Nebbermind:

The cc my kids went to only $200 something...lucky still got 2 meals n one shower :boogie:

Imami:

Thanks busy mom. I keep forgetting that when Funz comments, it may be from a parent's perspective or it can be a insider's view. Gues I hv to revisit her earlier posts again.

Imami:

Below $1k is before subsidy hor?

Imami:

Funz:

Depends on what you mean when you say your preschools do not teach them certain things. For most parents, the main method of keeping track of what is taught and what is not taught is via the work returned, be it in the form of worksheets or art & craft pieces, etc. A lot of stuff taught to children during play and activities are not documented and parents will think those are not taught.

Time and money is usually touched on at the end of K2. This is usually in preparation for their transition to P1. As for fractions, they learn in the course of their activities, especially if there is cookery.
It is not covered to the level of what is being done in primary schools but more like 1 apple cut into 2 equal parts, each part is called 1/2. That kind of thing.
That said, like what most parents mentioned, unfortunately, different preschools, different coverage.

Funz,

Just wondering - when the teachers do hands on activities with the children, arent the subjects reinforced on worksheets?

How much of fraction is taught by end of k2? Just 1/4, 1/2, 3/4?

How about time? Just hours and half hours?

Imami:

Wish list? Why wish list?

Sun_2010:

Nebbermind:

Last time my boy also asked me how come must learn analog clock when we have digital clock :stupid: :slapshead:

Haha smart boy.
In fact I did not understand this fascination people have a analog clock in this age when digital clocks are dime a dozen.
That is till I had to teach DD time. That is when I realized that while we don't need analog clock to teach time. But the process of teaching time on analog clock is complex, thru it we teach how one variable is measured on one 2 l(or 3) levels simultaneously and how they are interlinked. That's the beauty of it. Worth the effort.

Nebbermind:

concern2:

[quote=\"pirate\"]Buy a big fat digital clock.

:rotflmao: :rotflmao: Thanks, pirate, maybe it is my clock. Cannot tell time, blame the clock!

Nebbermind:

Oppsgal:

Maybe one day I would bring my kid for hands on \"shopping\"? Right now only know how to read the number on the dollar notes. Coins not much help yet.

you parents too kancheong already lah!

when my girl started p1 also gong gong about $$$. But after 3 days, she was helping her friend buy/order food

Nebbermind:

Imami:

[quote=\"Funz\"]
Orhhhh, sorry ah, a bit slow. Distracted by that moving maple leave.

Hmmmm.... below $1k, includes 3 meals and a shower.

Below $1k is before subsidy hor?

Oppsgal:

Imami:

[quote=\"Funz\"]Numbers up to 20, that is all the kids need to cover by the end of K2. Sounds like it is too simple right? What we are trying to achieve is for kids to have a good grasp of number concepts for numbers up to 20.


That means not just being able to rote count to 20 but understand values of numbers up to 20. Eg, 0 means there is nothing and 10 means there are 10 piece/units of that item. Not just being able to add 1+1=2 or 2-1=1 but understand more than and less than. Not just be able to recite 1-20 but know what comes before or what comes after. Able to spell numbers 1-20. Understand ordinal numbers, 1st ,2nd, 3rd, etc. Understand, odd and even numbers, count in 2s, 5s, 10s. Understand what is ones and what is tens. Number bonds. Patterning and shapes. Time and money and simple fractions, whole, 1/2 and 1/4.

For kids who are more advanced, teachers can scaffold them. Play more complex number games with them. Give them basic sudoku puzzles.

And guess what, all these need not be done in a whiteboard, worksheet, method. It is taught through activities. Cookery, project work, games, experiments, art, music and movement, gym time, etc.

Sometimes I wish the primary schools can adopt some preschool methods in their teaching, especially in the lower primary.

Yes, yes - the cc teachers told me this when I attended the ptm some time back.

Nebbermind:

concern2:

[quote=\"pirate\"]Buy a big fat digital clock.

:rotflmao: :rotflmao: Thanks, pirate, maybe it is my clock. Cannot tell time, blame the clock!

Imami:

Funz:

[quote=\"Nebbermind\"]

Oh, I had presumed you run a preschool with such activites in its curriculum and so asking what is the fee like.

Orhhhh, sorry ah, a bit slow. Distracted by that moving maple leave.

Hmmmm.... below $1k, includes 3 meals and a shower.

Imami:

Funz:

Numbers up to 20, that is all the kids need to cover by the end of K2. Sounds like it is too simple right? What we are trying to achieve is for kids to have a good grasp of number concepts for numbers up to 20.


That means not just being able to rote count to 20 but understand values of numbers up to 20. Eg, 0 means there is nothing and 10 means there are 10 piece/units of that item. Not just being able to add 1+1=2 or 2-1=1 but understand more than and less than. Not just be able to recite 1-20 but know what comes before or what comes after. Able to spell numbers 1-20. Understand ordinal numbers, 1st ,2nd, 3rd, etc. Understand, odd and even numbers, count in 2s, 5s, 10s. Understand what is ones and what is tens. Number bonds. Patterning and shapes. Time and money and simple fractions, whole, 1/2 and 1/4.

For kids who are more advanced, teachers can scaffold them. Play more complex number games with them. Give them basic sudoku puzzles.

And guess what, all these need not be done in a whiteboard, worksheet, method. It is taught through activities. Cookery, project work, games, experiments, art, music and movement, gym time, etc.

Sometimes I wish the primary schools can adopt some preschool methods in their teaching, especially in the lower primary.

Yes, yes - the cc teachers told me this when I attended the ptm some time back.

Nebbermind:

Oppsgal:

Maybe one day I would bring my kid for hands on \"shopping\"? Right now only know how to read the number on the dollar notes. Coins not much help yet.

you parents too kancheong already lah!

when my girl started p1 also gong gong about $$$. But after 3 days, she was helping her friend buy/order food

concern2:

pirate:

Buy a big fat digital clock.

:rotflmao: :rotflmao: Thanks, pirate, maybe it is my clock. Cannot tell time, blame the clock!

Funz:

Nebbermind:

[quote=\"Funz\"]

Sorry don't get you? You mean if I personally provide all these activities?

Oh, I had presumed you run a preschool with such activites in its curriculum and so asking what is the fee like.

autumnbronze:

Imami:

Autumnb, so how ar? Have you enroll your ds2 in that cc I told you?

Nope

He is happy cuz he likes the teachers there. He has also made some gd frds. Think that is important for now. I have decided to let it be.

Thanks much for sharing the info :hugs:

Funz:

Depends on what you mean when you say your preschools do not teach them certain things. For most parents, the main method of keeping track of what is taught and what is not taught is via the work returned, be it in the form of worksheets or art & craft pieces, etc. A lot of stuff taught to children during play and activities are not documented and parents will think those are not taught.

Time and money is usually touched on at the end of K2. This is usually in preparation for their transition to P1. As for fractions, they learn in the course of their activities, especially if there is cookery.
It is not covered to the level of what is being done in primary schools but more like 1 apple cut into 2 equal parts, each part is called 1/2. That kind of thing.
That said, like what most parents mentioned, unfortunately, different preschools, different coverage.

Funz:

Numbers up to 20, that is all the kids need to cover by the end of K2. Sounds like it is too simple right? What we are trying to achieve is for kids to have a good grasp of number concepts for numbers up to 20.


That means not just being able to rote count to 20 but understand values of numbers up to 20. Eg, 0 means there is nothing and 10 means there are 10 piece/units of that item. Not just being able to add 1+1=2 or 2-1=1 but understand more than and less than. Not just be able to recite 1-20 but know what comes before or what comes after. Able to spell numbers 1-20. Understand ordinal numbers, 1st ,2nd, 3rd, etc. Understand, odd and even numbers, count in 2s, 5s, 10s. Understand what is ones and what is tens. Number bonds. Patterning and shapes. Time and money and simple fractions, whole, 1/2 and 1/4.

For kids who are more advanced, teachers can scaffold them. Play more complex number games with them. Give them basic sudoku puzzles.

And guess what, all these need not be done in a whiteboard, worksheet, method. It is taught through activities. Cookery, project work, games, experiments, art, music and movement, gym time, etc.

Sometimes I wish the primary schools can adopt some preschool methods in their teaching, especially in the lower primary.

Busymom:

Nebbermind:

If you really wanna expose the kids to social interaction, then childcare is probably the better bet.

Agreed!

Especially for girls, it was really quite a challenge when they are at the K1/K2 level :roll:

Busymom:

Imami:

Erm... Are there really parents who urge the childcare ctr or preschools to teach more? Even better, are there childcare ctrs or preschools who take the oarents' comments seriously (I.e. To teach more)?


Sounds strange to me... Do parents know better ( as to how much more is enough)? It is something new to me, I hv never thought of telling the cc to teach more. I always accept what they tell me.

Actually, you'll be surprised... think Funz shared this before, from her own experience running a preschool.

In fact, I did once ask (note: ask only hor, never demand that they should teach more) my DD's K1 teacher why were they still learning to count from 1 to 10 (I think, can't exactly remember the details) since they had already learnt that in N2. The reply was that they have different approaches to learning the numbers 1-10. It could be to count backwards, simple number bonds, etc. After listening to her explanation, I trust that the school knows what it is doing, which is to build a strong foundation for the children.

pirate:

Buy a big fat digital clock.