artikel dari website ni....link
The foot is a very complex system consisting of 26 bones, 33 joints, 107 ligaments and 19 muscles. One quarter of all the bones in the human body are located in the feet.
A baby's foot is not merely a smaller version of an adult's foot. At birth the foot contains 26 partially developed bones (made of cartilage) making them pliable and therefore at risk to injury.
Baby feet grow quickly during the first year, perhaps going through three or four sizes. Feet should be measured monthly the first year, every two months between the ages of 12 months and 24 months, and every 3 months from 24 to 36 months.
Baby feet exert a lot of energy, especially when standing and balancing. This causes the feet to get hot. Baby feet can sweat twice the amount of adult feet (up to half a pint of moisture can be produced each day), so shoes made of natural, breathable materials are crucial.
Many children's shoes are too small, but unfortuntely the children wearing them can't or don't tell us. Be sure to have ¼" to ½" from the longest toe to the shoe (when standing) when purchasing shoes. Also make sure they have sufficient width.
Monday, 25 February 2008
Gifted and talented children
(copy & paste dari website ni... link) utk dikongsi bersama para ibu bapa....
Gifted and talented children
All children have unique strengths and talents. However some children have particularly advanced or well developed skills and abilities in one or more areas. Such children may be referred to as gifted and talented.
'Gifted' refers to children with high potential (basically due to their inheritance) while 'talented' means that they display skills which are advanced when compared to other children of their age.
What makes a child gifted and talented?
Giftedness is due to a combination of factors including what the child inherits genetically, the development of the child before birth, and the nurturing of the child.
* Giftedness is hard to define, and not surprisingly, a number of definitions of giftedness exist.
* It is generally accepted that a gifted child would have the potential to perform at a level that is significantly beyond that of the majority of other children of the same age, in one or more skill areas such as language, problem solving, physical or interpersonal skills.
* A gifted child may have the potential to become, for example, a great artist, thinker or athlete.
A gifted and talented child not only has this potential, but is developing the skills to perform at this advanced level.
* Through their interactions with others and with their environment, they are becoming much more able than other children to do some things.
* For example, they may be able to engage in very 'adult' conversation at a very young age, or hit a tennis ball much harder and more accurately than expected.
A child may be gifted with the potential to develop advanced skills in many areas, but will become talented in those areas that are available to him or her. Early identification of a child's giftedness may mean that the child has access to more support to develop skills in many areas, so that the child can find interests that will bring him or her great pleasure.
Is giftedness just intelligence?
The concept of intelligence has generally been narrowly defined.
* Often it seems to refer to only those skills that are needed to succeed within formal education, such as number and language skills.
* Skills that enhance success in life, such as the ability to make friends, being able to persist with a task and being reliable are not elements that are measured in formal assessments of intelligence.
Similarly, while giftedness has traditionally been associated with significantly advanced intellectual development, it is now recognised that such a perception of giftedness is far too narrow, as children can be gifted in many different areas.
These include:
*Verbal/language (eg. reading, writing and speaking ability)
*Logical and mathematical (eg. number, classification and problem solving ability)
*Visual and performing arts (eg. drawing, painting, musical ability)
*Body/movement/psychomotor ability (eg. dance, athletic ability)
*Interpersonal (eg. communication, leadership ability)
*Intrapersonal (eg. reflective, self sufficient ability)
A child may be gifted and talented in one of these areas, or in many areas.
How do I know if my child is gifted?
To be recognised as gifted and talented, a child must have the actual, or potential, ability to perform at a level that is significantly beyond other children of the same age. But what might this look like in practice?
As a guide, gifted and talented children are expected to be developing skills well ahead of those expected at their chronological age in at least one area. For example, a three-year-old would be able to talk using the more complex language of a 4 to 6 year old, or a six-year-old would be able to read as well as most eight-year-olds, and so on.
The levels of giftedness, just like varying levels of disability, also needs to be taken into account when considering the needs of a gifted child. For example, the child who is assessed as mildly or moderately gifted will require less intervention that the child who is assessed as highly or exceptionally gifted.
Although forms of giftedness may vary considerably between children, research shows that young gifted children may show a number of the following skills and abilities.
Cognitive (thinking) skills
* Ability to master a new skill with unusual speed
* Quick and accurate recall, and ability to recall skills and information presented in the past
* Remembering and making connections between past and present experiences
* A well advanced sense of humour
* Increased alertness to features in the environment
* Exhibiting deeper knowledge than other children of the same age
* Being resourceful and creative, and improvising well in play.
Learning style
* Great curiosity, and desire to learn
* High level of motivation in areas of interest
* Being bored easily and becoming frustrated quickly if not challenged
* An ability to concentrate for extended periods in areas of interest
* Generally have advanced planning skills for their age
* Using unusual or imaginative ways of doing things
* Unusually intense interest and enjoyment when learning new things.
Motor (physical) abilities
*Development of particular motor skills earlier than other children of same chronological age.
Speech and language skills
* Well developed word knowledge and language skills compared to other children of the same age
* Creative use of language - for example, able to make up complex songs or stories, and having an advanced sense of humour.
* Able to adapt and vary their language to match the understanding of older or younger children and adults
* Able to understand and carry out complicated instructions for their age
* Reading, writing, or using numbers in ways that are advanced for their age.
* Advanced play interests and behaviours.
Social skills
* Sensitivity to the needs or feelings of others
* Use of verbal skills to handle conflict or to influence another child's behaviour
* Often will organise and direct social and learning activities; may be seen as 'bossy'
* Often seek out and enjoy the company of older children and adults
* May get on better with older children rather than children of their own age
* May be able to take on responsibilities usually given to considerably older children
* Often demonstrate an early interest in social issues involving injustices
* May have unrealistically high expectations of self and others, which may lead to frustration.
Visual and spatial skills
* Advanced visual and spatial abilities; for example with puzzles, building and construction materials, drawing, design and/or painting
While these skills and abilities may be useful as an initial guide as to whether your child is gifted, formal assessments for giftedness need to be more comprehensive, and generally require some kind of standardised psychological and/or developmental testing carried out by a specifically trained professional (such as a psychologist or doctor).
Giftedness: nature or nurture?
Giftedness is generally considered to come from both nature (heredity) and nurture (the environment). Research has shown that giftedness often runs in families. However, as with all children, gifted children need to be raised in an interactive and stimulating environment.
The environment begins to influence a child's development before birth and during the birth. The first five years of a child's life are especially important in determining his or her later development, as it is during this period that the brain is undergoing very rapid growth and development. An enriched environment offers gifted children additional stimulation, experience, and interaction to meet their particular needs.
Early school admission
One way that may help gifted children in their development is to admit them to preschool and/or school earlier than is normal, and this has been well supported by research. However, early admission for children who are not ready [to attend school], perhaps because they are not yet confident spending time away from their main caregiver, can negatively impact upon their development and wellbeing.
In South Australia, if a child is to go to school early, he or she is first required to have a comprehensive Intelligence Quotient (IQ) assessment by a registered psychologist. This will indicate the level of the child's giftedness and their specific areas of strength. Other factors to consider will include the child's reading readiness, social, emotional and physical maturity, eye-hand coordination, and general health. It is also important to choose a school that is able to meet the gifted child's special needs.
The importance of early identification
All children, whether unusually gifted or not, will do best in an environment that provides support and stimulation that fits well with their abilities and interests.
Research indicates that because of the importance of providing gifted children with appropriate support and stimulation from an early age, it follows that they need to be identified as early as possible if they are to reach their developmental potential.
Whilst many gifted children will thrive in a supportive and stimulating environment in their preschool or school, some will show behaviour problems because they are bored, or because they are needing to work with, and relate to, older children who are of a similar mental age. Some will not show their advanced skills because they want to be like the other children, and to be liked by them. Some may have specific learning difficulties which mask their advanced abilities in other areas.
Identifying children's giftedness can be a difficult task, partly because of the many forms giftedness can take. Also, many forms of giftedness are not always easy to see in early childhood.
If you think that your child may be gifted and talented, and you have concerns that your child may have needs that are not being met within the preschool, school or home environment, or your child is having difficulties that may be affected by being gifted, you should discuss it with the staff at your child's preschool or school, and with a professional such as a psychologist or doctor.
Can I make my child become gifted and talented?
While environmental factors play a crucial role in helping a gifted child achieve his or her potential, it is unlikely that environmental factors can by themselves make a child become gifted. Indeed, trying to make your child succeed at something which does not interest the child and where the child cannot reach the standard expected can be harmful to both child and parent.
*For example, any child given a knowledgeable coach, regular practice, friends to play with and parents who are interested and supportive may become a very skilful sports player.
* Aiming for greater success, by forcing the child to practice beyond the child's level of interest and skills, can be detrimental to the child's physical and emotional wellbeing, and it is often harmful to the relationship between parent and child.
All children will do their best in an area of their interest, when they have skills and they are encouraged to practice and enjoy themselves.
* Many people have the potential to be very good at something, but without parental support they do not achieve the skill level they could possibly reach.
* It is much easier for gifted children to achieve highly if their parents are excited by, and interested in, the things that interest the child.
Difficulties faced by gifted children
Gifted and talented children may have special needs in one or more aspects of their development and may experience a number of special stresses and difficulties.
These may include:
* extra pressure from parents and teachers to be continually successful
* increased fear of failure and a sense of failure when not 'perfect'
* expectations that they will spend unusual amounts of time practicing their special skills such that they do not have normal play and recreation time
* developing high demands and expectations of others
* Frustration caused by having skills at different stages of development (eg. having advanced cognitive skills but only 'normal' for age handwriting skills)
* difficulties in gaining access to a challenging level of education appropriate to their needs
* inappropriate preschool or school curriculum and/or placement
* difficulties relating to other children of the same age and finding same age friends
* confusion in choosing a career for the child who is gifted in many areas.
The stresses sometimes experienced by gifted and talented children may lead to a number of problems, including:
* deliberately not doing as well as they can, in an effort to hide their differences
* emotional difficulties, such as depression, stress, anxiety
* increased emotional intensity and sensitivity (including outbursts of temper or tears)
* boredom in a normal classroom situation (which can lead to school refusal and/or behavioural problems)
* limited social interaction and social development.
Despite the challenges that may face them, being gifted and talented may also of course provide these children with many great opportunities and experiences. In addition, research has shown that most gifted children are socially and emotionally well adjusted.
Parenting gifted and talented children
There are a number of things to think about if you are the parent of a gifted and talented child. Some of the common difficulties that parents face include:
* not understanding how to respond to their gifted child's unique developmental needs
* difficulty in developing appropriate expectations of their child, especially when the gifted child's abilities are developing at different rates in different skill areas
* emotional problems stemming from feeling like inadequate parents.
The presence of a gifted and talented child in the family can also create challenges for families, as well as place pressure on other siblings.
In spite of these difficulties, parenting a child with special talents can also be a very rewarding task, providing parents with much joy and delight as they share a unique journey with their child.
How you can help your gifted child
Generally speaking, parents of gifted and talented children should simply do what all parents need to do - respond consistently to their children’s individual needs and interests whilst staying flexible as their children's needs change over time. It follows that many of the ideas below are applicable to all children, gifted or not.
Try to:
* Provide your child with lots of opportunities to learn and try new things.
* Make sure that your child has some things to do that he or she finds challenging, as well as some that he or she likes and can do easily.
* Encourage your child to participate in a broad range of educational and recreational activities.
* Support your child with both their successes and failures.
* Help your child to develop skills needed to relate to friends who may not be gifted and talented.
* Talk with your child about his or her particular talents, what it means to be gifted, and ways to deal with any difficulties that may arise.
* Teach and encourage the social skills that will enable your child to fit comfortably in his social world. Being gifted is not an excuse for bad behaviour.
Try not to:
* Push or place undue pressure on your child.
* 'Show-off' your child or talk a lot about him or her in public.
* Expect your child to be gifted and talented in all areas of his or her development.
* Be too 'bossy' in your parenting.
* Forget that your gifted child is still a child, and has all the normal needs of children, including the need for love, support, stability, routine and fun.
Teachers, preschools and schools
For the gifted and talented child it is important that they are identified and their educational, social and emotional needs are addressed. This is recognised in the Department for Education and Children's Services (DECS) 1996 Gifted Children and Students Policy.
Gifted and talented learners do benefit from such measures and services as:
* acceleration, enrichment and extension in their education
* being placed with other very able children
* being able to work, in one or more subject areas, at a level which is more advanced than that of other children their age
* student mentoring
* counselling and vocational guidance
*extracurricular activities and competitions.
Reminders
* Gifted and talented children are present in all socio-economic and cultural groups.
* Gifted children have significantly advanced skills, or potentially have significantly advanced skills, in one or more aspects of their development, and will thrive best when their environment fits their special interests and abilities.
* Giftedness may show itself in many different ways, and can sometimes be difficult to identify, particularly in younger children.
* Early identification of giftedness is important to ensure that gifted children receive the support and stimulation they need to reach their potential.
* Giftedness may bring a number of rewards and difficulties for both child and parent.
* It is essential that parents, pre-schools and schools can cooperatively address a gifted child's specific needs.
* If you think that your child might be gifted, you should discuss it with an appropriate professional in the health or educational field.
Gifted and talented children
All children have unique strengths and talents. However some children have particularly advanced or well developed skills and abilities in one or more areas. Such children may be referred to as gifted and talented.
'Gifted' refers to children with high potential (basically due to their inheritance) while 'talented' means that they display skills which are advanced when compared to other children of their age.
What makes a child gifted and talented?
Giftedness is due to a combination of factors including what the child inherits genetically, the development of the child before birth, and the nurturing of the child.
* Giftedness is hard to define, and not surprisingly, a number of definitions of giftedness exist.
* It is generally accepted that a gifted child would have the potential to perform at a level that is significantly beyond that of the majority of other children of the same age, in one or more skill areas such as language, problem solving, physical or interpersonal skills.
* A gifted child may have the potential to become, for example, a great artist, thinker or athlete.
A gifted and talented child not only has this potential, but is developing the skills to perform at this advanced level.
* Through their interactions with others and with their environment, they are becoming much more able than other children to do some things.
* For example, they may be able to engage in very 'adult' conversation at a very young age, or hit a tennis ball much harder and more accurately than expected.
A child may be gifted with the potential to develop advanced skills in many areas, but will become talented in those areas that are available to him or her. Early identification of a child's giftedness may mean that the child has access to more support to develop skills in many areas, so that the child can find interests that will bring him or her great pleasure.
Is giftedness just intelligence?
The concept of intelligence has generally been narrowly defined.
* Often it seems to refer to only those skills that are needed to succeed within formal education, such as number and language skills.
* Skills that enhance success in life, such as the ability to make friends, being able to persist with a task and being reliable are not elements that are measured in formal assessments of intelligence.
Similarly, while giftedness has traditionally been associated with significantly advanced intellectual development, it is now recognised that such a perception of giftedness is far too narrow, as children can be gifted in many different areas.
These include:
*Verbal/language (eg. reading, writing and speaking ability)
*Logical and mathematical (eg. number, classification and problem solving ability)
*Visual and performing arts (eg. drawing, painting, musical ability)
*Body/movement/psychomotor ability (eg. dance, athletic ability)
*Interpersonal (eg. communication, leadership ability)
*Intrapersonal (eg. reflective, self sufficient ability)
A child may be gifted and talented in one of these areas, or in many areas.
How do I know if my child is gifted?
To be recognised as gifted and talented, a child must have the actual, or potential, ability to perform at a level that is significantly beyond other children of the same age. But what might this look like in practice?
As a guide, gifted and talented children are expected to be developing skills well ahead of those expected at their chronological age in at least one area. For example, a three-year-old would be able to talk using the more complex language of a 4 to 6 year old, or a six-year-old would be able to read as well as most eight-year-olds, and so on.
The levels of giftedness, just like varying levels of disability, also needs to be taken into account when considering the needs of a gifted child. For example, the child who is assessed as mildly or moderately gifted will require less intervention that the child who is assessed as highly or exceptionally gifted.
Although forms of giftedness may vary considerably between children, research shows that young gifted children may show a number of the following skills and abilities.
Cognitive (thinking) skills
* Ability to master a new skill with unusual speed
* Quick and accurate recall, and ability to recall skills and information presented in the past
* Remembering and making connections between past and present experiences
* A well advanced sense of humour
* Increased alertness to features in the environment
* Exhibiting deeper knowledge than other children of the same age
* Being resourceful and creative, and improvising well in play.
Learning style
* Great curiosity, and desire to learn
* High level of motivation in areas of interest
* Being bored easily and becoming frustrated quickly if not challenged
* An ability to concentrate for extended periods in areas of interest
* Generally have advanced planning skills for their age
* Using unusual or imaginative ways of doing things
* Unusually intense interest and enjoyment when learning new things.
Motor (physical) abilities
*Development of particular motor skills earlier than other children of same chronological age.
Speech and language skills
* Well developed word knowledge and language skills compared to other children of the same age
* Creative use of language - for example, able to make up complex songs or stories, and having an advanced sense of humour.
* Able to adapt and vary their language to match the understanding of older or younger children and adults
* Able to understand and carry out complicated instructions for their age
* Reading, writing, or using numbers in ways that are advanced for their age.
* Advanced play interests and behaviours.
Social skills
* Sensitivity to the needs or feelings of others
* Use of verbal skills to handle conflict or to influence another child's behaviour
* Often will organise and direct social and learning activities; may be seen as 'bossy'
* Often seek out and enjoy the company of older children and adults
* May get on better with older children rather than children of their own age
* May be able to take on responsibilities usually given to considerably older children
* Often demonstrate an early interest in social issues involving injustices
* May have unrealistically high expectations of self and others, which may lead to frustration.
Visual and spatial skills
* Advanced visual and spatial abilities; for example with puzzles, building and construction materials, drawing, design and/or painting
While these skills and abilities may be useful as an initial guide as to whether your child is gifted, formal assessments for giftedness need to be more comprehensive, and generally require some kind of standardised psychological and/or developmental testing carried out by a specifically trained professional (such as a psychologist or doctor).
Giftedness: nature or nurture?
Giftedness is generally considered to come from both nature (heredity) and nurture (the environment). Research has shown that giftedness often runs in families. However, as with all children, gifted children need to be raised in an interactive and stimulating environment.
The environment begins to influence a child's development before birth and during the birth. The first five years of a child's life are especially important in determining his or her later development, as it is during this period that the brain is undergoing very rapid growth and development. An enriched environment offers gifted children additional stimulation, experience, and interaction to meet their particular needs.
Early school admission
One way that may help gifted children in their development is to admit them to preschool and/or school earlier than is normal, and this has been well supported by research. However, early admission for children who are not ready [to attend school], perhaps because they are not yet confident spending time away from their main caregiver, can negatively impact upon their development and wellbeing.
In South Australia, if a child is to go to school early, he or she is first required to have a comprehensive Intelligence Quotient (IQ) assessment by a registered psychologist. This will indicate the level of the child's giftedness and their specific areas of strength. Other factors to consider will include the child's reading readiness, social, emotional and physical maturity, eye-hand coordination, and general health. It is also important to choose a school that is able to meet the gifted child's special needs.
The importance of early identification
All children, whether unusually gifted or not, will do best in an environment that provides support and stimulation that fits well with their abilities and interests.
Research indicates that because of the importance of providing gifted children with appropriate support and stimulation from an early age, it follows that they need to be identified as early as possible if they are to reach their developmental potential.
Whilst many gifted children will thrive in a supportive and stimulating environment in their preschool or school, some will show behaviour problems because they are bored, or because they are needing to work with, and relate to, older children who are of a similar mental age. Some will not show their advanced skills because they want to be like the other children, and to be liked by them. Some may have specific learning difficulties which mask their advanced abilities in other areas.
Identifying children's giftedness can be a difficult task, partly because of the many forms giftedness can take. Also, many forms of giftedness are not always easy to see in early childhood.
If you think that your child may be gifted and talented, and you have concerns that your child may have needs that are not being met within the preschool, school or home environment, or your child is having difficulties that may be affected by being gifted, you should discuss it with the staff at your child's preschool or school, and with a professional such as a psychologist or doctor.
Can I make my child become gifted and talented?
While environmental factors play a crucial role in helping a gifted child achieve his or her potential, it is unlikely that environmental factors can by themselves make a child become gifted. Indeed, trying to make your child succeed at something which does not interest the child and where the child cannot reach the standard expected can be harmful to both child and parent.
*For example, any child given a knowledgeable coach, regular practice, friends to play with and parents who are interested and supportive may become a very skilful sports player.
* Aiming for greater success, by forcing the child to practice beyond the child's level of interest and skills, can be detrimental to the child's physical and emotional wellbeing, and it is often harmful to the relationship between parent and child.
All children will do their best in an area of their interest, when they have skills and they are encouraged to practice and enjoy themselves.
* Many people have the potential to be very good at something, but without parental support they do not achieve the skill level they could possibly reach.
* It is much easier for gifted children to achieve highly if their parents are excited by, and interested in, the things that interest the child.
Difficulties faced by gifted children
Gifted and talented children may have special needs in one or more aspects of their development and may experience a number of special stresses and difficulties.
These may include:
* extra pressure from parents and teachers to be continually successful
* increased fear of failure and a sense of failure when not 'perfect'
* expectations that they will spend unusual amounts of time practicing their special skills such that they do not have normal play and recreation time
* developing high demands and expectations of others
* Frustration caused by having skills at different stages of development (eg. having advanced cognitive skills but only 'normal' for age handwriting skills)
* difficulties in gaining access to a challenging level of education appropriate to their needs
* inappropriate preschool or school curriculum and/or placement
* difficulties relating to other children of the same age and finding same age friends
* confusion in choosing a career for the child who is gifted in many areas.
The stresses sometimes experienced by gifted and talented children may lead to a number of problems, including:
* deliberately not doing as well as they can, in an effort to hide their differences
* emotional difficulties, such as depression, stress, anxiety
* increased emotional intensity and sensitivity (including outbursts of temper or tears)
* boredom in a normal classroom situation (which can lead to school refusal and/or behavioural problems)
* limited social interaction and social development.
Despite the challenges that may face them, being gifted and talented may also of course provide these children with many great opportunities and experiences. In addition, research has shown that most gifted children are socially and emotionally well adjusted.
Parenting gifted and talented children
There are a number of things to think about if you are the parent of a gifted and talented child. Some of the common difficulties that parents face include:
* not understanding how to respond to their gifted child's unique developmental needs
* difficulty in developing appropriate expectations of their child, especially when the gifted child's abilities are developing at different rates in different skill areas
* emotional problems stemming from feeling like inadequate parents.
The presence of a gifted and talented child in the family can also create challenges for families, as well as place pressure on other siblings.
In spite of these difficulties, parenting a child with special talents can also be a very rewarding task, providing parents with much joy and delight as they share a unique journey with their child.
How you can help your gifted child
Generally speaking, parents of gifted and talented children should simply do what all parents need to do - respond consistently to their children’s individual needs and interests whilst staying flexible as their children's needs change over time. It follows that many of the ideas below are applicable to all children, gifted or not.
Try to:
* Provide your child with lots of opportunities to learn and try new things.
* Make sure that your child has some things to do that he or she finds challenging, as well as some that he or she likes and can do easily.
* Encourage your child to participate in a broad range of educational and recreational activities.
* Support your child with both their successes and failures.
* Help your child to develop skills needed to relate to friends who may not be gifted and talented.
* Talk with your child about his or her particular talents, what it means to be gifted, and ways to deal with any difficulties that may arise.
* Teach and encourage the social skills that will enable your child to fit comfortably in his social world. Being gifted is not an excuse for bad behaviour.
Try not to:
* Push or place undue pressure on your child.
* 'Show-off' your child or talk a lot about him or her in public.
* Expect your child to be gifted and talented in all areas of his or her development.
* Be too 'bossy' in your parenting.
* Forget that your gifted child is still a child, and has all the normal needs of children, including the need for love, support, stability, routine and fun.
Teachers, preschools and schools
For the gifted and talented child it is important that they are identified and their educational, social and emotional needs are addressed. This is recognised in the Department for Education and Children's Services (DECS) 1996 Gifted Children and Students Policy.
Gifted and talented learners do benefit from such measures and services as:
* acceleration, enrichment and extension in their education
* being placed with other very able children
* being able to work, in one or more subject areas, at a level which is more advanced than that of other children their age
* student mentoring
* counselling and vocational guidance
*extracurricular activities and competitions.
Reminders
* Gifted and talented children are present in all socio-economic and cultural groups.
* Gifted children have significantly advanced skills, or potentially have significantly advanced skills, in one or more aspects of their development, and will thrive best when their environment fits their special interests and abilities.
* Giftedness may show itself in many different ways, and can sometimes be difficult to identify, particularly in younger children.
* Early identification of giftedness is important to ensure that gifted children receive the support and stimulation they need to reach their potential.
* Giftedness may bring a number of rewards and difficulties for both child and parent.
* It is essential that parents, pre-schools and schools can cooperatively address a gifted child's specific needs.
* If you think that your child might be gifted, you should discuss it with an appropriate professional in the health or educational field.
something to remember...as a parent..
Child Development (c & p la...)
Each child is unique and develops at her own special rate. Although all children go through more or less the same stages they do it in different ways. Some will learn one new skill very quickly and seem slower at another. Some will seem to stand still with one area of development while they are concentrating on something else. What is important is not how your child compares with others or with a standard for her age, but that she is moving forward at her own pace and that she is well and happy. Providing a caring, encouraging environment with opportunities to explore and try things is the best way for parents to provide the best development opportunities for your children.
link
Each child is unique and develops at her own special rate. Although all children go through more or less the same stages they do it in different ways. Some will learn one new skill very quickly and seem slower at another. Some will seem to stand still with one area of development while they are concentrating on something else. What is important is not how your child compares with others or with a standard for her age, but that she is moving forward at her own pace and that she is well and happy. Providing a caring, encouraging environment with opportunities to explore and try things is the best way for parents to provide the best development opportunities for your children.
link
Friday, 22 February 2008
tag ooo tag..
Wahai kawan2 ku..ni aku aku buat sebab MEK & ERNA tag aku (walaupun ko dah padam balik..hehhe)..kesian korang..hehe sampai 2 org nak tag aku..hehhheh..TQ
Lain kali tak yah la tag aku ni..hehheh aku cukup lemmahhh nak menjawab tag ni..korang bagi la tag kat mereka2 yg rajin jawab hehhehhe....SOWEEYYY...
1. Name one person who made you laugh last night? Hassan la... masa kejutkan dia utk bangun kencing .....dia mengigau ...."Umi tu apa..Tu Map Afrika....." (dah banyak kali dah mengigau segala benda dia belajo...pi ulang kaji dlm mimpi kot..)
2. What were you doing at 0800? basuh kain baju....hari ni panas...
3. What were you doing 30 minutes ago? makan kek..
4. What happened to you in 2006? mai sini la....Toowoomba ooooo..
5. What was the last thing you said out loud? HASSAN!!!!!
6. How many beverages did you have today? 5 (air masak + Choc Milk)
7.What color is your hairbrush? biru ..
8. What was the last thing you paid for? last week ade la...esok baru nak pi membeli belah...
9. Where were you last night? kat umah lee...
10. What color is your front door? putih
11. Where do you keep your change? dlm purse
12. What's the weather like today? hott!!!!
13. What's the best ice-cream flavor? chocolate
14. What excites you? nak balik Msia cepat2!!!!! bosan dok obesi ni....
15. Do you want to cut your hair? yes...
16. Are you over the age of 25? dah tua da....
17. Do you talk a lot? tengok pada topik perbualan la...tapi lebih baik senyap...
18. Do you watch the O.C ? The O.C???? buat pe tgk ..tak best..baik tgk NCIS...hehheh
19. Do you know anyone named Steven? ade kot....
20. Do you make up your own words? tak ingat la..ade kot..
21. Are you a jealous person? may be not..
22. Name a friend whose name starts with the letter ' A '? Anamirra ...boleh???
23. Name a friend whose name starts with the letter ' K '? Kahkahkahkah.....
24. Who's the first person on your received call list? ..mane la ade org nak call aku ..jauh ..
25. What does the last text message your received say? h/p tak de..cam ne nak receive message.... YM boleh??? BUZZ!!!!!
26. Do you chew on your straw? no
27. Do you have curly hair? yes
28. Where's the next place you're going to? living room (jenguk Hassan tgh tido..)
29. Who's the rudest person in life? ade...
30. What was the last thing you ate? kek..
31. Will you get married in the future? dah kawin daa
32. What's the best movie you've seen in the past 2 weeks? Practical Magic (tgk DVD je la....sewa lee.. mane nak gi movie...)
33. Is there anyone you like right now? my hubby n my son ...
34. When was the last time you did the last wishes? Subuh
35. Are you currently depressed? No
36. Did you cry today? No
37. Why did you answer and post ni? sebab sampai 2org tag aku...cian derang....
38. Tag 5 people who would do this survey
tak yah la...
harap Erna & Mek berpuashati..hehhehhe
tu je yg aku reti jawab....
Lain kali tak yah la tag aku ni..hehheh aku cukup lemmahhh nak menjawab tag ni..korang bagi la tag kat mereka2 yg rajin jawab hehhehhe....SOWEEYYY...
1. Name one person who made you laugh last night? Hassan la... masa kejutkan dia utk bangun kencing .....dia mengigau ...."Umi tu apa..Tu Map Afrika....." (dah banyak kali dah mengigau segala benda dia belajo...pi ulang kaji dlm mimpi kot..)
2. What were you doing at 0800? basuh kain baju....hari ni panas...
3. What were you doing 30 minutes ago? makan kek..
4. What happened to you in 2006? mai sini la....Toowoomba ooooo..
5. What was the last thing you said out loud? HASSAN!!!!!
6. How many beverages did you have today? 5 (air masak + Choc Milk)
7.What color is your hairbrush? biru ..
8. What was the last thing you paid for? last week ade la...esok baru nak pi membeli belah...
9. Where were you last night? kat umah lee...
10. What color is your front door? putih
11. Where do you keep your change? dlm purse
12. What's the weather like today? hott!!!!
13. What's the best ice-cream flavor? chocolate
14. What excites you? nak balik Msia cepat2!!!!! bosan dok obesi ni....
15. Do you want to cut your hair? yes...
16. Are you over the age of 25? dah tua da....
17. Do you talk a lot? tengok pada topik perbualan la...tapi lebih baik senyap...
18. Do you watch the O.C ? The O.C???? buat pe tgk ..tak best..baik tgk NCIS...hehheh
19. Do you know anyone named Steven? ade kot....
20. Do you make up your own words? tak ingat la..ade kot..
21. Are you a jealous person? may be not..
22. Name a friend whose name starts with the letter ' A '? Anamirra ...boleh???
23. Name a friend whose name starts with the letter ' K '? Kahkahkahkah.....
24. Who's the first person on your received call list? ..mane la ade org nak call aku ..jauh ..
25. What does the last text message your received say? h/p tak de..cam ne nak receive message.... YM boleh??? BUZZ!!!!!
26. Do you chew on your straw? no
27. Do you have curly hair? yes
28. Where's the next place you're going to? living room (jenguk Hassan tgh tido..)
29. Who's the rudest person in life? ade...
30. What was the last thing you ate? kek..
31. Will you get married in the future? dah kawin daa
32. What's the best movie you've seen in the past 2 weeks? Practical Magic (tgk DVD je la....sewa lee.. mane nak gi movie...)
33. Is there anyone you like right now? my hubby n my son ...
34. When was the last time you did the last wishes? Subuh
35. Are you currently depressed? No
36. Did you cry today? No
37. Why did you answer and post ni? sebab sampai 2org tag aku...cian derang....
38. Tag 5 people who would do this survey
tak yah la...
harap Erna & Mek berpuashati..hehhehhe
tu je yg aku reti jawab....
Wednesday, 20 February 2008
pemakanan anak...
aku rasa la pemakanan memainkan peranan penting dlm perkembangan anak2....tak tau la..mungkin org lain ade pandangan masing2...
memang aku jaga apa yg anak aku makan...sejak dia lahir hingga skrg ni...
sejak lahir SUSUIBU adalah makanan utama dia ....hingga usia 2 thn..
sekrg ni SUSUIBU hanya supplement aje.....
sebelum usia anak aku 2 thn....segala makana dia hanya perisa asli aje..tanpa bahan perisa tambahan.....(tanpa garam, tanpa gula n tanpa minyak)
lepas usia 2 tahun..boleh makan apa aje asalkan berkhasiat ..
teringat dulu ..masa gi check up kat klinik kerajaan kat msia...masa usia anak aku 6 bulan...
macam biase la..kat klinik tu mesti la nurse suruh bagi makan tu la ni la....
kami hanya dengar je ...n tak ikut pun..kerana pada pandangan kami..tak logik..n tak perlu...
mengapa... nurse tu kata la..baby ni perlu makan 2-3 kali sehari..bagi makan tu la ni la..tambah minyak la...APA???? tambah minyak..bukan nye bagus...tu dah tak betul..minyak bukan penyumbang utama utk tumbesaran bayi... sorry la kami nak ikut....
kalau kita fikirkan...kita nak anak kita sihat n cergas...bayi perlu otot yg kuat ..bukan badan yg berat.... kalau buh minyak..apa yg dpt??? LEMAK la......bayi jadi besar tapi besar kerana lemak...tak bagus ...
ni kisah org bina badan...mereka jaga pemakana..kerana mahukan otot yg kuat n sihat..begitu juga bayi..perlu otot yg kuat n sihat utk bergerak n membuat segala aktiviti mereka...
Menu org bina badan.... makan yg rebus2....tak berminyak...kawal segala lemak....begitu la yg sepatutnya.....sama juga utk bayi2.....otot kuat...kalau lemak byk..jadik la obesiti n tak terlarat la nak angkat badan sendiri......
bila otot bayi dah kuat n sihat...maka perkembangan nye pun teratur......
*******************
Makanan kegemaran anak ku Hassan (lepas 2 thn laaa)
(tak pedas la....)
Ayam Golek/Panggang
Nasi Ayam
Roti
Nasi Putih kosong & Pasta kosong (ni memang kesukaan nya sejak leh makan la...)
Udang Masak Lemak...(udang je la dia bedal..)
Sup Karot (+ayam)
Air Masak...
dia tak suka air manis2...& tak suka Ais Krim..
Makanan yg kami tak bagi...
Megi & Makanan Ringan/Junk Food - mammi, snack (segala kerepek yg mengarut la yg byk MSG....kecuali kerepek pisang & keropok ikan )
Makanan yg leh makan tapi terkawal...
Coklat....
Biskut ....
Kek ...
dia pun pandai memilih jika dia terasa masin makanan tu..dia tak mau..dia suka perisa asli je..heheh
bagus2 ..dia jaga kesihatan.....
memang aku jaga apa yg anak aku makan...sejak dia lahir hingga skrg ni...
sejak lahir SUSUIBU adalah makanan utama dia ....hingga usia 2 thn..
sekrg ni SUSUIBU hanya supplement aje.....
sebelum usia anak aku 2 thn....segala makana dia hanya perisa asli aje..tanpa bahan perisa tambahan.....(tanpa garam, tanpa gula n tanpa minyak)
lepas usia 2 tahun..boleh makan apa aje asalkan berkhasiat ..
teringat dulu ..masa gi check up kat klinik kerajaan kat msia...masa usia anak aku 6 bulan...
macam biase la..kat klinik tu mesti la nurse suruh bagi makan tu la ni la....
kami hanya dengar je ...n tak ikut pun..kerana pada pandangan kami..tak logik..n tak perlu...
mengapa... nurse tu kata la..baby ni perlu makan 2-3 kali sehari..bagi makan tu la ni la..tambah minyak la...APA???? tambah minyak..bukan nye bagus...tu dah tak betul..minyak bukan penyumbang utama utk tumbesaran bayi... sorry la kami nak ikut....
kalau kita fikirkan...kita nak anak kita sihat n cergas...bayi perlu otot yg kuat ..bukan badan yg berat.... kalau buh minyak..apa yg dpt??? LEMAK la......bayi jadi besar tapi besar kerana lemak...tak bagus ...
ni kisah org bina badan...mereka jaga pemakana..kerana mahukan otot yg kuat n sihat..begitu juga bayi..perlu otot yg kuat n sihat utk bergerak n membuat segala aktiviti mereka...
Menu org bina badan.... makan yg rebus2....tak berminyak...kawal segala lemak....begitu la yg sepatutnya.....sama juga utk bayi2.....otot kuat...kalau lemak byk..jadik la obesiti n tak terlarat la nak angkat badan sendiri......
bila otot bayi dah kuat n sihat...maka perkembangan nye pun teratur......
*******************
Makanan kegemaran anak ku Hassan (lepas 2 thn laaa)
(tak pedas la....)
Ayam Golek/Panggang
Nasi Ayam
Roti
Nasi Putih kosong & Pasta kosong (ni memang kesukaan nya sejak leh makan la...)
Udang Masak Lemak...(udang je la dia bedal..)
Sup Karot (+ayam)
Air Masak...
dia tak suka air manis2...& tak suka Ais Krim..
Makanan yg kami tak bagi...
Megi & Makanan Ringan/Junk Food - mammi, snack (segala kerepek yg mengarut la yg byk MSG....kecuali kerepek pisang & keropok ikan )
Makanan yg leh makan tapi terkawal...
Coklat....
Biskut ....
Kek ...
dia pun pandai memilih jika dia terasa masin makanan tu..dia tak mau..dia suka perisa asli je..heheh
bagus2 ..dia jaga kesihatan.....
Tuesday, 19 February 2008
anak bijak..
mmmmmmmm............
sambil2 dok pikirkan masa depan anak aku...aku teringat kisah di Canada dulu..
Supervisor Hubby masa di Canada , seorg Chiness Lady dari tanah besar China ..kawin ngan Canadian (French). depa ade anak 5 org... 3 yg awal tu umur nye antara umur aku la....muda sikit kot.... dan yg 2 bawh tu masih kecik2 lagi...dlm sekolah rendah la....
apa yg aku nak cerita ni...kisah anak dia no 3.. perempuan...paling pandai sekali...masuk U umur belum 15 tahun lagi....belajar Sains kalau tak silap aku..di Uni Mcgill kat Quebec....
memang tabik la sebab teror tu....tu memang pandai la.....leh masuk uni awal....
tapi kan... mak pak dia pening n bagitau la hubby.....
kalau anak kita pandai sgt...n masuk Uni awal sebelum usia dia....memang la bagus..tapi dia hanya bagus dari segi pelajaran aje...ade pro n cons ......tapi kesian la kat dia(anak dia la)... pandai memang pandai ..tapi mesti terasa ade sedikit rasa rendah diri..kerana kawan2 uni semua leh pandu kereta...sedangkan usia nya masih tak boleh lagi.. dia masih muda...tak sama level ngan budak2 lain....maksud nye....social nye mungkin akan efect pada diri anak dia la.....hanya bijak dlm pelajaran tapi dlm kehidupan harian dia masih belum cukup matang......dan seringkali juga lupa apa yg mak/pak dia pesan..lain dipesan..lain di buatnya....sebab dlm fikiran nya..hanya pelajaran......
dan rasanye tahun lepas..sorng pelajar America..usia 9 thn masuk uni..(Chiness-Indonesian)
di Msia...Adi Putra.... dan beberapa tahun dahulu..ramai kanak2 yg bijak pandai..tapi tak di bantu.. maka tertimbus la segala kebijaksanaan nya...
macam mana la nasib kanak2 yg bijak pandai di Msia ni.......sebenarnya macam2 boleh dibuat..cuma apa kah yg mereka(kerajaan/ibu bapa/komuniti) nak buat utk membantu kanak2 tersebut???? kesian aku tgk....harap2 ade jln penyelesaian utk kanak2 tersebut...insya'allah...
apa yg aku nak terangkan di sini.... ni bagi aku nye pendapat la..(available utk anak2 aku la...)walau bijak mana anak kita sekali pun...aku rasa biar la dia membesar mengikut usia nya...cuma yg penting sekali macam mana kita sebagai ibu bapa nak buat supaya anak kita tidak bosan di sekolah (kerana dia dah tau macam2)....kita bagi positive view...
sebab apa...aku cuba bayangkan..usia 9 tahun masuk uni..apa yg dia tau ??? dia hanya pandai/bijak pelajaran ..bagaimana dia nak survive??? katakan pi uni kena dok hostel ke atau kena pi antor belajar kat oversea ke...usia tu..apa mereka boleh buat???? mereka masih kanak2 ..cuma di beri kelebihan dari segi ilmu......aku rasa basuh kain baju sendiri pun tak lepas..apa lagi nak masak ke..atau nak pi beli brg2 (makan/harian..)...
aku pun tak tau la cam ne nanti.....aku dok pikir pasal anak aku....
cuma satu je... ajar dia supaya seronok ke sekolah(bagi aku la sekolah tu tempat ber social je..utk berkawan...utk belajar mengenai sekeliling bersama rakan sebaya...)....ikut apa aje education kat sekolah..tetapi di rumah...berikan ilmu sebyk mana dia mau..supaya dia seronok...dan berikan masa dia bermain dan juga berkawan......serta buat segala aktiviti dia mahu....tentu dia seronok...
biar kita ajar dia bijak dlm pelajaran n bijak menangani segala rintangan dan cabaran di sekeliling......jgn ajar bijak buku je..tapi bila hadapi situasi sebenar yg tak de dlm buku..tak leh nak buat keputusan......
ok....tu je la cerita2 yg tak de apa pun menarik....hanya nak keluarkan dari kepala aku ni aje....(utk peringatan dia aku juga...)
sambil2 dok pikirkan masa depan anak aku...aku teringat kisah di Canada dulu..
Supervisor Hubby masa di Canada , seorg Chiness Lady dari tanah besar China ..kawin ngan Canadian (French). depa ade anak 5 org... 3 yg awal tu umur nye antara umur aku la....muda sikit kot.... dan yg 2 bawh tu masih kecik2 lagi...dlm sekolah rendah la....
apa yg aku nak cerita ni...kisah anak dia no 3.. perempuan...paling pandai sekali...masuk U umur belum 15 tahun lagi....belajar Sains kalau tak silap aku..di Uni Mcgill kat Quebec....
memang tabik la sebab teror tu....tu memang pandai la.....leh masuk uni awal....
tapi kan... mak pak dia pening n bagitau la hubby.....
kalau anak kita pandai sgt...n masuk Uni awal sebelum usia dia....memang la bagus..tapi dia hanya bagus dari segi pelajaran aje...ade pro n cons ......tapi kesian la kat dia(anak dia la)... pandai memang pandai ..tapi mesti terasa ade sedikit rasa rendah diri..kerana kawan2 uni semua leh pandu kereta...sedangkan usia nya masih tak boleh lagi.. dia masih muda...tak sama level ngan budak2 lain....maksud nye....social nye mungkin akan efect pada diri anak dia la.....hanya bijak dlm pelajaran tapi dlm kehidupan harian dia masih belum cukup matang......dan seringkali juga lupa apa yg mak/pak dia pesan..lain dipesan..lain di buatnya....sebab dlm fikiran nya..hanya pelajaran......
dan rasanye tahun lepas..sorng pelajar America..usia 9 thn masuk uni..(Chiness-Indonesian)
di Msia...Adi Putra.... dan beberapa tahun dahulu..ramai kanak2 yg bijak pandai..tapi tak di bantu.. maka tertimbus la segala kebijaksanaan nya...
macam mana la nasib kanak2 yg bijak pandai di Msia ni.......sebenarnya macam2 boleh dibuat..cuma apa kah yg mereka(kerajaan/ibu bapa/komuniti) nak buat utk membantu kanak2 tersebut???? kesian aku tgk....harap2 ade jln penyelesaian utk kanak2 tersebut...insya'allah...
apa yg aku nak terangkan di sini.... ni bagi aku nye pendapat la..(available utk anak2 aku la...)walau bijak mana anak kita sekali pun...aku rasa biar la dia membesar mengikut usia nya...cuma yg penting sekali macam mana kita sebagai ibu bapa nak buat supaya anak kita tidak bosan di sekolah (kerana dia dah tau macam2)....kita bagi positive view...
sebab apa...aku cuba bayangkan..usia 9 tahun masuk uni..apa yg dia tau ??? dia hanya pandai/bijak pelajaran ..bagaimana dia nak survive??? katakan pi uni kena dok hostel ke atau kena pi antor belajar kat oversea ke...usia tu..apa mereka boleh buat???? mereka masih kanak2 ..cuma di beri kelebihan dari segi ilmu......aku rasa basuh kain baju sendiri pun tak lepas..apa lagi nak masak ke..atau nak pi beli brg2 (makan/harian..)...
aku pun tak tau la cam ne nanti.....aku dok pikir pasal anak aku....
cuma satu je... ajar dia supaya seronok ke sekolah(bagi aku la sekolah tu tempat ber social je..utk berkawan...utk belajar mengenai sekeliling bersama rakan sebaya...)....ikut apa aje education kat sekolah..tetapi di rumah...berikan ilmu sebyk mana dia mau..supaya dia seronok...dan berikan masa dia bermain dan juga berkawan......serta buat segala aktiviti dia mahu....tentu dia seronok...
biar kita ajar dia bijak dlm pelajaran n bijak menangani segala rintangan dan cabaran di sekeliling......jgn ajar bijak buku je..tapi bila hadapi situasi sebenar yg tak de dlm buku..tak leh nak buat keputusan......
ok....tu je la cerita2 yg tak de apa pun menarik....hanya nak keluarkan dari kepala aku ni aje....(utk peringatan dia aku juga...)
Sunday, 17 February 2008
Ilmu Asas utk anak..
Bagi kami..kita sebagai ibu bapa....harus la menyedia kan ilmu asas utk anak2 kita....sejak lahir/baby.....sebelum mereka melangkah kaki ke sekolah (sama ade tadika atau pun masuk darjah satu)....
takkan nak biar masa anak kita tu sia2 sejak bayi hingga usia 5/6 thn, baru nak masuk sekolah & baru nak belajar...dah liat(maksudnya ...lebih mudah la di ajar sejak kecil berbanding usia peringkat tadika..)
tak perlu la kita nak ajar dasyat2 pun..bukan nya nak bagi anak masuk uni umur 5 tahun.....
tapi jika anak kita yg mahu belajar..mahu tau lebih lanjut....baru la kita tambah ilmu nye..hingga tahap mana anak kita hendak......sebab lain budak lain perkembangan nya....lain budak lain minat nya....
jika kita nampak potensi anak kita..kita asah nye...jgn kita biarkan bakat nya tenggelam.....ajar sedikit demi sedikit.....kembangkan....
jika anak kita belum menunjukkan minat nya..ajar aje asas2 ilmu..seperti ..ajar kenal huruf, kenal nombor....ajar menulis, ajar membaca dan ajar berfikir serta ...ajar dia berani bercakap (berani bercerita..menerangkan balik apa yg dia belajar atau menceritakan aktiviti dia harian...)serta ajar manners....
tanggungjawab ibu bapa...mendidik anak....dari rumah..bukan menyerahkan tanggungjawab mendidik/mengajar anak bulat2 pada guru mahupun pengasuh...luangkan sedikit masa yg berkualiti..walaupun 5 minit sehari.....insya'allah.....
takkan nak biar masa anak kita tu sia2 sejak bayi hingga usia 5/6 thn, baru nak masuk sekolah & baru nak belajar...dah liat(maksudnya ...lebih mudah la di ajar sejak kecil berbanding usia peringkat tadika..)
tak perlu la kita nak ajar dasyat2 pun..bukan nya nak bagi anak masuk uni umur 5 tahun.....
tapi jika anak kita yg mahu belajar..mahu tau lebih lanjut....baru la kita tambah ilmu nye..hingga tahap mana anak kita hendak......sebab lain budak lain perkembangan nya....lain budak lain minat nya....
jika kita nampak potensi anak kita..kita asah nye...jgn kita biarkan bakat nya tenggelam.....ajar sedikit demi sedikit.....kembangkan....
jika anak kita belum menunjukkan minat nya..ajar aje asas2 ilmu..seperti ..ajar kenal huruf, kenal nombor....ajar menulis, ajar membaca dan ajar berfikir serta ...ajar dia berani bercakap (berani bercerita..menerangkan balik apa yg dia belajar atau menceritakan aktiviti dia harian...)serta ajar manners....
tanggungjawab ibu bapa...mendidik anak....dari rumah..bukan menyerahkan tanggungjawab mendidik/mengajar anak bulat2 pada guru mahupun pengasuh...luangkan sedikit masa yg berkualiti..walaupun 5 minit sehari.....insya'allah.....
Wednesday, 13 February 2008
income per capita...
aku akan cuba terangkan apa maksudnya....
harga keta murah ke mahal tu..kena tgk la ...income per capita sesebuah negara tu....
walaupun aku tak berapa mendalam pemahaman aku..aku cuba bagi gambaran secara genaral la ye...
ok.... kita bandingkan harga kereta di Malaysia dan Australia
contohnya .. kereta "Mitsubishi Lancer Evolution"
di Australia harganya $56,789 AUD(Australian Dollar)
di Malaysia harganya pula $112,000 RM (Ringgit Malaysia)
mengapa aku kata kita kena tengok income percapita sesebuah negara kerana.... kita akan dapat ratio nya ....dari ratio tu kita akan tau di Malaysia kereta tersebut "MAHAL" sedangkan di Australia "MURAH" ..tetapi kita kena tau mengapa dikatakan murah atau mahal tu...berdasarkan GDP tersebut dan juga kena juga tau kuasa membeli sesebuah negara atau di sebut PPP
jika negara tu maju dan membangun... maka rakyat tidak akan merasa susah atau dibebani....
tetapi jika negara sedang membangun....ia nye harus la berkembang setidak2 nya setiap tahun 8% kenaikan GDP tersebut...
Malaysia GDP per capita : 6,146
Australia GDP per capita : 42,553
dengan GDP tersebut
Malaysia : harga kereta ($112,000) [GDP :6,146]
Australia : harga kereta ($56,789) [GDP : 42,000]
kita lihat perbandingan ....
memang la jika rakyat/sesapa yg bekerja di australia akan merasa murah membeli kereta dengan currency sana la...dan juga murah la kereta kat msia walupun dah convert duit nya...masih murah...kerana GDP nya tinggi berbanding negara kita....
kekuatan ekonomi sesebuah negara bergantung pada kepesatan pembangunan negara tersebut (manufacturing & service) yang utama. itu yg dikatakan negara maju..hanya sesetengh negara aje yg bertuah buat masa ni di kategorikan sebagai negara maju berdasarkan hasil bumi (minyak n gas) ..tetapi hasil bumi tak akan kekal lama....maka pentingnya pembangunan dari segi menufacturing & service...
tetapi negara kita masih belum ditahap tersebut...masih negara sedang membangun..walaupun rakyat hidup macam negara maju..pada hakikatnya negara kita belum maju..masih jauh lagi...miskin berbanding negara2 maju..jauh sekali....
walaupun dulu negara kita boleh mendapat kenaikan 8% gdp setiap tahun pada zaman 90an..tetapi sejak zaman kemelesetan ekonomi dunia akhir 90an...pertumbuhan negara kita hanya 4% dan berjaya di stabilkan sehingga 6% sebelum 2003...hingga kini masih kekal 6% tanpa kenaikan....walaupun dah 4 tahun.... negara kita belum maju lagi....
jika kita nak harga kereta tersebut murah..negara kita perlu meningkat kan ekonomi nye...perlu adenya perindustrian yg berkembang pesat .....
harga2 kereta tu bukan sengaja di jual mahal di Malaysia atau dijual murah di Australia.. sebenarnya sama aje...apa bila di convert...kalau ade perbezaan pun pada cukai dan lain2
...harga di Malaysia ....sama aje harga di Australia ..sama juga harga di UK atau di US..atau Indonesia sekali pun (bergantung pada nilai matawang negara tersebut ....dan kemampuan kita membeli ...serta di mana kita berada .....)
(mungkin sukar difahami....)
leh baca lanjut la kat link ni..
Per capita income
Per capita income means how much each individual receives, in monetary terms, of the yearly income that is generated in their country through productive activities. That is what each citizen would receive if the yearly income generated by a country from its productive activities were divided equally among everyone. Per capita income is usually reported in units of currency per year.
GDP
A region's gross domestic product, or GDP, is one of the ways of measuring the size of its economy. The GDP of a country is defined as the total market value of all final goods and services produced within a country in a given period of time (usually a calendar year). It is also considered the sum of value added at every stage of production (the intermediate stages) of all final goods and services produced within a country in a given period of time.
GDP per capita
Gross Domestic Product (nominal) per capita, the value of all final goods and services produced within a nation in a given year, divided by the average population for the same year.
PPP
The purchasing power parity (PPP) theory uses the long-term equilibrium exchange rate of two currencies to equalize their purchasing power. Developed by Gustav Cassel in 1920, it is based on the law of one price: the idea that, in an efficient market, identical goods must have only one price.
A purchasing power parity exchange rate equalizes the purchasing power of different currencies in their home countries for a given basket of goods. It is often used to compare the standards of living between countries, rather than a per-capita gross domestic products comparison at market exchange rates. The best known and most used purchasing power parity exchange rate is the Geary-Khamis dollar, also referred to as the international dollar.
Developed Country
The term developed country, or advanced country, is used to categorize countries with developed economies in which the tertiary and quaternary sectors of industry dominate.
This level of economic development usually translates into a high income per capita and a high Human Development Index (HDI). Countries with high gross domestic product (GDP) per capita often fit the above description of a developed economy.
Developing Country
A developing country is that country which has relatively low standard of living, an undeveloped industrial base, and a moderate to low Human Development Index (HDI) score and per capita income, but is in a phase of economic development. Usually all countries which are neither a developed country nor a failed state are classified as developing countries.
tu aje sedikit sebyk....apa yg aku tau n leh kongsi ..kalau tak faham..baca link tu.....aku tulis mungkin tak jelas atau leh salah faham...
ok......
harga keta murah ke mahal tu..kena tgk la ...income per capita sesebuah negara tu....
walaupun aku tak berapa mendalam pemahaman aku..aku cuba bagi gambaran secara genaral la ye...
ok.... kita bandingkan harga kereta di Malaysia dan Australia
contohnya .. kereta "Mitsubishi Lancer Evolution"
di Australia harganya $56,789 AUD(Australian Dollar)
di Malaysia harganya pula $112,000 RM (Ringgit Malaysia)
mengapa aku kata kita kena tengok income percapita sesebuah negara kerana.... kita akan dapat ratio nya ....dari ratio tu kita akan tau di Malaysia kereta tersebut "MAHAL" sedangkan di Australia "MURAH" ..tetapi kita kena tau mengapa dikatakan murah atau mahal tu...berdasarkan GDP tersebut dan juga kena juga tau kuasa membeli sesebuah negara atau di sebut PPP
jika negara tu maju dan membangun... maka rakyat tidak akan merasa susah atau dibebani....
tetapi jika negara sedang membangun....ia nye harus la berkembang setidak2 nya setiap tahun 8% kenaikan GDP tersebut...
Malaysia GDP per capita : 6,146
Australia GDP per capita : 42,553
dengan GDP tersebut
Malaysia : harga kereta ($112,000) [GDP :6,146]
Australia : harga kereta ($56,789) [GDP : 42,000]
kita lihat perbandingan ....
memang la jika rakyat/sesapa yg bekerja di australia akan merasa murah membeli kereta dengan currency sana la...dan juga murah la kereta kat msia walupun dah convert duit nya...masih murah...kerana GDP nya tinggi berbanding negara kita....
kekuatan ekonomi sesebuah negara bergantung pada kepesatan pembangunan negara tersebut (manufacturing & service) yang utama. itu yg dikatakan negara maju..hanya sesetengh negara aje yg bertuah buat masa ni di kategorikan sebagai negara maju berdasarkan hasil bumi (minyak n gas) ..tetapi hasil bumi tak akan kekal lama....maka pentingnya pembangunan dari segi menufacturing & service...
tetapi negara kita masih belum ditahap tersebut...masih negara sedang membangun..walaupun rakyat hidup macam negara maju..pada hakikatnya negara kita belum maju..masih jauh lagi...miskin berbanding negara2 maju..jauh sekali....
walaupun dulu negara kita boleh mendapat kenaikan 8% gdp setiap tahun pada zaman 90an..tetapi sejak zaman kemelesetan ekonomi dunia akhir 90an...pertumbuhan negara kita hanya 4% dan berjaya di stabilkan sehingga 6% sebelum 2003...hingga kini masih kekal 6% tanpa kenaikan....walaupun dah 4 tahun.... negara kita belum maju lagi....
jika kita nak harga kereta tersebut murah..negara kita perlu meningkat kan ekonomi nye...perlu adenya perindustrian yg berkembang pesat .....
harga2 kereta tu bukan sengaja di jual mahal di Malaysia atau dijual murah di Australia.. sebenarnya sama aje...apa bila di convert...kalau ade perbezaan pun pada cukai dan lain2
...harga di Malaysia ....sama aje harga di Australia ..sama juga harga di UK atau di US..atau Indonesia sekali pun (bergantung pada nilai matawang negara tersebut ....dan kemampuan kita membeli ...serta di mana kita berada .....)
(mungkin sukar difahami....)
leh baca lanjut la kat link ni..
Per capita income
Per capita income means how much each individual receives, in monetary terms, of the yearly income that is generated in their country through productive activities. That is what each citizen would receive if the yearly income generated by a country from its productive activities were divided equally among everyone. Per capita income is usually reported in units of currency per year.
GDP
A region's gross domestic product, or GDP, is one of the ways of measuring the size of its economy. The GDP of a country is defined as the total market value of all final goods and services produced within a country in a given period of time (usually a calendar year). It is also considered the sum of value added at every stage of production (the intermediate stages) of all final goods and services produced within a country in a given period of time.
GDP per capita
Gross Domestic Product (nominal) per capita, the value of all final goods and services produced within a nation in a given year, divided by the average population for the same year.
PPP
The purchasing power parity (PPP) theory uses the long-term equilibrium exchange rate of two currencies to equalize their purchasing power. Developed by Gustav Cassel in 1920, it is based on the law of one price: the idea that, in an efficient market, identical goods must have only one price.
A purchasing power parity exchange rate equalizes the purchasing power of different currencies in their home countries for a given basket of goods. It is often used to compare the standards of living between countries, rather than a per-capita gross domestic products comparison at market exchange rates. The best known and most used purchasing power parity exchange rate is the Geary-Khamis dollar, also referred to as the international dollar.
Developed Country
The term developed country, or advanced country, is used to categorize countries with developed economies in which the tertiary and quaternary sectors of industry dominate.
This level of economic development usually translates into a high income per capita and a high Human Development Index (HDI). Countries with high gross domestic product (GDP) per capita often fit the above description of a developed economy.
Developing Country
A developing country is that country which has relatively low standard of living, an undeveloped industrial base, and a moderate to low Human Development Index (HDI) score and per capita income, but is in a phase of economic development. Usually all countries which are neither a developed country nor a failed state are classified as developing countries.
tu aje sedikit sebyk....apa yg aku tau n leh kongsi ..kalau tak faham..baca link tu.....aku tulis mungkin tak jelas atau leh salah faham...
ok......
contoh cd belajar Hassan ...ABC
ni adalah contoh penuh salah satu topik/tajuk (tanpa muzik latar) utk pembelajaran Hassan....
pundi kencing...
"sakit pundi kencing......" hassan cakap..dah beberapa kali dia sebut..
aku pun blur2 la mula2 tu...apa la dia cakap ni...
aku pun secara otomaik nya...bukak diapers dia/seluar kecik dia & bawak la di pi tandas.....
ooooo rupa nya dia nak kencing..hehhhehhe
kami pun terpikir sejenak..mana la dia jumpa perkataan "pundi kencing" ni....
pikir nye pikir..rupa2 nya...kami ade la menyebut perkataan tersebut masa ajar dia ...dlm buku "kamus bahasa melayu-bahasa arab-bahasa inggeris" @ "buku arab"
lepas tu dia sendiri cakap.. "buku arab"..maksud nya memang sah la dia ingat apa yg dia ajar dlm buku arab tu..
kemudian..kena la kami tunjukkan semua gambar2 pundi kencing..dan terangkan kat dia apa dia pundi kencing tu.....kat mana letaknya...tak nampak sebab di dalam badan....
begitu la cara kami ajar dia....
ajar sikit2..bila dia ingin tahu lebih lanjut..kami terangkan lagi...dan lagi..dan lagi..hingga dia rasa puas......
aku pun blur2 la mula2 tu...apa la dia cakap ni...
aku pun secara otomaik nya...bukak diapers dia/seluar kecik dia & bawak la di pi tandas.....
ooooo rupa nya dia nak kencing..hehhhehhe
kami pun terpikir sejenak..mana la dia jumpa perkataan "pundi kencing" ni....
pikir nye pikir..rupa2 nya...kami ade la menyebut perkataan tersebut masa ajar dia ...dlm buku "kamus bahasa melayu-bahasa arab-bahasa inggeris" @ "buku arab"
lepas tu dia sendiri cakap.. "buku arab"..maksud nya memang sah la dia ingat apa yg dia ajar dlm buku arab tu..
kemudian..kena la kami tunjukkan semua gambar2 pundi kencing..dan terangkan kat dia apa dia pundi kencing tu.....kat mana letaknya...tak nampak sebab di dalam badan....
begitu la cara kami ajar dia....
ajar sikit2..bila dia ingin tahu lebih lanjut..kami terangkan lagi...dan lagi..dan lagi..hingga dia rasa puas......
Tuesday, 12 February 2008
hidup di luar....
hari ni hujan dari pagi hingga la sekrg...dan akan berlanjutan hingga malam....
aku tak de la cerita menarik...cuma nak kongsi sedikit cerita n pandangan aku la..
walaupun tanpa kereta..... sapa kata tak leh ke mana2..(terutama di luar negara la.....di mana penggangkutan awam nye ade n Ok..)
pagi tadi dlm hujan pun..aku pi town ngan anak aku..naik bas....(ade morning tea/small talk la...macam seminar kecik la..).... lepas lunch....kami teman kan hubby pi kedai warehouse....naik taxi kerana laluan bas tak de area tu.....masih hujan....
tak de masalah kan????
apa yg aku nak kata ....
kebykkan org kita la yg kena pi belajar obersi ni.....mula2 pi beli keta..(kalau anak lebih 3 atau pun 3 org kecik2 tu ok le..).....alasan nye..senang nak kemana-mana...... sorry la aku tak nampak apa yg bagus ade kete kat obersi ni....(kecuali la tempat tu memang public transport tak de atau "fail")
mengapa aku kata begitu....
dengan ade nye kete....makan kos hidup lebih tinggi....
masa beli kete mungkin la senang..tapi bila nak jual balik...susaaahhhhhhh & menyusahkan...
duit pun keluar macam air je bile ade kete (kecuali la memang byk duit...buat la...)
kos service lagi....lagipun keta tu benda hidup...bukan leh simpan je kat umah...so kalau hubby nye pi kelas/uni bawak keta...parking je keta.....habis tu yg wife nye n anak2....tak leh kemana2 ngan kete la kan? rugi la....
tu baru bab kereta...
satu lagi sikap kebykkan org kita yg pi belaja ke luar ni....
mesti carik ade org melayu/student melayu/msian.....
nak buat apa????tak de org melayu tak leh hidup ke??? leh mati ke????? (mungkin bagi sesetengah org boleh kot..)
bagi kami la....kita kena la cuba berdikari....carik umah sendiri..cari apa2 sendiri...kalau nak gather2 ngan msian/melayu2 lain tu....bila2 ada masa yg sesuai, jumpa la......bukan nye kita mesti cari tempat ramai melayu.......(tapi mungkin la bagi org yg rasa nya tak leh hidup kalau tak de melayu....buat la....tapi kurang la pendedahan kat persekitaran..)..dan bergantung segala-galanya.....rugi2....
kita perlu carik pengalaman sendiri...uruskan hal sendiri dari 0....baru la kita tau macam mana sistem kat tempat tersebut, bagaimana nak deal ngan org2 tempatan....tahu cara mereka bekerje.. dan macam2 lagi...
tu pasal la...kita tgk berapa ramai graduan dari luar sejak dulu kata yg buat master & phd ..termasuk pegawai2 kerajaan yg dihantar belajar.....apa yg mereka bawa balik????
mana dia perkembangan , mana dia ilmu2 persekitaran yg ade di tempat mereka belajar tu? apa mereka dpt?
yg ade nye..... meniru sebulat2 nye "road tax" dari negara yg dia pi belajar...
meniru sistem yg tak bagus & menyusahkan rakyat....
mana dia sistem transportation???? tak de pun di bawa perubahan utk negara kita..sedangkan...sistem pengkutan awam di luar lebih maju n bagus......terutama bas & taxi....
ni kerana mereka2 yg belajar di luar tu.....tak naik sgt bas n taxi...mereka beli kereta...tu pasal la tak tau..n tak ambil tahu.....
sistem pendidikan..begitu juga....apa perubahan.....masih di tahap lama lagi....
tu le antara bebelan aku di hari hujan ni....
pesan aku pada sesapa nak pi belajar kat obesi tu..dan pegawai2 yg dihantar belajar tu.....
tolong la ..perhatikan sekeliling.....cari yg positif dan membangun utk agama, bangsa & negara kita.... jgn dok pi sana enjoy2 tapi balik semula ke msia...hanya bawak master & phd aje (sijil dlm kertas je)....bawa la sesuatu yg berguna utk masa depan negara....
sekian aje.....
aku tak de la cerita menarik...cuma nak kongsi sedikit cerita n pandangan aku la..
walaupun tanpa kereta..... sapa kata tak leh ke mana2..(terutama di luar negara la.....di mana penggangkutan awam nye ade n Ok..)
pagi tadi dlm hujan pun..aku pi town ngan anak aku..naik bas....(ade morning tea/small talk la...macam seminar kecik la..).... lepas lunch....kami teman kan hubby pi kedai warehouse....naik taxi kerana laluan bas tak de area tu.....masih hujan....
tak de masalah kan????
apa yg aku nak kata ....
kebykkan org kita la yg kena pi belajar obersi ni.....mula2 pi beli keta..(kalau anak lebih 3 atau pun 3 org kecik2 tu ok le..).....alasan nye..senang nak kemana-mana...... sorry la aku tak nampak apa yg bagus ade kete kat obersi ni....(kecuali la tempat tu memang public transport tak de atau "fail")
mengapa aku kata begitu....
dengan ade nye kete....makan kos hidup lebih tinggi....
masa beli kete mungkin la senang..tapi bila nak jual balik...susaaahhhhhhh & menyusahkan...
duit pun keluar macam air je bile ade kete (kecuali la memang byk duit...buat la...)
kos service lagi....lagipun keta tu benda hidup...bukan leh simpan je kat umah...so kalau hubby nye pi kelas/uni bawak keta...parking je keta.....habis tu yg wife nye n anak2....tak leh kemana2 ngan kete la kan? rugi la....
tu baru bab kereta...
satu lagi sikap kebykkan org kita yg pi belaja ke luar ni....
mesti carik ade org melayu/student melayu/msian.....
nak buat apa????tak de org melayu tak leh hidup ke??? leh mati ke????? (mungkin bagi sesetengah org boleh kot..)
bagi kami la....kita kena la cuba berdikari....carik umah sendiri..cari apa2 sendiri...kalau nak gather2 ngan msian/melayu2 lain tu....bila2 ada masa yg sesuai, jumpa la......bukan nye kita mesti cari tempat ramai melayu.......(tapi mungkin la bagi org yg rasa nya tak leh hidup kalau tak de melayu....buat la....tapi kurang la pendedahan kat persekitaran..)..dan bergantung segala-galanya.....rugi2....
kita perlu carik pengalaman sendiri...uruskan hal sendiri dari 0....baru la kita tau macam mana sistem kat tempat tersebut, bagaimana nak deal ngan org2 tempatan....tahu cara mereka bekerje.. dan macam2 lagi...
tu pasal la...kita tgk berapa ramai graduan dari luar sejak dulu kata yg buat master & phd ..termasuk pegawai2 kerajaan yg dihantar belajar.....apa yg mereka bawa balik????
mana dia perkembangan , mana dia ilmu2 persekitaran yg ade di tempat mereka belajar tu? apa mereka dpt?
yg ade nye..... meniru sebulat2 nye "road tax" dari negara yg dia pi belajar...
meniru sistem yg tak bagus & menyusahkan rakyat....
mana dia sistem transportation???? tak de pun di bawa perubahan utk negara kita..sedangkan...sistem pengkutan awam di luar lebih maju n bagus......terutama bas & taxi....
ni kerana mereka2 yg belajar di luar tu.....tak naik sgt bas n taxi...mereka beli kereta...tu pasal la tak tau..n tak ambil tahu.....
sistem pendidikan..begitu juga....apa perubahan.....masih di tahap lama lagi....
tu le antara bebelan aku di hari hujan ni....
pesan aku pada sesapa nak pi belajar kat obesi tu..dan pegawai2 yg dihantar belajar tu.....
tolong la ..perhatikan sekeliling.....cari yg positif dan membangun utk agama, bangsa & negara kita.... jgn dok pi sana enjoy2 tapi balik semula ke msia...hanya bawak master & phd aje (sijil dlm kertas je)....bawa la sesuatu yg berguna utk masa depan negara....
sekian aje.....
Wednesday, 6 February 2008
permainan Hassan..
ni salah satu permainan yg Hassan buat sendiri....Quiz......[main teka2]
Hassan : "Capital City of Australia?"
Hassan : "tik tok tik tok tik tok..." [konon2 macam main quiz la...masa bergerak utk jawab soklan]
Hassan : "Canberra!!!!"
Hassan : "Capital city of Malaysia?"
Hassan : "tik tok tik tok tik tok.."
Hassan : "Kuala Lumpur....!!!!!"
ni la keje dia...mainan dia.....
main sorang2..kadang dia suruh aku le jawab...
Hassan : "Umi..capital city of Brazil apa?"
Umi : "mmmmmmmm" [konon2 tgh berfikir la]
Hassan : "tik tok tik tok tik tok..."
Hassan : "Brasillia!!!" Yeah!!
(tu le dia dia tanya kita ..dia yg jawab....sebenarnya dia saja je tu...dia dah tau semua tu....konon2 main quiz2 la...)
apa sahaja la dia....
Hassan : "Capital City of Australia?"
Hassan : "tik tok tik tok tik tok..." [konon2 macam main quiz la...masa bergerak utk jawab soklan]
Hassan : "Canberra!!!!"
Hassan : "Capital city of Malaysia?"
Hassan : "tik tok tik tok tik tok.."
Hassan : "Kuala Lumpur....!!!!!"
ni la keje dia...mainan dia.....
main sorang2..kadang dia suruh aku le jawab...
Hassan : "Umi..capital city of Brazil apa?"
Umi : "mmmmmmmm" [konon2 tgh berfikir la]
Hassan : "tik tok tik tok tik tok..."
Hassan : "Brasillia!!!" Yeah!!
(tu le dia dia tanya kita ..dia yg jawab....sebenarnya dia saja je tu...dia dah tau semua tu....konon2 main quiz2 la...)
apa sahaja la dia....
Sunday, 3 February 2008
tajuk tambahan..utk slide belajar...
tajuk2 terdahulu .. sini
Topik tambahan bagi CD Belajar (ni Hassan nye la..)....
(beserta gambar)
jika minat anak anda - kucing
Topik tambahan bagi CD Belajar (ni Hassan nye la..)....
(beserta gambar)
- Sayur-sayuran/Vegetables
- Buah-buahan/Fruits
- Kenderaan/Transportations
- Sukan/Sports
- Periodic Table
- Rocks & Minerals
- Capital City
jika minat anak anda - kucing
- boleh buat slide - jenis2 kucing beserta gambar2 (kucing siam, kucing biase..etc.)
- buat slide - jenis2 motor (motor kapcai, motor racing, motor kuasa besar etc...)
- buat slide - brand2 komputer/ apa2 berkaitan komputer...(HP, Toshiba..etc) / (Microsoft...)
- buat slide - jenis2 kapal terbang (boeing 777, etc.) jenis2 airline (MAS, Air Canada), part2 dlm kapal terbang (enjin, sayap)...
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