nutrient in the B vitamin family - which helps in memory development.

Dr Ang says: The best way to eat your egg is soft boiled. Frying or having it hard boiled destroys its protein, causing it to be allergenic.



3: Nuts

Why: They provide vitamin E and are also a source of antioxidants that protect the membranes of brain cells against free radicals.

Dr Ang says: Macadamia and almonds are recommended. Ground peanuts are less ideal because they often result in allergic reactions.



4: Colourful vegetables

Why: They provide high levels of antioxidants that keep brain cells strong and healthy.

Dr Ang says: Choose fresh products in a wide variety of colours to give you a range of antioxidants. Also, go for brighter and hence more intense antioxidants, which help prevent cancer.



5: Wholegrains

Why: Provides gradual release of glucose that the brain needs to function due to the fibre regulating its release. It also contains B vitamins.

Dr Ang says: The slower release process of glucose prevents glucose swings - the process in which a child is energised and then quickly becomes fatigued. These mood changes are unhealthy for a child.



6: Berries

Why: High levels of antioxidants, such as vitamin C, which can help prevent cancer. Some studies have also shown improved memory.

Dr Ang says: The best fruits are berries. Strawberries, blueberries, raspberries, blackberries and even cherries. They are less sweet and present less sugar problems; also, they have antioxidant values that are rated the highest.



7: Beans

Why: These provide energy from protein to complex carbohydrates which are good brain foods. Proteins are needed to synthesise the nucleic acid of brain cells.

Dr Ang says: Green beans and red beans are good. As far as soya beans go, it is best to consume fermented soya products.



8: Yogurt

Why: Good source of protein and B and D vitamins, which are vital for the growth of brain tissue and neuro-transmitters.

Dr Ang says: Yogurt is preferred over milk because a semi-solid food is a better choice for a growing child. Also, because it is fermented, it is also pre-digested and is easier for a child to process.

This story was first published in Mind Your Body, The Straits Times.

Rewards don't work

Are we actually achieving what we think we want by having an education system structured the way it is now, with its reward and punishment, or carrot-and-stick approach?

Research and science say no, but governments, social scientists and educationists have, for the last century, made the opposite choice. The current education system is stifling and eroding the one talent and skill that young people of the 21st century need most of all – the power of creative thinking.

Different types of exposure and experiences change the actual structure of brain development. You could say – with a very high degree of certainty – that children who grew up in the digital age have brains that are literally different from the rest of the human race. This will also cause different ways of thinking, and will have different demands for mental stimulation and sustenance. Most importantly, these brains will learn differently. Our children and students represent the first real generation who grew up nurtured by technology — surrounded by mobile phones, e-mail, Facebook, intelligent systems and digitised information — and their brains and minds have been programmed accordingly. To expect them to be comfortable with an education system that represents the remnants of the Industrial Age is not only crazy, but downright foolish!
 
The Candle Problem

There is a puzzle created in 1945 by a psychologist named Karl Duncker called the Candle Problem. Here’s how it works. Suppose I bring you into a room. I give you a candle, some thumbtacks in a box and some matches, and I tell you, “Your job is to attach the candle to the wall above that table, light the candle and ensure the wax does not drip onto the table. You cannot move the table.”

How would you proceed? Now, many people begin trying to thumbtack the candle to the wall, which does not work, of course. Some people have the perfectly logical idea of lighting the match, melting the side of the candle and trying to stick it to the wall. This also does not work. Eventually, most people figure out the solution: to place the candle on top of the box, using it as a platform and tray, ensuring the wax does not drip onto the table.

The key is to overcome what’s called Functional Fixedness — to see the box as something other than just a container for the thumbtacks. A scientist named Sam Glucksberg, who is now at Princeton University in the United States (US), conducted a similar experiment. This one shows the power of incentives. He gathered his participants and said, “I’m going to time you. How quickly can you solve this candle problem?” To one group, he said: “I’m going to time you to establish norms, averages for how long it typically takes someone to solve this sort of problem.” To the second group, he offered rewards: “If you’re in the top 25% of the fastest times, you get a hundred dollars. If you’re the fastest of everyone we’re testing here today, you get two hundred dollars.”

Question: How much faster did this group solve the problem? Answer: They didn’t. The second group took, on average, three and a half minutes longer! Now this appears to make no sense, right? If you want people to perform better, you reward them with bonuses, commissions – sweet carrots. But that’s not happening here. You would think that incentives are designed to sharpen thinking and accelerate creativity, but it does just the opposite. It dulls thinking and blocks creativity.

This experiment has been replicated over and over again, for nearly 40 years. The rule that is supposed to be “if you do this, then you get that” only works in some circumstances. This is one of the most robust findings in social science. It is also one of the most ignored. Many scientists have looked at the science of human motivation, particularly the dynamics of extrinsic motivators and intrinsic motivators. Our education operating system is built entirely around these extrinsic motivators — around carrots and sticks, exam results, promotions and scholarships. That’s actually fine for many 20th century tasks. But for 21st century tasks, that industrial age approach does not work — and often does more harm than good — as it psychologically increases dependence on outside motivators and negates free will, creativity and thinking skills.

Glucksberg did another experiment similar to the first, where he presented the problem in a slightly different way. This time the thumbtacks were lying on the table, outside the box. The same rules apply: attach the candle to the wall so that the wax doesn’t drip onto the table. Again, to the first group, he said that he was timing for normal population performance. To the second group, he offered “carrots”. This time, the carrot group performed far better than the first. Rewards work really well for those sorts of tasks, where there is a simple set of rules and a clear destination to go to.

Rewards, by their very nature, narrow our focus, concentrate the mind. For tasks like this, with a narrow focus – where you just see the goal and zoom straight ahead to it – they work really well. But for the real Candle Problem, the solution is not obvious. The solution lies in the fringes of your mind. You need to be looking outside the box. Everybody deals with their own version of the Candle Problem. For Candle Problems of any kind, in any field, those “if-then” rewards — the things around which we’ve built our education system — do not work. To make matters even more complicated, in the real world, we need to listen and collaborate with other people, which increases levels of complexity.  

A new approach

There is a mismatch between what science knows, and what governments and education systems do. If we really want high performance on the definitional tasks of the 21st century, the solution is not to entice people with a sweeter carrot, or threaten them with a sharper stick. We need a whole new approach. Scientists who’ve been studying motivation have given us this new approach, built much more around intrinsic motivation or around the desire to do things because they matter, because they’re interesting and because they are part of something important. That proposed new operating system for our education system orbits three elements: autonomy, mastery and purpose.

· Autonomy – the urge to direct our own lives.

· Mastery – the desire to get better and better at something that matters, derived from our own autonomous urges.

· Purpose – directing our mastery into a drive to achieve in the service of something larger than ourselves because we believe in a cause that is greater than our own.

Education systems are not trees. They are computers. Somebody invented them. It doesn’t mean they are going to work forever. Traditional education systems are great if you want compliance and people who do not know how to think. If you want engagement, and autonomy, mastery and purpose, self-direction works better.

This has been seen to work at Google, which implements something called 20 Percent Time, where engineers can spend 20% of their time working on anything they want. The employees have autonomy over their time, task, team, and technique. At Google, about half of the new products in a typical year are birthed during that 20 Percent Time. Another system is the Results Only Work Environment — the ROWE. It was created by two American consultants and is in place at about a dozen companies around North America. In a ROWE people don’t have schedules; they show up when they want. They don’t have to be in the office at a certain time, or any time — they just have to get their work done. How they do it, when, or where, is totally up to them. Almost across the board, these companies have seen increased productivity, worker engagement and worker satisfaction, and decreased staff turnover.  

Utopian view?

Now some of you might look at this and say, “Hmm, that sounds nice. But it’s Utopian.” There is proof. In the mid-1990s, Microsoft started an encyclopedia called Encarta. They had deployed all the right incentives. Professionals were paid to write and edit thousands of articles. Well-compensated managers oversaw the whole thing to make sure it came in on budget and on time. A few years later, another encyclopedia got started, with a different, “do it for fun” model. No one was paid a single cent. They did it because they enjoyed doing it. Now, if you had, just 10 years ago, asked anyone who would win out between these two different models for creating an encyclopedia, you would not find anyone who would have predicted the Wikipedia model.

This is the titanic battle between these two approaches. There is intrinsic (bottom-up) versus extrinsic (top-down) motivators. There is autonomy, mastery and purpose versus carrots-and-sticks. Who wins? Intrinsic motivation, autonomy, mastery and purpose – every single time.

The secret to high performance isn’t rewards and punishments, but that unseen intrinsic drive — the drive to do things for their own sake and the drive to do things because they matter. If we can get past this dangerous ideology of carrots-and-sticks, we can radically transform and strengthen our education systems.

* Parts of this article are adapted from Daniel Pink’s “Surprising Science of Motivation”.

Dr Theva is a senior lecturer at the School of Educational Studies, Universiti Sains Malaysia. Through this fortnightly column and the ENGAGE (Education for Sustainable Global Futures) programme at USM, he and his colleagues hope to help transform the landscapes of Malaysian schooling and higher education systems. He can be contacted at theva@usm.my.

-The Star/Asia News Network

Towards brain based learning

Same concept as Daddy's previous post on learning to read, just different context and different presentation (If Daddy want to write a book later in life, he needs to either learn how to write more professionally or in a more humourous and engaging manner..). This is off AsiaOne and plucked here



Neuroeducation is defined as an education system that is based on principles of the neurosciences. It results in an education system that is built upon how the brain works.

Technology and advances in science and research have enabled us to peer into the smallest workings of memory, learning, brain development and networks.

It only makes sense that findings of this new research be incorporated into new educational practices.

Knowledge of the learning process and memory formation is and should be crucial to teaching practices in learning spaces.

However, neuroscientists have differing opinions as to when neural circuitry and brain networks are formed. Some advocate that neural networks are formed in early childhood, and perhaps to the early teenage years, while others propose it to be a lifelong process.

The brain is born with lots of redundant circuitry and cells, and a "pruning" process takes place during the developmental stage. This process is crucial in order to maintain an efficient brain.

There appears to be consensus that maximum efficiency and performance is during early childhood.

Need for experts

Children's brains are most ready to learn and most eager for a high level of understanding and clarity. Therefore, childhood education should be delivered by the greatest expertise available.

This is because it takes masters to understand topics in such detail that they are able to simplify it for young learners.

For example, people with a degree in a specific field may be able to present the facts, but PhD holders have huge exposure, overview and details about a field. They are able to explain the forest first before talking about the trees.

Unfortunately, the world's education systems are built on models where the higher your qualification is, the higher your students' levels of education.

This same model also suggests that young children are taught by the least educated people - sometimes by people with no education at all.

What is clear is that the brain is an immensely complex machine, and incorporating learning and memory mechanisms into the subject matter only serves to greatly increase this complexity.

The areas of research and findings in neuroscience that could potentially have the greatest impact on educational practices are:

Emotional states: Fear and anxiety hinder learning




Learning is enhanced by intellectually stimulating and challenging environments, and it is inhibited by environments that elicit fearful responses.

While teachers and other stakeholders cannot hope to control and minimise all negative factors, teachers should strive to maintain these levels as low as possible.

"Relaxed alertness" is the state teachers should strive for in their learning spaces.

Cognition: Provide meaning and relevance



The entire workings of the learning brain is directed towards just one thing - to make sense. That is, to give meaning and relevance from the learner's perceptions.

Perceptions are closely tied to emotional states and types of intelligences, but the teacher needs to only understand one thing - you have to provide meaning and relevance to the activities in your Learning Space.

Dietary concerns: Eat for your brain!



The Omega 3 oils and levels of glucose/insulin in the bloodstream have a great impact on the formation of neural networks and the metabolism of the brain.

Omega 3 oils are the building block of the brain, while the presence of high levels of sugar and insulin work to retard brain growth.

Too much sugar and refined flour will result in elevated insulin levels followed by insulin crashes, which block the formation of new neural pathways and networks.

This should be understood and applied by caregivers, teachers and learners to maximise learning.

Information processing: Help them make connections



Knowledge - be it in problem-based learning, outcome-based education or case studies - must be built and presented in orders of complexities and meaning.

Learners must be able to see current information in the context of previous experiences, and make the necessary connections in order to understand the information.

Theories, facts and data cannot be presented in isolation, as learners must be able to rely on an existing "filing system" in their heads in order to process new knowledge, skills and talents.

Multiple intelligences: Every child is different



Howard Gardner popularised the theory of multiple intelligences and since then, this theory has provided an excellent model of how to reach students.

Although it is not practical to suggest that every lesson be taught in eight different ways, teachers should try to present different methods and perspectives for different subject matters, rather than to stand lecturing at the centre of the classroom during every lesson.

Perceptions in learning spaces



The brain has been shown to work at many different levels and to perceive many different stimuli and events occurring simultaneously, through the different senses - be it at the conscious or subconscious levels.

Teachers should not underestimate the power of the brain, and should cater to the brain's ability for complexity and provide learning instruction that will create opportunities for the learner to assimilate, analyse and understand subject matter in his learning space.

Evaluations versus examinations: Give timely feedback



Evaluations should measure for understanding, not success or failure. It should also be a learning mechanism that provides real-time feedback so that learners know immediately when mistakes have been made.

This plays a role in long and short term memory formation, and the potentiating of neural networks.

Memory-based evaluations, that are equivalent to rote learning, are the antitheses of a properly-planned learning space. Examinations that present results after a few weeks, or even a few days, are probably even more destructive.

Intervention into learning disorders



Teachers should recognise early signs of learning disorders, that could easily be mistaken as inattentiveness, laziness or plain misbehaviour.

Learning disorders are most easily addressed at a young age, and early intervention can be applied so that the vital phase of learners' lives are not spent in misery and constant punishment cycles due to unrecognised problems.

Education evolution



Human beings are habitual by nature, and education systems as they are, are our worst habit.

Knowledge, technology and our brains have evolved drastically, so why are we using education models from a thousand years ago? Malaysia has always been poised for greatness, but our education has been holding - and almost pulling - us back.

There is no longer an excuse for us to say that Malaysia's racial politics is a sensitive issue, and that the education system is closely tied to it. We have a Prime Minister who is supplying the political will, and we have to grab the opportunity.

Dr Theva is a senior lecturer at the School of Educational Studies, Universiti Sains Malaysia. Through this fortnightly column and through the revolutionary ENGAGE Programme - Education for Sustainable Global Futures - USM has started, he and his colleagues hope to help transform the landscapes of Malaysian schooling and higher education systems. He can be contacted through theva@usm.my.

Learning to Read

Daddy went to a parenting talk conducted by MindChamps which was about Reading and how to get your kids to be a lifelong reader. Daddy is trying to give his own two cents worth on the topic on my blog for future reference. Here goes:

Reading at all stages is about understanding and applying. Which means it is not just about the words but the use of the words in the proper context, otherwise it is just sounds. Flashcards and words being read individually does not help the child to ‘hold’ the words in their heads and use it in the right way. Learning to read in that way is like giving the child pieces of bricks and expecting them to build a wall. Without first exposing the child to a wall and showing how the bricks fit together to form a wall, it is difficult to expect the child to build a wall correctly.

There are 5 key aspects of reading
1) Phonemic awareness (the flow of reading)(the different emphasis within a sentence)
2) Phonics (the sound of every letter and its blend with other letters in a word)
3) Fluency (no breaks in thought)
4) Vocabulary (exposure to different words and different structures)
5) Comprehension (how you piece it all together)

An expert reader is able to decode the words they read and its context automatically and read it with proper understanding, pronunciation and accents. The prcoess is so wried itno our barins taht eevn if teh wrods tehmsevles dont mkae snese, the raeder is sitll albe to undresntad the messgae. (The process is so wired into our brains that even if the words themselves don’t make sense, the reader is still able to understand the message)

Looks alien but amazing, most adults are still able to read it smoothly anyway.

This of course explains how people are able to read in chat language like Omg, ltns! Lets catch up k but I gtgn, busy im with my bff now, so cu n ttyl? (Oh my god, Long time no see! Lets catch up okay but I got to go now, busy on instant messenger with my best friend forever now, so see you and talk to you later?) It is just a matter of reading in a different context and structure.

If you could not understand any of the above illustrations, it is okay because it is not proper English but if you could, it just means that your brain has built up sufficient specific vocabulary and comprehension of the proper context to make sense of the sentence.

Brains are amazing processors able to decode tremendous amounts of information but why do some information seem easier to process and remember than others? Because in the process of decoding information, the brain always refers back to previous experiences and patterns to give a flow and meaning and structure to the piece of information. Lots of people start learning the alphabet via the alphabet song, which gives a good structure for ‘sticky memory’. Try singing the ABC backwards or to any other tune and it does not work so well. A child may not understand and use the alphabet yet, but they are already experts in the alphabet song because the more they listen to or sing the song, they are reinforcing a pattern and they become an expert locking the song into their memory.

‘Use it or lose it’ Do anything long enough and you pick up the expertise in that skill, whether it is reading and languages or anything else. So in short, the more you read, the better you would be in reading. Yet how is this information different from rote learning where you can recite a whole passage of Shakespeare for the sake of passing an exam but have no idea of its meaning and you forget it straight after the exams? This goes back to how the brain works. It sees patterns, it makes patterns, it understands the patterns, and it uses patterns in relating to and decoding new pieces of information. The act of reading itself is a pattern that the child can associate with positive happy thoughts or negative stressful thoughts.

A rote learner is like a piano player who is technically proficient but never plays a piano later because he is so sick of the stress and endless repetitions of the same scores to pass the exams and never wants to hear the same tune ever again. The learning does not 'stick'. A lifelong learner is like a Michael Jordan who practises his basketball shots everyday not because he has to but because he wants to, and he enjoys the process. It is so entrenched he can shoot a freethrow with his eyes closed.

How can a parent gain from this knowledge and guide a child to enjoy reading from the start? Good reading habits and attitudes, once formed are hard to alter. (That is the obvious point so how to correct poor reading habits and attitudes is probably a topic Daddy would discuss at length with other speakers in the future) Long before a child can read, (Reading requires comprehension, fluency etc and it is more than parroting words so proper reading usually starts between 5 to 7 years) the child can start to enjoy the act of reading and being read to. It starts with the parent spending quality time with the kids, interacting and bonding with the child over books, any books.

Start with reading things that catches the child’s interest, lots of pictures and sounds, like nursery rhymes, and things that they can pick up easily. Its all about the visual and audio stimulation at the start. The scope can then broaden to anything that catches the parents interest as a child can easily detect when a parent is not interested in the reading and they would switch off as well. Engage the child in cozy, close interaction. When the child is ready to let their imaginations soar, expose them to a broad variety of books and they can explore by themselves.

As a guide, the speaker recommends 1000 hours of reading before the child attends primary school. Given that a child attention span is probably half hour to a full hour per session, it means starting a child at 2 for 5 years to complete before 7 years old, at an average of 200 hours a year. If you can do it, great! But it sounds incredible and Daddy also reminds that reading should not be a stressful event of clocking up the hours. Think positive, think Fun Fun Fun!

Cheers to lifelong readers and hope that Daddy’s writing style has been entertaining enough to have managed to retain your attention until now.