It is a universal fact that every parent wants the very best for their child, and it is not unusual to look for ways to boost their child’s learning process to get a head start in life. There are three essential things that you can do to ensure your child’s positive growth with regards to their learning.

#1: Encourage your child to inquire when in doubt!

According to research, an inquisitive child always picks things up more quickly than his quieter peers. Richard W. Paul and Linder Elder, co-authors of Critical Thinking: Basic Theory and Institutional Structures Handbook, strongly believe that thinking and the thought process is driven not by the feeding of answers but by active listening and questioning.

This explains why you should provide your child with a nurturing and open environment so that they feel comfortable asking questions. The Australian International School (AIS) understands that encouraging this ethos can reveal different perspectives and widens a child’s scope of learning, leading to greater cognitive development.

Our newly-opened Inquiry Centre provides your child with an exciting and interactive learning environment. During Inquiry Centre sessions, children spend time with their teachers, librarians as well as invited experts to explore areas of the curriculum, like science, geography and history through hands-on practical inquiry. Smaller and more engaging groups facilitate inquiry, allowing your child to absorb every bit of knowledge that they can.

#2: Encourage and support your child’s creativity

We have come full circle in understanding that Music and the Arts are an integral part of any child’s development. There is extensive research on how music connects and develops the brain in exceptional ways. Music education offers something to a child that is indispensable: the opportunity to explore their own creativity and apply this to all aspects of their life. AIS promotes creativity through its in-curriculum Arts program that encompasses Music, Drama and Visual Arts. The role of the music educator at AIS is to lead your child through a process of learning and understanding that is dynamic and inclusive. Using child-centred approaches developed by Carl Orff and Zoltan Kodaly, children journey with an adventurous and exploratory spirit, while they sing, dance and play. An emphasis is placed on the child’s emerging singing, playing and composing in an environment that is safe and encourages exploration. Head of Music, Mr Simon Hughes says “Our aim at AIS is to ensure all children experience musical success at their own level, through aurally based classroom activities that develop their creativity”.

#3: Give your kids a break!

Tonia R. Durden, an Early Childhood Extension Specialist believes that “a wide variety of play experiences is necessary in learning development, especially those that integrate sensory, motor, cognitive and social-emotional experience”. Learning through play is something that we at AIS strongly believe in. We have built this into the curriculum to provide an opportunity for children to observe their environment at first hand, develop and extend their language and creative skills, interact with others, make decisions and solve problems. We also support our students’ physical wellbeing in equal measure, channelling their seemingly boundless energy into fun and exciting physical education activities. Part of every morning is spent in our own large playground engaging in activities such as sand play, bike riding, climbing, balancing and ball games. Children love being outside and exploring so why not take them out for a stroll somewhere exciting around Singapore such as Gardens by the Bay, and encourage them to question and inquire about the fascinating things they see.

To learn more about our curriculum and school, you are welcome to visit during our upcoming AIS Open House Sessions:

• Thursday, 11 September

• Thursday, 9 October

• Wednesday, 26 November

Book a tour online, phone +65 6517 0247 or email admissions@ais.com.sg.

The thing about using the tool called ‘diagnosis’ as a method for understanding is that it is in danger of doing the exact opposite – ‘understanding’ I mean.

It’s a very good tool for separating out the slow from the fast, the usual from the different, the sick from the well (bearing in mind the relativity of terms) but Diagnosis does all this organising at what cost exactly?

If knowledge is power as they say, does the knowledge of a diagnosis bring increased power to the individuals concerned? I suppose it depends on which side of the diagnostic fence you sit on.

There is no doubt that diagnosis can often bring comfort. “Thank goodness all those years of professional training haven’t been wasted,” says one. “At least I finally know what or who I am now!” says the other. So comfort has been achieved. But has it brought insight?

One benefit of a diagnosis is that, at the very least, it puts a marker down and unequivocally defines reality – doesn’t it? Well, unfortunately, not necessarily so. It’s much more likely to provide you with a snapshot of the reality of our times – the times we live in – which is a different thing altogether.

For example, a professional Journal I subscribe to ran an article recently, telling us all how medical prescriptions for anti-depressants had risen, yet again, in England to just over 53.3 million within 2012/13 – whilst in 2008 the figure was 35.9 million. So are we all getting more depressed as the twenty first century rolls on, or are diagnostic prescriptions just getting too big for their own boots and a wee bit too enthusiastic for their own good – as well as for the good of our health too?

I noticed a similar phenomenon during an academic exchange visit to the USA in the early 1990’s. At the time, I’d never heard of ADHD (Attention Deficit Hyperactivity Disorder) but the University Psychology Group I sat in for a morning were well familiar with the term as if they were talking about their home town or one of the family.

Back in the UK, most of my colleagues had little awareness of this diagnostic classification either. Nearly twenty five years later it’s now a very familiar ‘psychiatric disorder of the neurodevelopmental type’, Wikipedia informing us that, ‘despite being the most commonly studied and diagnosed psychiatric disorder in children and adolescents, the cause of the majority of cases is unknown’. One can reasonably deduce therefore that an awful lot of certainty is being invested in relative ignorance.

Which all brings me back to the fundamentals of my earlier question – does diagnosis actually help the situation at hand? Does it assist and enrich understanding? Because what we should be talking about here is a serious attempt to really understand the nature of a particular person who, at this particular juncture, has a life concern.

Instead, with so much talk of ‘disorders’ we’re in danger of becoming problem fixated and forget that there’s actually a human being buried underneath all this diagnostic verbiage. Is there a psychiatric term for such a condition I wonder?

What is a ‘Disorder’ anyway? Apart from sounding most unsavoury, as a term, it appears to describe the completely wrong type of socks to warrant inclusion in the orderly sock drawer. It certainly doesn’t present itself as a country you would care to visit or a state of mind you would likely aspire to.

In some quarters, ‘condition’ has replaced ‘disorder’ in a brave attempt to simply describe the existence of a circumstance rather than getting all pejorative about it. In other quarters, there is an even braver movement towards asking the person concerned how they themselves would like to explain their predicament? Apart from sounding like a well-mannered and civil thing to do, this also represents a shift towards encouraging self-definition – self labelling if you will – rather than being obliged to accept the label imposed on you.

Which leads me to a personal confession of sorts – as well as to the source of my own diagnostic training.

I think – I’m pretty convinced actually – that my father had an Obsessive Compulsive Disorder. He was OCD. There we have it. It’s out there now and there’s no going back. Completely escaping diagnosis or course, because by all accounts and for want of a better phrase, he was as sane as you or me – if that’s anything to go by. Yet my belief is that definite OCD traits were part of my Dad which he carried around with him for probably all of his adult life – along with other parts of course, that in sum total made him the man he was.

How do I know this?

It wasn’t difficult really. I knew it well before I knew about it, so to speak. As a child, I remember sitting in the back seat of our Morris Traveller waiting for my Dad to get in and drive us off somewhere. He, in turn, would still be glued to the front door, obliged to lock it, unlock it, then lock it again, this cycle repeating itself over and over again. Sometimes he would also have to touch the door handle for a specific number of times too. My Dad stuck to the spot, his son observing his behaviour, always fascinated and often irritated. My Dad finally forcing himself to break away from the gravitational pull of this mental entrapment to turn and face the anxious consequences of the unknown – from which (we all know deep in our hearts) there is no final escape.

Arriving at last to the car I would often challenge him accusingly. “What were you doing?” knowing intuitively exactly what he was doing. “Nothing,” he would say. “Just locking up.” Although only young, I knew what he was doing perhaps as much or even more than he knew himself. Because I was an observer of another’s behaviour and it’s safer that way when you’re trying to understand the workings of yourself at the same time.

I knew, because I could feel his anxiety. I knew because it was my anxiety too, the only difference being that mine wasn’t being played out so openly at the front door for others to see. I could see his so clearly because I could feel my own so acutely.

Because if you think about life – about the process of living – too much, it can be frightening – indeed overwhelmingly so at times. There is probably an optimum level to think about your life. Too little, perhaps your life is too unexamined and you could do with letting a bit more in! But too much thinking can make you realise how precarious your safety actually is. In other words, it’s OK to walk the narrow edge of life just so long as you don’t look down too much or too often, but once you do, then the wobbling is liable to start and after that there’s surely only the fall left – or so you fear.

My Dad’s OCD, in its own way, protected him. He over-examined his life, saw how scary it actually was as a result and because he persisted in looking, he found that he needed protection. He found a strategy of success to counter his existential crisis – being all quite logical really – when you think about it.

So in conclusion, perhaps one way to more fundamentally understand others is to start up your very own self labelling society. Find a fitting label and try it on for size – for a short while at the very least. Noticing your own ‘Disorders’ (because I’m sure we’re all riddled through with many) and diagnosing them may not be a bad thing to do at all. It could actually be a good thing. Empathy and a deeper level of understanding others could be one result?

Dr Geoff McNulty
Senior Lecturer in Education, Guidance & Counselling at James Cook University, Singapore.

Read more about JCU.

We all want our children to learn the right skills in order to become successful in their later lives, but all books and no play is definitely not the way to go. Studies have shown that organised sports and being a part of a team translate into boardroom success. Why? It’s simple; they will learn invaluable qualities of Excellence, Respect and Friendship, and these will take them a long, long way.

To achieve Excellence, students need to get familiar with a well-balanced routine that encompasses sports and work. Sports instils the importance of discipline and self-confidence through the physical, mental and emotional training that they undergo. We also know that from the FORBES 500 lists, there is a high correlation between sporting ability and academic achievement, with many top CEOs and business leaders being part of their school sports teams from a young age. For those with young children, it is also proven that children involved in sports obtain better grades and have a higher probability of graduating from school.

As the saying goes, there is no “I” in team, and participating in sports has a unique way of fostering long-standing friendships and great intercommunication skills;—soft skills that are essential for future success. With increased opportunities for social interaction and bonding, children will learn superior verbal and non-verbal skills, and the intricacies of respecting others values and beliefs. Working with team mates toward a common goal (winning)allows sportsmen to truly hone this “language” while understanding the true meaning of teamwork.

Sports is a vital part of our DNA at the Australian International School (AIS). To help contribute to our students physical well-being, we have in place a well-developed physical activities program that is complemented by the student team, the Sharks. No matter which field of sport your kid has an interest in, from badminton to volleyball, AIS Sharks team coaches are part of the dedicated sports department will support athletic development. The focus they place is on the journey of learning, and not winning itself.

Our students also have the chance to participate in one of the most comprehensive international sports programs in Singapore, which will see the Sharks teams across all sports participate in global tournaments. Successful tours have seen our teams travel to the UK and Thailand and in the coming year Spain and South America. These tournaments promote cultural learning and interaction with the players not only playing competitive sports, but also participating in classrooms at the host schools to maintain academic as well as athletic performance.

Sporty kids make for happier kids, and happy kids in turn create happy parents! As we prepare our children to enter the increasingly competitive global circuit, it is important to balance mental, physical and psychological health, apart from focusing on the accomplishments of your child. Justin Teves, Sports Director at AIS says “Our sports program is dedicated to bringing out the potential in our players. Our dedicated team of coaches are specialists in their fields and we are constantly evolving our approach to give our students a truly global perspective on sports and athletics with the training and opportunities to match. This helps them achieve more both in the classroom and on the pitch, giving them an advantage as they progress through school and beyond.”

To learn more head to Australian International School’s next Open House event on Thursday, 14 August 2014. To RSVP call +65 6517 0247 or email admissions@ais.com.sg.

Australian International School
1 Lorong Chuan, Singapore 556818
Tel: (+65) 6883 5155
www.ais.com.sg

Read more about AIS.

Avondale Grammar School’s Assistant Principal and Head of Preschool and Junior School, Maria Lindblom, shares some tips to keep your child fit and alert at school.

The importance of sleep and exercise for children
As most parents are aware sleep and exercise both play an important part in the well-being of growing children. Physically active children tend to be better organised and more motivated, and well-rested children are better equipped to learn and therefore achieve more academically. Maria Lindblom, Assistant Principal and Head of Preschool and Junior School at Avondale Grammar School, shares what impact sleep and exercise can have in the classroom.

Why is sleep important?
Children have busy days at school, attending afterschool activities, completing homework and playing with friends. By the end of the day, their growing bodies need a break. Sleep allows them to rest and get ready for the next day.

Not only is sleep necessary for your body, but it is important for the brain too. Sleep is vital for brain development and function as it affects behavior, memory, mood and learning. Not enough sleep can lead to behavior problems, decreased attentiveness and short-term memory and inconsistent performance. Children who are tired during the school day may have difficulties to stay focused, listen to and follow instructions, think and therefore learn.

How much sleep do children need?
All children are different and some children need more sleep than others. As a guide the University of Michigan Health System recommends infants require between 13 and 16 hours of sleep. While toddlers need about 12 to 13 hours and children between 5 and 11 years of age require 10 to 11 hours.
Researchers have found that children who have a regular bedtime performed better at languages, reading and maths than those who went to bed at different times. Scientists at SRI International, a research institute based in California, found the earlier a child went to bed, the better they performed at school.

Why is exercise important?
Children who get plenty of exercise have a better immune system which keeps them from getting sick. Physically active children tend to have stronger bones and muscles compared children who have an inactive lifestyle.

Encouraging your child to be physically active will provide them many benefits including:

Emotional well-being meaning that they feel happy, relaxed and sleep better
Improved concentration skills and ability to manage stress
Developing gross motor and fine motor skills and coordination
Building social skills and making new friends as they participate in team sports.
According to the National Association for Sports and Physical Activity School age children need at least one hour of moderate to vigorous exercise daily, as well as several periods of physical activity of 15 minutes or more throughout the day.

To help keep your child fit and alert for school here are some simple tips that parents can follow:
Eat a variety of healthy foods

• Drink milk and plenty of water
• Exercise and stay active
• Get plenty of sleep
• Limit screen time (such as television and other digital devices)

For more information please visit www.avondale.edu.sg