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Understanding Art Therapy

Understanding Art Therapy

Art therapy is a form of expressive therapy that uses the creative process of making art to improve a person’s physical, mental, and emotional well-being.
Art therapy has been shown to benefit people of all ages, including young children. Research indicates art therapy can improve communication and concentration and can help reduce feelings of isolation. 

This type of therapy has also been shown to lead to increases in self-esteem, confidence, and self-awareness. 

In this sharing session, Dr. Liu will be walking you through Art Therapy tips and best practices to:

-Understand your child’s psychological development progress and needs

-Facilitate the exploration of feelings and decoding your child’s thoughts

Understand the underlying meaning of you child’s drawing

-Support your child to develop interest in creative art making

Date: Wednesday, 19 July 2017

Time: 3-5pm

Venue: Green Meadows Montessori

Speaker:

Dr Liu, Wei-Ping (劉蔚萍博士)(Ph.D.)

State University of New York at Albany,

School of Education, Department of Educational & Counseling Psychology, Division of Special Educatio

碩士(M.S.)
State University of New York at Albany, School of Education, Department of Educational & Counseling Psychology, Division of Educational Psychology & Methodology

浅谈艺术治疗与应用

从中了解儿童绘画、解码儿童心智

与会者可以:

1)從儿童畫了解幼兒心智發展、幼兒畫畫所需的能力

2)運用評估從幼兒的人物畫分析心智能力

3)老師或家長如何引導幼兒繪畫?

曰期:2017年7月19日(星期三) 

时间:3-5pm 

地点: Green meadows Montessori 

分享者:劉蔚萍博士

樹德科技大學兒童與家庭服務系助理教授

博士(Ph.D.)State University of New York at Albany. USA

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为什么幼儿园的小男孩小女孩要学缝纫?

为什么幼儿园的小男孩小女孩要学缝纫?

传统的观念,关于女红、缝纫是女生必要掌握的一门手艺。

记得不久前去参观Baba Nyonya 博物馆,还特别强调如果少女缝纫功夫不好,就嫁不出去!

还记得廿几年在台湾第一次进蒙特梭利教室,看到一个小男生的缝工比任何人都要好!不禁叹为观止!

所谓心灵手巧,当孩子的手灵活了,那么他的思维也就自然灵活了。

怎么才能够提高孩子的动手能力呢?

教室内,我们设计了很多工作,抓住孩子的好奇心,给于孩子们充分的学习机会,让他们一而再、再而三地重复练习!顺序渐进的掌握精细的动作,进而引发他们对多方面的学习兴趣。

至于如何提高动手能力的方法?

让孩子接触缝纫是其中一项有趣的工作。

缝纫是一个需要具备多方面能力的活动,特别锻炼孩子手部的精细动作,而且一旦孩子深入到了其中,也水到渠成的培养了他们的的专注力!孩子们也同时学习如何使用针与线。在用针的过程中需要用手腕去控制用针的力度,并准确的找到落针点。对孩子手部能力是一个非常大的锻炼。

此外,为了剪断线头,孩子们也学会应用剪刀。

让孩子提早学会使用剪刀,体验剪各种材质的物品,如软软的布料、脆脆的纸张、硬硬的塑料……等,这对孩子手部力量的控制有很大的帮助,还能够激发孩子大脑的发育。

此外掌握缝纫工,如何搭配图案、如何应用不同颜色的线……对孩子们欣赏与掌握一针一线所带来的美感……也同时让孩子奠下一定的基础。

俗话说:工欲善其事,必先利其器!

如何走这段不寻常路?玩这些看起来危险的东西?如何在孩子年纪还小、幼儿园的阶段让他们应用对的工具呢?

其实这些都不是一蹴而就的,所以建议大家让孩子接触真正的工具前,可以先用安全剪刀、塑料刀具、圆头绣花针、玩具锤子钉子,然后开始慢慢的再过渡,顺序渐进的应用真正的工具。

当孩子的手部动作得到很好的发展以后,将发现孩子到了上小学时,作业完成的速度会特别快,这是因为他的基础工已经在玩中学时,扎扎实实地种下了种子。水到渠成的掌握了一些重要的能力。

 

 

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Gardening 园艺

Gardening 园艺

Gardening, a key Montessori activity to build children’s fundamental understanding of mother nature. Children connect with the beauty of nature learn through various indoor and outdoor educational activities. They will learn about the plant species, caring methods and understanding animal and plant habitats. It is also a fun bonding time for our teachers and children as they get away from the usual learning settings.

当孩子们还在幼儿期,蒙特梭利文化课程内包函的园艺活动,将外在的世界带给孩子们,让小朋友透过参与、栽种、学习照顾与佈置室内和室外绿色植物, 让孩子们欣赏、感受大自然与我们的联系。此外,在室内外照顾植物也将培育美学意义,了解植物生态环境,让孩子们有机会更贴近大自然。

 

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Why use glassware in Practical Life lessons?在日常生活工作教具的设计中,为什么要使用玻璃器皿?

Why use glassware in Practical Life lessons?在日常生活工作教具的设计中,为什么要使用玻璃器皿?

Why use glassware in Practical Life lessons?

Hot water, Milo powder, measuring cup, teaspoon and an elegant set of saucer and cup. The setup of these items on the table excites children in the class, as they know they will get to make themselves a nice cup of Milo drink soon.

“First, you put the cup on the saucer. Then, add two teaspoon of Milo……” Teacher carefully picks up each item and introduce the use and purpose, then patiently show and guide children the steps to make a cup of Milo drink. The classroom is filled with children’s laughter of joy as they celebrate the success of making themselves a drink.  

If a child accidentally breaks a glassware during the process, he will be asked to stand aside and observe how teacher calmly clean away the broken pieces. Although this would not be a desired outcome, but we would like the children to develop a sense on how to keep calm under pressure and solve problems. 

Speaking from my teaching experience, the risk of a child breaking glassware during classes is very low as long as they are educated, guided and given the platform to practise handling of fragile items.

这位小朋友在冲泡美禄,教具是:

热水壶、凉水杯、美禄、汤匙、当然还有高贵的英式下午茶杯。

孩子在操作教具时,老师们特意设计使用玻璃器皿,这是因为在示范教学时,孩子们会仔细地观察老师如何操作,再小心翼翼地使用教具,平和地把刚才老师示範的教具再展示一次。但是如果万一不小心把玻璃器皿打破时,老师的应对方式是让孩子站在一边,观察老师如何收拾危险玻璃碎片,这时,包括这位孩子及全班同学都会看在眼里,这当然也是一个黄金机会,让全班孩子同学都上了一堂课-如何不急不徐地解决问题。

经验告诉我,架子上玻璃器皿的教具,被打破的机率其实很低,这是因为孩子们知道这个教具的教育性。

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The Montessori Story 

The Montessori Story 

The Theories Behind A Montessori Education

One might wonder what exactly is the difference between a Montessor education compared to others and what so special about it.

While it has been around for quite some time, it seems to have found the most relevancy now more than ever. It can be akin to ‘bringing out the true abilities of a child’.

Indeed, it’s what Montessori is about – To build on the initiative of children to keep learning and working towards developing themselves.

Montessori schools operate under one ambitious aim and that is to aid a child’s development into a complete adult human being who is equipped with confidence and self esteem and is comfortable with society and with humanity as a whole.

 

The Original Holistic Education

The Montessori method of teaching aims for the fullest possible development of the whole child, ultimately preparing him for life’s many rich experiences. Complemented by her training in medicine, psychology and anthropology.

Dr. Maria Montessori (1870 – 1952) developed this philosophy of education based upon actual observations of children.

A Montessori based education does not capitilize on routinizing children’s activity at school. It does not stress on achieving good grades or giving out medals and rewards for good results, which are common practices in many other schooling systems. This stems from the belief that children should learn willingly at at their own pace and within their own capabilities and not feel prompted to learn just to make good impressions and to earn medals and good grades. It does not mean that Montessori systems don’t take children’s education seriously, but it simply deviates from the approach of labeling a child’s accomplishments with rewards.

Montessori schooling is all about prompting a child to learn at his or her own free will. In order for them to learn, they are provided with Montessori learning resources like books, models, informational games and so on. Even then, material used are based on their interaction with them. Materials that can serve a purpose will be kept while the ones that serve no purpose for that particular student will not be used. Their methods of learning is kept as flexible as possible. There are no hard rules of learning or playing, so children stay true to themselves as much as possible.

 

Natural Learners

Montessori encourages children to wander and ponder as well as engage all relevant resources and materials to learn and create new experiences. The teachers observe them closely on how they perceive things and information. Based on these observations, they will be guided. According to the Montessori theory, children are natural learners and they are naturally curious and nosy about everything, from their surroundings, to what their teachers or friends are doing. The system plays on this too, and strive for development using their natural potential to learn via their natural ‘need to know’ characteristics.

 

A Growing Demand

More and more parents are now veering towards a Montessori-based education for their kids, bringing the demand of Montessori schools to an all-time high.

Green Meadows Montessori is an example of a fully equipped Montessori school which adheres to the Montessori concept of Early Children Education.

“The Montessori Method is a thoughtful and purposeful approach to education which emphasizes a child’s innate ability to direct their development when given the opportunity and tools. Parents who choose a Montessori school for their children do so because of this emphasis on self-directed learning, the multi-age grouping environment, and dedication to individual growth. Children of differing education levels, abilities, and ages are grouped together and taught to learn from one another.

Younger children begin to emulate the older children’s attitudes and behaviour, and older children learn about caring and mentoring their younger classmates.

 

Multi-Age – The Hallmarks of the Montessori System

Components necessary for a program to be considered authentically Montessori include multiage groupings that foster peer learning, uninterrupted blocks of work time and guided choice of work activity. In addition, a full complement of specially designed Montessori learning materials are meticulously arranged and available for use in an aesthetically pleasing environment. The teacher, child, and environment create a learning triangle. The classroom is prepared by the teacher to encourage independence, freedom within limits and a sense of order. The child, through individual choice, makes use of what the environment offers to develop himself, interacting with the teacher when support and/or guidance is needed.

Multiage groupings are a hallmark of the Montessori Method: younger children learn from older children; older children reinforce their learning by teaching concepts they have already mastered. This arrangement also mirrors the real world, where individuals work and socialize with people of all ages and dispositions.

 

Developing the Montessori Way

In early childhood, Montessori students learn through sensory-motor activities, working with materials that develop their cognitive powers through direct experience: seeing, hearing, tasting, smelling, touching and movement. In the elementary years, the child continues to organize his thinking through working with the Montessori learning materials and an interdisciplinary curriculum as he passes from the concrete to the abstract. He begins the application of his knowledge to real-world experiences.

 

Interesting Facts about the Montessori System

For students of every age, the Montessori environment offers the tools to discover the answers to their own questions. The Montessori materials support responsible interactive learning and discovery.

The teacher is their trusted ally and the learning materials are their tools for discovery, growth, and development. The teacher stays with the students for the entire span of their multi-age grouping, usually 2 or 3 years, nurturing each child’s development over that extended span of time.

*Elementary and high school materials build on the earlier Montessori materials foundation. Because older students have built a solid foundation from their concrete learning, they move gracefully into abstract thinking, which transforms their learning. Now they learn how to carry out research.

At upper levels, students broaden their focus to include the community and beyond. They learn through service and firsthand experience.

#Green meadows Montessori
#Tadika Sri Puncak

#montessori education

#Multi-Age – The Hallmarks of the Montessori System

This article is taken from Smart Kids World issue 2014 Vol.04.

 

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