Resource on Parent Education - 循道衛理聯合教會亞斯理幼稚園 Asbury Methodist Kindergarten

Oral Muscle Development Training: Laying the Foundation for Language Skills

23/12/2024

Oral Muscle Development Training: Laying the Foundation for Language Skills Written by: Speech Therapist Ms Jenny T. Y. Kwok Every child’s language ability is different. Some children can speak various words by the age of one and form sentences by two, communicating effectively with others. However, some children develop their language skills more slowly. In fact, the development of oral muscles has a profound impact on both eating and language abilities. Parents can engage in various small games to train their children’s oral muscles, laying a solid foundation for their language development. Oral muscles include the muscles of the cheeks, lips, tongue, and jaw, which develop and improve with age and eating experiences. The strength, control, flexibility, and coordination of these muscles are crucial factors in a child’s ability to learn to speak. Daily meal times provide excellent practice opportunities. However, some cases involve children primarily eating finely chopped or pureed foods, which can hinder the normal development of their chewing abilities, affecting both eating and language development. Common issues include drooling and unclear or inaccurate pronunciation, so oral muscle problems must be addressed. Here are some simple games to train oral muscles, which we hope will improve children’s oral capabilities through fun activities, thus laying a strong foundation for their language skills. Blowing Practice How to Play: First, prepare a basin of water and position it between the parent and child, who should face each other. Fill the basin halfway with water and place a paper boat on the

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Open-ended questions help enhance children’s associative skills

23/12/2024

Open-ended questions help enhance children’s associative skills Written by: Pang Chi Wah, Registered Educational Psychologist Many parents hope to enhance their children’s thinking skills. In fact, as long as parents properly guide their children to connect some small things in life and then ask leading questions, they can consciously think about the things they see and related knowledge. For example, when children see an apple, let them think about what kind of object is also round or red; when they hear the sound of birds, they will think about what kind of animal can fly. Ask your child more questions that are not restrictive When parents ask children questions, do not force them to answer or ask for a definite answer, or even ask them to answer the question right away because they may still be thinking about it. Parents do not need to ask any restrictive questions and can ask whatever comes to mind, such as what kind of objects chopsticks are like and what kind of people wear uniforms like students. In addition to making them think more, parents can also think and discuss with their children as a parent-child activity, which helps to enhance their relationship. In addition to asking individual questions, parents can also allow children to answer questions with their siblings or friends. For children with higher ability, parents can let them answer more different answers; for children with average ability, they can answer fewer answers; for those with weaker ability, parents can

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Understanding Common Infectious Diseases in Schoolchildren

15/11/2024

Understanding Common Infectious Diseases in Schoolchildren Written by : Dr. Chiu Cheung Shing The weather in Hong Kong can be unpredictable, and combined with children’s weaker immune systems, they are prone to various illnesses. Moreover, children learn and play together at school, making it easy for infectious diseases to spread. Therefore, parents must have a certain understanding of common infectious diseases among schoolchildren to take necessary preventive measures and avoid infections. In Hong Kong, schoolchildren’s infectious diseases can be categorized based on their mode of transmission: Droplet Transmission Children can inhale droplets expelled by an infected person when they sneeze, cough, spit, or talk. They may also touch surfaces contaminated with pathogens and then touch their eyes, nose, or mouth, allowing the virus to enter their bodies and cause infection. Common illnesses include upper respiratory infections (commonly referred to as colds), influenza, and hand, foot, and mouth disease. Contact Transmission This occurs when viruses are transmitted through direct contact with an infected person’s body, such as skin-to-skin contact. The most common example is hand, foot, and mouth disease. Airborne Transmission Pathogens can remain suspended in the air for a period, entering the human body through the respiratory system without direct contact. Common diseases transmitted this way include chickenpox and measles. Hygiene-Related Infections Some infectious diseases arise from improper personal hygiene, such as urinary tract infections or gastroenteritis (commonly referred to as stomach flu). Handling Infectious Diseases When a child contracts any infectious disease,

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How to Make Good Use of “One, Two, Three”

15/11/2024

How to Make Good Use of “One, Two, Three” Written by: Doctor Cheung Kit I often see comments about parenting online and in newspapers. Many people believe that modern children are becoming increasingly difficult to control. For some reason, they seem to be getting smarter and more self-centered, so they don’t easily follow the guidance of their elders. Personally, I tend to be more conservative and believe that the main reason for children’s behavioral issues lies in our inadequate guidance as adults. In theory, no matter how intelligent a child is, as long as boundaries and rules are established early on, they can follow them well. Among various methods, today I want to discuss how to effectively use “One, Two, Three.” This method is particularly effective for young children because their responses are simply about following the rules they are given. The approach is that when a child exhibits inappropriate behavior, parents can count “One, Two, Three.” If the child does not stop after the count, parents should impose appropriate consequences. The benefits of this method include: When children hear “One, Two, Three,” they know their parents are serious. “One, Two, Three” is time-bound; children cannot use delay tactics. It is more effective than saying “Hurry up” or “Right now.” Children have time to complete what they might originally think is acceptable behavior, so it doesn’t feel too abrupt. Actually, before saying “One, Two, Three,” there is an implicit understanding between parents and children: Both parties

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Are You Fearful of Answering Calls from School?

15/11/2024

Are You Fearful of Answering Calls from School? Written by: Heep Hong Society Educational Psychologist Team During a parents’ meeting, Mrs. Wong expressed her fear of receiving calls addressed to her as “Mrs. Wong,” as they are usually from her son Didi’s class teacher. Each time, the call revolves around complaints about Didi’s unusual behavior in class—either he frequently leaves his seat or disrupts his classmates during lessons. On rare occasions when he stays in his seat, she hopes for some quiet, but within 15 minutes, he becomes active again, and his disruptive behavior resumes. The most frustrating issue for the teacher is Didi’s noticeable lack of focus compared to his peers. He cannot concentrate for long during lessons; even the sound of a classmate coughing or whispering is enough to distract him, especially in dull classes where his attention drops rapidly. Didi is also an impulsive child. There was an incident when a classmate sitting next to him accidentally kicked him, and he immediately retaliated with his fists. He often speaks without thinking, which frequently embarrasses those around him. Over time, not only do many teachers dislike him, but his classmates also find him very annoying. As a result, during recess, Didi often finds himself alone. Each day he comes home and complains to his mother about how unhappy he is because no one wants to play with him, and each time she hears this, her heart aches. She patiently talks to Didi, hoping he will realize

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