THE STAR, TUESDAY 1 MARCH 2016

special

The right start

THE STAR, TUESDAY 1 MARCH 2016

2 bright kids

No limit
to learning
ALMOST all preschools focus on basic language, mathematics and
skill development. However, many have also come up with
interesting lessons that integrate atypical early education subjects.
Here are some such programmes:
Category

Options for
early education
By THERESA BELLE
THE idea that preschool should
be a place for learning from
interactions, experiences and
activities is not a new one.
Teachers have supported the
notion that preschool education
should allow children to express
themselves through play since
Pedagogue Friedrich Frebels
renowned work in the 1800s.
Frebel was the first to recognise
that children have unique needs
and capabilities, and this notion
set the foundation for modern
education.
In recent years, governments
around the world have given
early years education more
status and scientific research
has provided evidence to support
what early years specialists
have been saying for years
children learn best through

hands-on, fun experience and

learning-focused environments,
says Amy Edwards, leader and
teacher of the early years
programme at Nexus International
School (Nexus).
Today, this interpretation of
preschool education sets the basis
of learning in most early years
centres.
With various specialisations and
learning styles, private and
international centres are
increasingly adopting innovative
learning methods and widening
the scope of classroom activities
to enhance opportunities for
development across a much
broader spectrum.

Unique constructs
Besides public and private
centres, many international schools
also have their own preschools that

adapt the early years curriculum of

their country of origin.
For example, the British Early
Years Foundation Stage (EYFS) and
Australian Early Years Learning
Framework can be found in
international preschool modules in
Malaysia.
Most international preschools
adapt the International Primary
Curriculum (IPC), which is
recognised as the foremost early
education curriculum around the
world.
IPC combines six core content
learning areas, which are language
arts, socio-emotional, numeracy,
creative arts, sciences and motor
skills.
Schools also commonly combine
one or more curriculum type to
design programmes that are
unique to them.

> SEE PAGE 4

Preschool

Fitness or
martial arts

Brainy Bunch International Islamic

Montessori (except Putra Heights branch)
Eaton School House (gym, swimming)
Nuhs Ark Islamic Montessori (gym,
swimming, aerobics, archery, horse riding)
Q-dees (Gymflex)

Music

Brainy Bunch International

Islamic Montessori

Cultural and
world studies

The Childrens House (exposed to cultures

through celebration of festivities)
Nuhs Ark Islamic Montessori
(geography, history)
Modern Montessori International
(geography, history)

Cooking

Smart Reader (Kindercooking)

REAL Kids (in kindergartens)

Natural sciences
and technology

Modern Montessori International (nature

studies, botany, zoology)
Nuhs Ark Islamic Montessori
(biology, science)
Safari Kid (part of curriculum, with Tech
Safari programme for children three years
old or older to learn about and interact
with technology)

Source: schooladvisor.my

THE STAR, TUESDAY 1 MARCH 2016

bright kids 3

Nurturing qualified teachers

IF you are currently employed in a
preschool, public school, childcare
centre or other childhood care
facility, it is good to keep in mind
that under the 10th Malaysia Plan,
early childhood care and
education (ECCE) teachers are
being encouraged to meet a
minimum qualification standard
set by the Government.
The standard of ECCE teachers
plays a crucial role in determining
the quality of Malaysias future
generations.
In response to the number of
teachers in this segment who do
not possess any formal
qualification (93%), this plan
focuses on raising the standards
of ECCE teachers through
certification and training.
Subsequently, the
Malaysian Government
formulated the National
Policy for ECCE. Under this
policy, programmes have
been introduced to meet
the diverse needs of the
crucial early years
(newborns till the age of
six).
The policy was initiated
to:
l Provide children with a
foundation for healthy
growth and development,

The BECHE
programme at OUM
is fully accredited
by the Malaysian
Qualifications
Agency (MQA)
and recognised by
the Public Service
Department (JPA).
Dr Azhar Md Adnan

exposing them to activities in

nation-building
l Enhance their readiness for
primary school education
l Encourage initiatives that
will make early childhood
programmes more accessible,
especially to urban disadvantaged
children, through allocation of
funds.

ECCE at OUM
The Bachelor of Early Childhood
with Honours (BECHE) programme
at Open University Malaysia (OUM)
is designed to meet this need

and the needs of anyone in the

field of ECCE.
It is aimed at further developing
the specialist skills and knowledge
gained through the completion of
Diploma in Early Childhood
Education (DECE).
This is in line with the
organisations mission to widen
access to quality education
as well as provide lifelong
learning opportunities by adopting
an engaging learning environment
at a competitive and affordable
cost.
The ECCE formula at OUM was
built on the Governments initiative
to give the private sector the lead
in developing high-quality ECCE
programmes.
All programmes at OUM,
including its ECCE programmes,
are fully accredited by the MQA.

The BECHE programme

The subjects encompassed
in the BECHE programme cover
a wide array of areas, including
child psychology, play and
physical therapy, health and
nutrition, creative movement, and
moral development.
In addition, OUM offers BECHE
learners two electives: music and
special needs education.

Learners who have fulfilled all

course requirements are
qualified to undergo industrial
training.
One of the great things about
taking up BECHE at OUM is that
learners can perform their
industrial training at their own
respective centres.
They do not need to travel
out of their location or move
to a different childcare centre
for it.
Dr Azhar Md Adnan, early
childhood care and education
expert at OUM, says Learners
can undergo training at their
own preschools or childcare
centres or suggest any relevant
centres that are established or
registered under the relevant
authorities.
If the need arises, we arrange
placements for our learners in
collaboration with certain
agencies and centres.
The May 2016 intake is now
open for registration.
To register, visit fastrac.oum.
edu.my or walk into any of OUMs
37 learning centres nationwide.

n For more information,

call 03-2773 2121,
e-mail enquiries@oum.edu.my or
WhatsApp 012-303 9934/35.

THE STAR, TUESDAY 1 MARCH 2016

4 bright kids

> FROM PAGE 2

At Nexus, for example, the IPC is
combined with the Problem Solving
(Mathematics) and Communication
(Literacy) strands of the EYFS.
We chose the IPC as we believe
learning happens when
developmentally appropriate
experiences are planned for and
scaffolded by experienced teachers.
The combination of the best of IPC
and EYFS allows us to ensure that
learners are challenged socially,
emotionally and academically, says
Edwards.

Individual exploration,
progress
The Montessori approach was
brought to Malaysia almost 30 years
ago by Nan Civel, founder of The
childrens house preschool chain.
Characterised by individual
learning and development through
freedom within limits, this method
shifted the role of teachers from
instructors to facilitators in the
classroom.
The approach recognises that

Foundations for the modern child

children have their own milestones
and must be given space in the right
environment with tools and
materials that help them achieve
these.
Besides The childrens house,
preschools such as Brainy Bunch
International Islamic Montessori and
Modern Montessori International
apply this unique preschool design.
This philosophy has inspired the
Reggio Emilia method, which is
named after the Italian town in
which it originated.
It is adapted at Odyssey, The
Global Preschool, where children are
encouraged to be involved and
immersed in learning by engaging,
experiencing and manipulating with
their hands.
Patrick Terence Lim, programme
specialist at Odyssey, says that the
montessori method develops
children to be curious, participative
and interested by involving them in
the planning process, the engaging
activities and creative expressions.

For example, our Little Chef

lessons help to make mathematical
concepts and scientific skills more
applicable to children as they mix
ingredients they measure and apply
heat to dough they create, they learn
to build on skills and concepts in
everyday situations. Learning in
context is the key to learning in
children, he says.
There are also other play-based
methods that nurture skills through
sensory activities such as the
Beaconhouse and Waldorf
approaches.

Creating new paths

In the 2013 study Preschool
Education in Malaysia: Emerging
Trends and Implications for the
Future, an upward trend was
observed among parents opting for
private and international facilities
for their childs first years of
education.
At this stage, the National

Preschool Curriculum
emphasises communication
skills, social skills and other skills
to prepare them for formal
education beginning in primary
school.
In these early years, learning
takes on a very fluid meaning as
children are not yet involved in
formal education.
Several circumstances affect
parents decision on when and
where to enrol their young ones
in preschool, including the skills
or experiences they want their
children to pick up.
For example, there are centres
with language immersion
courses for children to learn a
language such as Bahasa
Malaysia or Mandarin while they
are in the prime period for
language acquisition.
In recent times, religious
preschools (particularly Islamic
in Muslim-majority Malaysia)
that focus on fundamental
teachings and values have also
cropped up to cater to parents
who want faith education
incorporated in their childs
early years.
Islamic preschools such as
Genius Aulad and Nuhs Ark
Islamic Montessori, for instance,
offer Arabic and Quranic lessons.

Addressing current
needs
For Nitha Nathan and her
husband, enrolling their threeyear-old in an international
kindergarten was about

exposing him to social norms,

cues and interactions.
Two months into his time
at kindergarten, Nitha says her
son is not only mingling with
others his age, but also learning
how to be more considerate of
others.
There were some things that
were harder to teach an only
child at home, such as waiting
for his turn in a queue or sitting
down with everyone else for a
fuss-free meal.
At school with other children,
he is learning to make friends
and be more understanding,
she says.
The priorities and objectives
of preschool education are
definitely evolving to match
current needs, which Lim says is
important for 21st century
children.
Children these days are
bombarded with an imbalance
of visual stimulation via mobile
devices over the development of
other aspects such as physical
development, problem-solving
skills, social interactions and
verbal communication, which
are sorely neglected, he says,
implying the necessity of handson experiences that engage
children to think, reason,
interact, communicate and
negotiate.
We are preparing children
for a future we know little
about, thus instilling the
dispositions and attributes of
self-motivated lifelong learners
is integral.

Colourful
melting ice
THIS experiment examines how
quickly (or slowly) you can melt
ice using salt and some
watercolours.
It is a great fun learning
activity for preschool-aged
children to perform on a hot
day.
Children will not only learn
science, they will also practise
their reasoning and motor skills.
Make sure to ask questions and
discuss what is happening
to the ice as the experiment
progresses.
What you need:
Cake tin
Water
Salt
Watercolours or food
colouring
Paint brushes
Small spoons
Large baking dish
(optional)
Prepare ahead of time:
Freeze water in the cake
tin. Remove the block of
ice from the tin for the
experiment.
Fill an ice tray with
water. Mix in different
food colourings/water
colours to create a range

of colours.
Mix in some salt with
each batch of coloured
water.
Place the block of ice on
any surface or in a baking
dish to contain the
melting water.

What to do:
Pour some salt directly
onto the block of ice; it
will pop and crack. Why
does this happen?
Paint the block of ice with
the watercolours. Does
this speed up the melting?
Continue painting and
sprinkling salt onto the
ice. Cracks will form, into
which the watercolours
will seep. Talk about what
is happening and how it
looks.
How it works:
Salt lowers the freezing point
of ice where water usually
freezes at 0oC, it will now freeze
at -6oC (with a 10% salt solution).
This means that as the salt
dissolves into the water, it
lowers its freezing and melting
temperature, causing the ice to
melt more quickly than usual.

THE STAR, TUESDAY 1 MARCH 2016

bright kids 5

Primed
for life
THE first batch of Australian
International School Malaysia
(AISM) Year 12 students recently
completed a week-long Trinity
College Personal Leadership
Program at the University of
Melbourne.
The students, who are in their
final year of schooling, are due to
sit for their Australian Higher
School Certificate (HSC)
examinations in Malaysia in
September.
They were mentored
throughout the week by
university and college staff as
well as by high-achieving senior
students from University of
Melbourne and senior teachers
from AISM.
The partnership with
University of Melbourne was an
excellent opportunity for AISMs
senior students to explore
leadership capabilities, focus on
academic goals, and enhance
their teamwork and collaborative
skills.
The programme also helped
students become more aware of
the skills they would need when
transitioning to university study.
At the commencement of the
week, a blog was created to
provide families and teachers of
the Year 12 students with an
opportunity to see photographs
and comments from those
involved as the week progressed.
Sophie Cusworth, one of the
University of Melbourne student
mentors, wrote about the
students in the blog, saying, It is
a real pleasure having AISM
students here they are
enthusiastic, fun, hardworking
and insightful. What a great
group.
During the week at University
of Melbourne, AISM students
went through a range of learning
experiences that was designed to
help them explore their
individual potentials and unique
talents.
The activities included
seminars and workshops on
leadership, personal
development, problem-solving
and teambuilding skills.
Students were also treated to
drama communication sessions,
early morning tai chi classes,
rock climbing, a tour of the
University of Melbourne and city
sights and even a trip to the
theatre to see Georgy Girl the
Seekers Musical.
The programme gave us an
insight into the ups and downs of
university life and is especially
relevant to us during our final
year of schooling, says Praveen
Revi Chandran, who also
attended a two-week residential
summer school programme in
Oxford University two years ago.
We have received an
impeccable amount of knowledge
through the daily seminars in
this programme, which covered
topics crucial for university and
personal development.

Another students, Edly Elias,

loved the programmes focus on
learning about oneself and
friends.
The friendship among our
HSC Year 12 batch grew to a
whole new level as we bonded
with each other in an
environment outside of school,
says Edly.
This Year 12 Personal
Leadership Program is the
culmination of a range of
learning experiences the students
have garnered at the school.
In addition to the study of
individual subjects, the
Australian Curriculum
emphasises the need for all
AISMs Year 12 students recently went through a range of learning experiences through their week-long Trinity College
students to learn a range of
Personal Leadership Program at the University of Melbourne.
general capabilities to be
effective and contributing adults.
AISM ensures that students at
the school experience all that the
Australian Curriculum offers by
employing predominantly
Australian teachers who
understand the importance of a
truly holistic education for all
students.
Teacher Justin West feels
privileged to be a part of
the inaugural leadership
programme to University of
Melbourne.
AISM students challenged
themselves, worked hard and
supported each other as a group,
and I believe they gained so
much from the experience.
They were great ambassadors
of the school and, just simply,
impressive young men and
women, he says.
The school will also soon bid
farewell to the Year 11 cohort of
students to Western Australia
where they will experience
learning in an outback setting as
well as explore the marine
habitat in a coastal setting, both
settings near Perth.
Other year groups in the
Middle and Senior Schools will
be heading to neighbouring
countries to undertake
community service works and
cultural learning while students
in the younger years will extend
their transdisciplinary learning
by exploring important locations
in Malaysia.
AISM invites you to visit the
school during the Open Week
from March 14 to 19 from 10am
to 1pm.
The school is offering an
exclusive 50% discount on
admission fee for entry into Year
11 and an application fee waiver
for any applications received
during this period.
Various activities, including
curriculum talks, trial classes,
science experiments, iPad activity
and storytelling, will be
organised for parents and
children.

n For more information, visit

www.aism.edu.my/open-week or
e-mail events@aism.edu.my or
call 03-8949 5000.

THE STAR, TUESDAY 1 MARCH 2016

6 bright kids

Building a firm learning base

AS the leading provider of early
childhood education in Malaysia,
Smart Reader Worldwide has
produced top-quality and effective
programmes conducted in English.
Besides the Smart Reader Kids
Intensive English Programme (IEP)
that has become one of the popular
programmes for children to
sharpen their English language
skills, the organisation recently
launched the Smart Speaker_
Writer Series.
Siti Nori Nor
Anuar with
her son Aryan
Ammar from
Smart Reader
Kids Taman
Sri Hartamas.

The IEP programme focuses

on skills in reading, writing,
vocabulary development, spelling,
communication and public
speaking.
The learning outcomes are
impressive as young learners are
able to speak fluently, read and
write accurately, and express
feelings and opinions
independently.
The newly launched Smart
Speaker_Writer Series addresses
the public speaking and creative
writing skills of children.
Through the
programme,
children learn to
present organised
thoughts and
ideas as well as
write with the
correct
grammar
based on
picture
cards of
different
themes.
The
programme
is offered at
all Smart
Reader
Kids and
licensed

tutorial centres.
Siti Nori Nor Anuar, mother of
five-year-old Aryan Ammar, finds
the IEP programme to be effective.
Since the day her son joined the
programme, she has been amazed
with his progress in the English
language.
I noticed that my sons
vocabulary improved and he was
able to use many new English
words within six months, says Siti
Nori, who enrolled Aryan in Smart
Reader Kids Taman Sri Hartamas.
Understanding the need to
provide a strong English
foundation for her five-year-old
daughter, Mazuin Abdul Rahim
made the decision to enrol
Syameen Aryssa Shahrul
Nizam in Smart Reader Kids
Damansara Heights.
Prior to joining the Smart
Reader Kids and IEP
programmes,
Syameen was an
incredibly shy girl.
However, after
Emma Abd
Majid with her
son Ahmad
Daniel
Haqeem from
Smart Reader
Kids Dataran
Selayang.

four months in the IEP

programme, I am pleased to say
that her transition has been
smooth-sailing.
She enjoys her English lessons
there due to the encouragement of
her teachers. Now, she likes to
communicate with her friends in
English. She also has the
confidence to participate in singing
and dance performances, says
Mazuin.
Emma Abd Majid is happy to see
her son learn new things and enjoy
himself at Smart Reader Kids
Dataran Selayang.
Six-year-old Ahmad Daniel
Haqeem has shown remarkable
progress in reading, writing and
spelling in English.
Taught creatively, the IEP
lessons help expand my sons
vocabulary while also encouraging
the correct contextual usage of the
English language.
The developmental activities
and creative learning methods also
encourage students to develop
their social, intellectual and
emotional potential, says Emma.
The educational programmes
offered by Smart Reader
Worldwide are Smart Reader
Kids, Smart Reader Kids Islamic,
Smart Reader Kids Mandarin
Medium, Smart Reader Kids

Intensive English Programme and

Smart Reader Kids++ franchise
programmes.

n For more information, call

03-6279 5555 or the SMARTLine
at 1300 885 555 or visit
www.smartreader.edu.my.
Mazuin Abdul
Rahim with her
daughter
Syameen Aryssa
from Smart
Reader Kids
Damansara
Heights.

THE STAR, TUESDAY 1 MARCH 2016

bright kids 7

elc International School prides itself in hiring qualified and passionate educators.

The noble
profession
THE lack of qualified teachers is not an
issue unique to Malaysia; this shortage is
experienced across the world.
Many schools have had to look at hiring
degree holders with no teaching
experience or educational qualifications.
The net is being cast far and wide to
recruit a new generation of teachers to
cope with the increasing number of
students.
Loo Chuan Kian, senior assistant of the
secondary division at elc International
School, says, We need to find teachers
with good subject knowledge. This matters
not only because at the top of the ability
range, you need to be able to stretch
pupils, but also because teachers with good
knowledge tend to make lessons for
younger children more interesting.
Subject knowledge is a prerequisite for
any discipline of teaching, but that alone is
not enough.
Sheela Raghu, principal at elc, says,
Sound subject knowledge can only go so
far. A teacher has to have the tools for
delivering a subject. For that, she needs to
have an awareness of the methodology of
teaching and learning.
Nithiya Kala, head of languages and
literature, adds that learning is now more
student-centred and activity-based rather
than being didactic-based.
Essentially, teachers need to have the
tools to engage students and get them to
take charge of their own learning process.
The main challenge nowadays is to be
able to keep students motivated and
focused, says head of the mathematics
department Catryana Nellan.
This requires a significant amount of
skill on the part of the teacher. While
candidates with sound subject knowledge
but without teaching qualifications can be
appointed, it is essential that they
immediately undertake training that will

supply them the skills required to be a

successful teacher.
Ideally, candidates would be appointed
as trainees and pursue at least a diploma
that includes the psychology and pedagogy
of education.
Founder of elc International School
Margaret Kaloo also stresses the need for
every teacher to display some measure of
compassion, empathy and mindfulness.
Teachers need to be able to understand
the emotions of others (empathy), have a
desire to help others (compassion) and be
aware of the present situation they are in
(mindfulness).
With these values, teachers can utilise
their skills and knowledge and become
outstanding. When you have an
outstanding teacher, there is no doubt that
the work being done is truly noble.
What can be done to get more young
people today to be interested in teaching?
Head of elcs secondary division Chong
Soh Nee says, There is no one way to
make teaching a desirable option for the
young people of today, but by having great
role models while they are at school, we
can inspire them to want to teach in the
future.
Many younger teachers will talk about
increasing pay scales to entice a new
generation to the profession, but when you
talk to seasoned educationalists about why
they remain teachers, wages are seldom
mentioned.
The single greatest reason cited time and
again is the intrinsic reward of seeing
students succeed, particularly the difficult
ones.
Today, we need to focus on creating a
new generation of inspired teachers with
the desire to shape the next generation.

n For more information about a career in

teaching, e-mail recruitment@elc.edu.my.

THE STAR, TUESDAY 1 MARCH 2016

8 bright kids

Era of online
learning
BLENDED learning integrates face-to-face
classroom time with online learning
facilitated by a classroom teacher, improving
the effectiveness of classroom learning with
technology-enhanced online materials.
Eye Level has launched a new blended
learning programme called Eye Level Math
Online. The programme offers online
practice that provides instant feedback on
top of its offline learning.
Students are able to learn new concepts
through the booklets with trained instructors
at the centre and receive immediate
feedback on their homework that can be
done online. In addition, students results
and statuses are compiled and provided as
feedback to the parents.
Parents will be amazed at how fast their

children can become skilled with

technologies at a very young age and see
their children recognise their own
achievements through rewards.
Eye Levels self-directed learning (SDL)
is a process by which individuals take the
initiative, with or without the assistance of
others.
SDL can be cultivated from the first day
students step into an Eye Level centre or at
home. One of the ultimate goals of Eye Level
Math Online is to train mind flexibility and
mental calculation.
Eye Level Math Online provides an
efficient record for parents to stay updated
on their childrens learning.
Learning can be fostered with a
continuous commitment of motivated

The blended learning of

Eye Level Math Online
will make learning
mathematics a fun and
meaningful experience.

students, dedicated teachers and

enthusiastic parents, who work hard to meet
expectations. As such, Eye Level Math
Online invites parents to participate in
maximising the efficiency of their childs
learning experience.
Besides parental involvement, Eye Level
Math Onlines emphasis on flexibility and
creativity through its four repeated studies
help children develop better through a
practice makes perfect method.
The programme also uses arithmetic
mathematic games. The benefits of
incorporating games into teaching and
learning are found in many research studies
in mathematics education.
In a 2003 study by Marilyn Burns, the
creator and founder of math solutions
professional development, games were
found to provide students with opportunities
to practise their skills and apply
mathematical principles to problem-solve,
build their interest in mathematics and
make learning fun as well as create various
activities that are educationally valuable.
One of the greatest advantages of Eye
Level Math Online games is that it provides
your child with a fun learning experience.

Helping students become smart and

happy is the ultimate aim of Eye Level Math
Online. It is designed to help learners
approach mathematical problems with ease
and fun without feeling unnecessarily
burdened and stressed.
The Eye Level Blended Learning Model,
which contains both classroom learning and
online components, is one of the most
rapidly growing learning approaches in the
field of education. Eye Level students are
exposed to a variety of learning tasks that
they approach with excitement and
motivation.
The auto-grading system installed in Eye
Level Math Online allows students to
understand their performances instantly
and encourage them to strive for
improvement.
As chairman of Eye Level emphasises, the
ultimate goal of education is to help children
think for themselves and realise the joy of
learning.
While becoming a high-achiever is good,
becoming a happy learner is even better.

n For more information, visit

www.myeyelevel.com.

Improve your
childs vocabulary
COLLINS English dictionaries and
thesauruses combine colourful illustrations
and clear layouts to encourage children to
discover and learn the English language.
As children learn and grow, Collins
dictionaries reflect their learning needs with
up-to-date vocabulary in an easy-to-use and
engaging format.
The Primary Illustrated Dictionary and
the Primary Thesaurus have both been
recently revised and updated to provide full
support for children seeking to improve
their comprehension and writing skills.
Collins dictionaries are the essential
reference tools for supporting the language
and literacy needs of children.
Written in a clear, straightforward style,
the dictionary contains full sentence
definitions and examples that place words
within a context that is familiar to children.
It is specifically designed to extend and
reinforce key dictionary skills by showing
parts of speech (for example, whether a
word is a noun or verb) and other forms of a
word (for example, plural forms and
adjectival forms).
It also provides pronunciation support for
difficult or easily confusable words.
Synonyms and antonyms are provided to
help develop pupils vocabulary and the
dictionary is complete with spelling and
grammar tips to help children use words
with confidence.
The Primary Illustrated Dictionary also
offers the unique Word Wizard, which helps
children develop their spelling, writing and
grammar skills with themed pages and
games, and includes a fact-filled Earth and

The updated Collin

English dictionaries
and thesauruses
are great tools to
improve your childs
comprehension and
writing skills.

Space section where children can learn

about the planets, continents, mountains,
rivers and oceans, and the flags of some
nations of the world while developing their
language confidence.
Accompanying the Primary Illustrated
Dictionary, Collins Primary Thesaurus is an
indispensable tool for young writers.
With full definitions for every entry and
sample sentences for each synonym, Collins
Primary Thesaurus helps to improve
childrens vocabulary and familiarises them
with the words used in all types of writing,
from fiction to non-fiction.
Collins Primary Illustrated Dictionary and
Collins Primary Thesaurus are available for
sale at selected MPH Bookstores (Nu Sentral,
Mid Valley, Alamanda Putrajaya, Subang
Parade, Publika, Bangsar Village and Johor
Bahru City Square) and MPHOnline.com.
MPH Readers Circle members can enjoy
10% off both titles. The books are priced at
RM59.90 and RM54.90 respectively.

THE STAR, TUESDAY 1 MARCH 2016

bright kids 9

Focus on
the early
years
EDUCATION acknowledges that
learning is developmental and
provides for each childs
physical, social, emotional,
intellectual and cultural
development.
At Marlborough College
Malaysia, this journey begins
with the youngest pupils in the
Pre-Prep department.
Children enter the Reception
class at age four and follow the
Early Years Foundation Stage
(EYFS) curriculum.
The EYFS is a British
programme that provides a
strong foundation for young
childrens development and
emphasises the importance of
learning through play and the
role of play in its own right.
Through play, children develop
language skills, emotional
creativity as well as social and
intellectual skills.
Play takes place both indoors
and outdoors. It is in these
different environments that
children explore and discover
their immediate world.
The role of the teacher in this
setting is crucial. Our Early Years
teachers provide high-quality
planned experiences that allow
pupils the opportunities to
practise their ideas and skills,
take risks in a safe environment
and solve problems that they
encounter.
When children play, they are
learning at the highest level as
they are engaged and interested
in the activity.
Our EYFS teachers observe the
play and join in when invited or
when they see an opportunity to
extend the learning that is taking
place.
Marlborough recognises that
children enter the Reception
class at various stages of
maturity and academic ability.
We aim to nurture each child
and provide for their individual
needs, building from their
existing knowledge,
understanding and experiences.
Throughout their first year in
school, children are offered a
wide range of opportunities
while a strong emphasis is
continually placed on their
education.
Personal and social skills play
an important part in our daily
life. The children are nurtured
in a positive and caring
environment and are given
opportunities to develop
confidence and self-esteem.
The EYFS curriculum
allows teachers to
become facilitators
who co-explore
learning experiences
with children, helping

them work towards achieving

each Early Learning Goal and
become prepared for the Key
Stage One curriculum.
The Early Years Foundation
Stage curriculum is planned to
Involvement in the arts during early years education allows students of Marlborough College Malaysia to hone their skills
progress seamlessly to more
and develop confidence.
recognisable and structured
subject areas in Year 1 and 2.
English and mathematics
are taught daily. Science,
geography, history, religious
studies, and information and
communications technology are
included in the timetable.
Specialist teachers teach art,
music, physical education/games
and languages. They liaise
closely with form tutors to
ensure that pupils needs are
met and talents in specialist
areas are nurtured.
Marlborough College Malaysia
adopts a child-centred approach
through the curriculum. This is
delivered through different
topics that are carefully planned
for pupils to develop their skills
and learn more about the world
they live in.
We recognise that for pupils
to become confident and
curious about their world, they
need to explore and develop
their skills through frequent
practice.
By revisiting topics and
themes, pupils can consolidate
their learning and develop
confidence. Our teachers are
skilled and know when to
challenge and extend the
thinking of individual pupils.
Throughout the Pre-Prep
department at Marlborough, the
curriculum is carefully planned
to be an exciting journey that
pupils share in the joy of
learning and discovery.
In these early stages of
education, we aim for every
child to know that they are
valued and have a unique
contribution to offer the wider
school community as they grow
and find their individual talents.
By Kerry Duff, head of
pre-preparatory at
Marlborough College Malaysia

n For more information,

visit www.
marlboroughcollegemalaysia.
org.

THE STAR, TUESDAY 1 MARCH 2016

10 bright kids

TAYLORS International School has

an Early Years Unit that puts
childrens learning at its heart.
The school understands that
children learn in an integrated
way and not in neat, tidy
compartments.
This is why Taylors
International School creates
experiences through topics such as
Wonderful Me, Family and Friends,
and Travelling and Transport. It is
through these topics that children
are able to explore and make links
in their learning, which is an
important real-life skill.
A great Early Years experience
involves play that is set up and
supported through careful
planning by teachers and teaching
assistants.
Taylors International School
starts from what children can do
and creates opportunities for them
to build upon it. It is through play
that children learn to express
themselves, interact and work as a
group, and make sense of new
learning.
For example, a simple fruit and
vegetable shop scenario supported
by a skilled practitioner enables
children to talk and explore
language in the role of a
shopkeeper or a customer in both
imaginary and real-life situations,
listen to and respond to others, use
technology such as a till or
calculator, and explore problemsolving skills that answer questions
such as How much does this

Learning begins with play

Learning through play helps young children develop their

physical, social, emotional and intellectual skills.

cost? and How much change

should the customer get?
To children, they are just
playing, but to a skilled
practitioner, they are developing a
wealth of important skills.
A balance between these playbased experiences and teacherdirected activities tailored to
childrens needs enables children
to flourish and make the most
progress.

Hands-on activities such as performing actions,

making sounds and talking help children learn and
make links to their real-life experiences.

Taylors International School is

dedicated to providing such
experiences.
To ensure that students continue
to receive the best learning
experiences possible, practitioners
at Taylors International School use
the British Early Years Curriculum,
careful observation and
assessment to plan class lessons
and group work.
Carefully planned play

opportunities allow children

to practise and apply their new
skills.
An example of this at Taylors
International School is its careful,
tailored approach to phonics
where children work in small
groups to explore a new sound and
practise using this to read and
write words and sentences through
games as well as hands-on
activities such as treasure hunts.

Children are then encouraged to

apply these new reading and
writing skills in play. They may
write a shopping list before going
to the class shop or write a
sentence to explain their picture on
a large piece of paper taped to the
floor.
It is important to create as many
opportunities as possible for
children to practise these new
skills throughout the setting.
Taylors International School
understands that the careful
balance of child-initiated play and
adult-directed activity is crucial
in making the best progress both
academically as well as in their
social, emotional and
communication development.
The small class sizes of 16 in
Nursery and 18 in Reception
ensure that every child receives
from their teacher the time and
dedication that they deserve.
Taylors International School is
committed to giving its children
the best possible start.

n For more information,

call 03-9200 9898 or e-mail
admissions@kl.tis.edu.my
(KL campus) or call 03-5879 5000
or e-mail admissions@pc.tis.edu.my
(Puchong campus).

Encouraging
shy children
FOR most children, preschool is the first time
they venture out of their comfort zone.
While some are immediately eager to
participate and play, more reserved young
ones may find their introduction to school
overwhelming. As a result, they may seem
quiet, withdrawn or uninterested.
Parents of shy children are often
concerned about their childrens behaviour,
but children have different abilities and
milestones they cannot all adapt or learn at
the same pace. Adults can help ease the first
school experience by acknowledging and
talking through their childrens feelings
while practising these steps:
Bring their interests to school Whether
it is a toy, book or pet, sharing their interests
with other children allows children to open
up in a way that is familiar to them while
fostering a sense of belonging. Interacting
with the teacher and discussing ways to
integrate lessons at home could also help
children who learn better at their own pace
or in a familiar environment.
Facilitate interaction Arrange play
dates or outdoor activities with other
children from preschool. If one-on-one
interaction is hard, start by having the other
child come over and play with the little one
at your house, then move outdoors and

finally to the other childs home. Sometimes,

outgoing children are able to draw out a shy
childs personality by engaging him in a
trustworthy, comforting manner.
Dont fix labels or overprotect As a
caring parent, it is natural to want to protect
your child by speaking on his behalf or
explaining to others that he is shy. However,
child psychologists warn that labelling your
child in this way gives him a reason to
retreat even more into his shell. Over time,
I am shy becomes a self-fulfilling prophecy.
Children need to be given opportunities to
speak for themselves and, more importantly,
build their confidence. Parents can do this
by reminding children that they are loved,
affirming their positive values, and assuring
them that it is alright to be different.
Expose them to new things A great way
to overcome unfamiliarity is to widen the
range of activities and sights that your kids
are exposed to.
Take them to places with new smells, food,
people or music so they can discover that the
great, big world has so much to offer if they
open up and interact.
It may seem scary at first but confidence is
built, so give them opportunities to adapt
and find their footing while gently
encouraging them.

THE STAR, TUESDAY 1 MARCH 2016

bright kids 11

Myriad ways
to develop
PLAY is a natural action for
children. While it may seem
disorganised and pointless to
adults, there are underlying
complexities to play, many of
which bring educational and
developmental benefits.
Play is basically how very young
children learn and practise fine
motor skills and reasoning. As
children grow older, they further
develop these skills through play
and also learn social skills through
interaction with playmates.
However, in a largely rotelearning society, there are often not
enough opportunities given to
children to learn through play,
especially as they progress in their
education.
Play time should not be
underestimated as it can provide
meaningful learning experiences
for children, which help children
effectively retain information that
they learn in classes.
In fact, modern curricula have
recognised the importance of this
natural behaviour and have
incorporated it into the teaching

and learning process. In many

preschools and in lower primary
classes, the majority of learning is
through play.
Here are some details of the
various benefits play affords
children.

Educational benefits
l Meaningful experiences
Play gives children meaningful
contexts to gain new concepts and
skills, which allow them to
understand what they have learnt
and put their knowledge into
practical use.
Hands-on activities give children
the opportunities to not only use
new-found skills but also efficiently
find solutions to problems they
encounter in real life.
l Motivation to learn When
children enjoy the learning
process, they become motivated to
learn and thus pick up new
information quickly.
Furthermore, a fun and relaxed
learning environment encourages

their curiosity and creativity, which

drives them to explore and learn
more about the world around
them.

Developmental benefits
l Language development
Children engage in varied language
use during play and as such
develop greater mastery of
receptive language (what a child
understands) and expressive
language (the words a child
speaks).
They learn how to use a wider
range of vocabulary to express
their thoughts and actions during
play sessions, thus helping develop
their communication skills.
l Social development As
children progress into preschool,
they start interacting with each
other.
Through these interactions,
children learn to negotiate,
cooperate, share and be aware of
other peoples feelings, which are
important social skills for life.

Master English
the fun way
The first academic term of the year is about
to end for the student community and for
many of them, this means it is time to get
serious about study.
Many are hoping to improve their grades
as they work towards educational goals and
examinations.
However, it is a mistaken belief that if
students practise and complete enough
worksheets, they will improve.
Research has shown that when it comes to
education, students will be more successful if
they have fun while learning.
Morris Allen English believes that learning
English can be fun when it takes place in an
interactive learning environment.
All of its classes involve interaction
between students and qualified, experienced
native English-speaking teachers.
This is one of the main reasons so many
students enjoy attending and keep returning
to English language enrichment classes at
Morris Allen English.
Children enjoy their lessons and continue
to grow in their confidence, which is
reflected in the improved results in their
English lessons at school.
Morris Allen English offers a specially
designed enrichment programme that
encourages children to love learning English.
As reading and enjoying books is one of
the important elements for building a strong
foundation in all who learn English, Morris
Allen English provides students with an
extensive library of books that they can take
home each week.
The Morris Allen English programme
includes speaking and listening to native
English-speaking teachers.
With small classes of one teacher to 12
students (smaller for preschoolers), every
student gets the opportunity to engage with
their teacher. In return, the teacher can offer

To instil an appreciation for reading from an

early age, Morris Allen English encourages
students to take home books from its library
each week.

every student individual attention.

Every lesson includes writing as an
important part of learning English language
skills. Morris Allen Englishs interactive
approach is successful as these skills are
taught in context as part of each lesson.
Enrolling your child in Morris Allen
English classes is more than an investment
in attaining English proficiency. It will lay
the foundations for a lifelong love of
learning that will serve them well in many
other important areas of life.
Morris Allen English also offers short
courses such as phonics, composition
writing, and speech and drama to help
students improve on specific areas of English
language competency.
It also offers English short courses to
prepare students for primary and secondary
school examinations.

n For more information, visit

www.morrisallen-malaysia.com or call
03-7726 7656 or 03-5611 9296.

At home, parents can

supplement this development
by introducing new games or
activities as well as scheduling
play dates with other children.
By observing your childs
behaviour during this time, you
can learn what social skills your
child has mastered and those that
still need to be worked on.

l Cognitive development
With arts and crafts, children learn
how to put together existing objects
and colours to create something
new.
In storytelling, children learn
how to empathise with characters
emotions and translate text
descriptions into images.
In these instances, children are
expanding their imagination,
gaining new perspectives and
participating in abstract thinking,
all of which are crucial for their
brain development.
Having the ability to think,
reason and imagine is important
for success in their future studies,
career and life.

l Physical development
While activities such as
watching the television or
playing games on a tablet
involve limited or no motor
actions, play activities such as
arts and crafts and sports
involve the use of fine and gross
motor skills.
The latter is important in
facilitating childrens physical
development as they learn about
the functions of their anatomy
and their physical capabilities.
This leads to children
developing healthy bodies,
which in turn helps develop
healthy minds.
Parents can encourage
physical activities by involving
themselves in their childs play.
Set aside an hour or more
each day for a few days a week
for physical activities that
involve gross motor skills, such
as jogging, swimming, playing
games in the garden or those
that involve fine motor skills
such as painting or making
crafts.

THE STAR, TUESDAY 1 MARCH 2016

12 bright kids

Impactful cultural experience

SUNWAY International School (SIS)
regularly encourages learning
opportunities beyond the
classroom.
In December 2015, this idea took
flight when SIS brought a group of
students and staff to South Korea
last year to launch its flagship SIS
Abroad programme.
Essentially a student cultural
exchange programme, SIS Abroad
is a two-week study abroad
programme developed by Sunway
International School to provide
international learning
opportunities for its students in
three key areas college-readiness,
culture and citizenship.
The SIS Abroad exchange
programme consisted of engaging
on-site learning experiences,
combined with Korean language
classes at Kyunghwa Girls High
School and English Business High
School, cultural tours of historical
sites, natural attractions and Seoul
city, as well as spending an
unforgettable Christmas at a
Korean homestay for an authentic
local experience.
In piloting this inaugural study
abroad session, SIS teachers had a
say over the educational content
and cultural experiences that
students were exposed to, ensuring
a well-rounded and holistic

Students travelled to South Korea under the SIS Abroad exchange

programme.

balance of discovery and

socialisation.
Hence, participants were
presented with a programme that
included classroom sessions in
Korean educational institutions for
introductory lessons in the Korean

language, exploratory excursions

to cultural and historical sites to
fully absorb and appreciate their
significance, and small group
discussions to enhance students
intercultural knowledge and
awareness of global concerns.

Students also had the

opportunity to visit a popular
amusement park and spend the
Christmas holidays with their
Korean homestay hosts.
Ultimately, we want our
students to immerse themselves in
another culture. Through living
with their host families, they get
acquainted with, understand and
fully appreciate the norms and
uniqueness of Korean culture,
says Vanessa Yates, one of the
teacher facilitators who supervised
the trip.
SIS Abroad allows students to
learn about themselves and the
world and what it means to be a
global citizen.
Participants in the programme
gain many powerful lessons
throughout the exchange, which
pave the first steps to learning
about citizenship.
What captured my attention
most throughout the trip was
how everyone we met were
affectionate, accepting and warm,
each sharing with us parts of their
identity. The culture has grown to
become globally recognised and
more advanced in technology than
many other countries around the
world. I thoroughly enjoyed the
wholeheartedness of the staff and
students at Kyunghwa School, the

traditional games, short Korean

phrases and wheat-infused food. It
is an experience Ill never forget,
shares Grade 11 participant Hayley
Lee Sue Jean.
The learning the students take
away with them from SIS Abroad
endows them with a sense of
appreciation and acceptance for
their differences, and finding traits
in common to unite and learn in
harmony and mutual respect.
SIS aspires to have students who
can identify with being part of an
emerging borderless world, who
can easily adapt and assimilate
into a wider community and
whose actions contribute to
enriching the communitys values
and practices.
By respecting others, valuing
themselves and honouring ideas
and opinions, these students are
walking examples of the schools
values and create a learning
community that is respectful,
caring and inclusive.
Learn how your child can be
part of SIS international
community by visiting the SIS
Parent Info Session from March 5
to 19 from 10am onwards.

n For more information, visit

sis.sunway.edu.my/PIS or call
03-7491 8070.

Overcoming ADHD
LISAS son Jack (not their real names) had
always been a handful. As a preschooler, he
would tear through the house and no toy or
activity held his interest for more than a few
minutes.
Things did not improve when he went to
primary school. According to his class
teacher, Jack was not able to carry out
simple problem-solving activities. After
numerous complaints of his disruptive
behaviour at school, Lisa contacted
ChildPsych, the Child Psychology division of
the International Psychology Centre, to make
an appointment for an initial assessment.
The Wechsler Intelligence Scale for
Children that diagnoses children
psychological disorders such as learning
difficulties was employed to observe Jacks
learning abilities and detect any attention
and concentration difficulties.
The assessment revealed that Jack scored
poorer than children of his age, indicating
an attention-deficit disorder.
Jack was diagnosed with Attention-Deficit
Disorder (ADD) or Attention-Deficit/
Hyperactivity Disorder (ADHD), a form of
behavioural disorder.
After subsequent tests, a child
psychotherapy programme was developed to
resolve the weaknesses identified in Jack.
This programme emphasised behavioural
therapy and was designed to change
negative behavioural patterns by
reorganising Jacks home and school

environment, giving clear directions and

commands as well as setting up a system
of consistent rewards for appropriate
behaviours and negative consequences for
inappropriate ones.
Psychonutritional therapy was also
implemented to treat biochemical aspects
of Jacks ADHD.
This therapy involved using a series of
supplements manufactured with natural
herbs.
After 12 sessions of a combined
therapeutic programme, Jack was able to
follow instructions not only at home but
also at school.
His school teachers complimented on the
improvement of his attention span and focus
on schoolwork.
Lisa was overjoyed to see Jack being able
to listen attentively to her, pay attention in
class and being able to socialise with other
children better.
ADHD is not plainly about disobeying
rules, but concerns the overwhelming
information that children receive. Providing
therapy is like giving them a pair of glasses
that enable them to see properly again, says
Dr Edward Chan, principal consultant child
psychologist of ChildPsych, Centre for Child
and Adolescent Psychology.

n For more information, call 03-2727 7437 or

e-mail childpsych@psychology.com.my or
visit www.psychology.com.my.

Children with
ADHD may be
easily
distracted as
they are not
able to
process the
overwhelming
information
they receive.