I am such an active baby that Mama had to find some way of keeping me safe and entertained at the same time so she got me a big play pen! Wow! I can crawl, I can climb, I can play with my toys inside! With Jie Jie! Its a perfect gift, thanks Mama!
Thursday, December 9, 2010
My adventure house
Wow!
I am such an active baby that Mama had to find some way of keeping me safe and entertained at the same time so she got me a big play pen! Wow! I can crawl, I can climb, I can play with my toys inside! With Jie Jie! Its a perfect gift, thanks Mama!
I am such an active baby that Mama had to find some way of keeping me safe and entertained at the same time so she got me a big play pen! Wow! I can crawl, I can climb, I can play with my toys inside! With Jie Jie! Its a perfect gift, thanks Mama!
Tuesday, November 30, 2010
Playtime Part II
I can sit up by myself quite well now so instead of just playing in my cot, I can play in Jie Jie's bed as well haha, opens up a whole new world of toys as well.. yippee
Saturday, November 13, 2010
Playtime
Jie Jie loves hanging out in my room just before my bedtime and tonight she wanted to play with me in my cot. I am such a growing boy that we are quickly running out of space to move. It looks like we have to upgrade our tussles to Jie Jie's bed soon.
Monday, November 8, 2010
Tuesday, October 26, 2010
Superfruits
I cannot really eat fruits yet but when Jiejie eats fruits, I always give Papa the hungry look and Papa sometimes scrapes some fruit puree for me and I love it! Papa says all fruits are good and here are some 'superfruits' that Papa wants to share with you.
Kiwi: A single kiwi is said to supply more than the normal daily adult requirement of vitamin C.
Goji Berries (Wolfberries): It contains carotenoids that act as antioxidants to protect the retina of the eye.
Cranberries: It contains antioxidants(proanthocyanidins) that prevents or treats urinary tract infections. Also has anti-cancer properties
Avocado: It contains healthy monounsaturated fat, which has been linked to a reduced risk of cancer, heart disease and diabetes.
Blueberry: It is said to be an anti-ageing superstar that is loaded with antioxidants to improve vision and brain function.
Dates: Rich source of Vitamin C, nutrients and energy. Also contains mineral such as iron, copper and magnesium, which boosts the immune system and promotes hair growth.
Kiwi: A single kiwi is said to supply more than the normal daily adult requirement of vitamin C.
Goji Berries (Wolfberries): It contains carotenoids that act as antioxidants to protect the retina of the eye.
Cranberries: It contains antioxidants(proanthocyanidins) that prevents or treats urinary tract infections. Also has anti-cancer properties
Avocado: It contains healthy monounsaturated fat, which has been linked to a reduced risk of cancer, heart disease and diabetes.
Blueberry: It is said to be an anti-ageing superstar that is loaded with antioxidants to improve vision and brain function.
Dates: Rich source of Vitamin C, nutrients and energy. Also contains mineral such as iron, copper and magnesium, which boosts the immune system and promotes hair growth.
Tuesday, September 28, 2010
Wednesday, September 15, 2010
Happy Birthday Gong Gong
Going to Marina Bay Sands to celebrate Gong Gong's birthday. I love going out, everything is so new to me :)
Monday, September 6, 2010
Monday, August 9, 2010
Happy First Month Celebrations Gwen!
The whole family went to Marriot Cafe to celebrate Gwen Meimei first month celebrations. I was sleeping most of the time but Jiejie seemed to enjoy herself lots
That's Me
That's Gwen
That's me with Baby Gwen's mother, Auntie Nelly
That's me again being grouchy and sleepy already
That's Jiejie and Por Por
Jiejie and me..zzz....
That's Me
That's Gwen
That's me with Baby Gwen's mother, Auntie Nelly
That's me again being grouchy and sleepy already
That's Jiejie and Por Por
Jiejie and me..zzz....
Friday, August 6, 2010
Twinkle twinkle little stars
Yeah, this is my favourite toy of the moment. I can stare at the stars quietly for more than 10 minutes at a time (and that is quite an achievement for a baby)
Monday, August 2, 2010
8 Brain Boosters
You might think that labelling some of the things you eat as 'brain food' might be stretching it a bit.
However, many scientists and nutritionists believe that foods you eat can directly affect the way your brain performs, that you can boost your intelligence quotient (IQ), focus your concentration, sharpen your memory and keep your mind young.
They may also have an effect on how children develop and grow.
So are we what we eat?
Dr Ang Poon Liat, senior consultant paediatrician at the Paediatric Centre in Thomson Medical Centre, said that a person is 20 per cent genes and 80 per cent food.
To him, nurture supersedes nature and one should eat for several reasons.
'Purpose-driven eating is very important; you must eat for brain growth and development, to prevent cancer and to stabilise hormones,' he said.
Aside from breastfeeding, which has proved to increase the IQ of babies and children, the food you feed your kids can also determine their academic potential.
Dr Ang identifies eight brain foods which should be part of your child's diet. However, these are foods that will benefit you through life.
So eat up!
1: Fish
Why: Fish like salmon, sardines and cod are an excellent source of omega-3 fatty acids which are essential for brain growth and function.
Dr Ang says: Not just salmon, all types of fish are good. You can even take cod fish body oil, which is rich in vitamin A, to supplement your diet. Your brain is 60 per cent fat, so fish is a good source of that.
2: Eggs
Why: Other than being a great protein source, egg yolks also have a high amount of choline - a nutrient in the B vitamin family - which helps in memory development.
Dr Ang says: The best way to eat your egg is soft boiled. Frying or having it hard boiled destroys its protein, causing it to be allergenic.
3: Nuts
Why: They provide vitamin E and are also a source of antioxidants that protect the membranes of brain cells against free radicals.
Dr Ang says: Macadamia and almonds are recommended. Ground peanuts are less ideal because they often result in allergic reactions.
4: Colourful vegetables
Why: They provide high levels of antioxidants that keep brain cells strong and healthy.
Dr Ang says: Choose fresh products in a wide variety of colours to give you a range of antioxidants. Also, go for brighter and hence more intense antioxidants, which help prevent cancer.
5: Wholegrains
Why: Provides gradual release of glucose that the brain needs to function due to the fibre regulating its release. It also contains B vitamins.
Dr Ang says: The slower release process of glucose prevents glucose swings - the process in which a child is energised and then quickly becomes fatigued. These mood changes are unhealthy for a child.
6: Berries
Why: High levels of antioxidants, such as vitamin C, which can help prevent cancer. Some studies have also shown improved memory.
Dr Ang says: The best fruits are berries. Strawberries, blueberries, raspberries, blackberries and even cherries. They are less sweet and present less sugar problems; also, they have antioxidant values that are rated the highest.
7: Beans
Why: These provide energy from protein to complex carbohydrates which are good brain foods. Proteins are needed to synthesise the nucleic acid of brain cells.
Dr Ang says: Green beans and red beans are good. As far as soya beans go, it is best to consume fermented soya products.
8: Yogurt
Why: Good source of protein and B and D vitamins, which are vital for the growth of brain tissue and neuro-transmitters.
Dr Ang says: Yogurt is preferred over milk because a semi-solid food is a better choice for a growing child. Also, because it is fermented, it is also pre-digested and is easier for a child to process.
This story was first published in Mind Your Body, The Straits Times.
However, many scientists and nutritionists believe that foods you eat can directly affect the way your brain performs, that you can boost your intelligence quotient (IQ), focus your concentration, sharpen your memory and keep your mind young.
They may also have an effect on how children develop and grow.
So are we what we eat?
Dr Ang Poon Liat, senior consultant paediatrician at the Paediatric Centre in Thomson Medical Centre, said that a person is 20 per cent genes and 80 per cent food.
To him, nurture supersedes nature and one should eat for several reasons.
'Purpose-driven eating is very important; you must eat for brain growth and development, to prevent cancer and to stabilise hormones,' he said.
Aside from breastfeeding, which has proved to increase the IQ of babies and children, the food you feed your kids can also determine their academic potential.
Dr Ang identifies eight brain foods which should be part of your child's diet. However, these are foods that will benefit you through life.
So eat up!
1: Fish
Why: Fish like salmon, sardines and cod are an excellent source of omega-3 fatty acids which are essential for brain growth and function.
Dr Ang says: Not just salmon, all types of fish are good. You can even take cod fish body oil, which is rich in vitamin A, to supplement your diet. Your brain is 60 per cent fat, so fish is a good source of that.
2: Eggs
Why: Other than being a great protein source, egg yolks also have a high amount of choline - a nutrient in the B vitamin family - which helps in memory development.
Dr Ang says: The best way to eat your egg is soft boiled. Frying or having it hard boiled destroys its protein, causing it to be allergenic.
3: Nuts
Why: They provide vitamin E and are also a source of antioxidants that protect the membranes of brain cells against free radicals.
Dr Ang says: Macadamia and almonds are recommended. Ground peanuts are less ideal because they often result in allergic reactions.
4: Colourful vegetables
Why: They provide high levels of antioxidants that keep brain cells strong and healthy.
Dr Ang says: Choose fresh products in a wide variety of colours to give you a range of antioxidants. Also, go for brighter and hence more intense antioxidants, which help prevent cancer.
5: Wholegrains
Why: Provides gradual release of glucose that the brain needs to function due to the fibre regulating its release. It also contains B vitamins.
Dr Ang says: The slower release process of glucose prevents glucose swings - the process in which a child is energised and then quickly becomes fatigued. These mood changes are unhealthy for a child.
6: Berries
Why: High levels of antioxidants, such as vitamin C, which can help prevent cancer. Some studies have also shown improved memory.
Dr Ang says: The best fruits are berries. Strawberries, blueberries, raspberries, blackberries and even cherries. They are less sweet and present less sugar problems; also, they have antioxidant values that are rated the highest.
7: Beans
Why: These provide energy from protein to complex carbohydrates which are good brain foods. Proteins are needed to synthesise the nucleic acid of brain cells.
Dr Ang says: Green beans and red beans are good. As far as soya beans go, it is best to consume fermented soya products.
8: Yogurt
Why: Good source of protein and B and D vitamins, which are vital for the growth of brain tissue and neuro-transmitters.
Dr Ang says: Yogurt is preferred over milk because a semi-solid food is a better choice for a growing child. Also, because it is fermented, it is also pre-digested and is easier for a child to process.
This story was first published in Mind Your Body, The Straits Times.
Sunday, August 1, 2010
Reading with JieJie
I love being read to and JieJie loves reading so it was so fun getting together with a book. My JieJie is so sweet to me.
Friday, July 9, 2010
Xinyi Jiejie Birthday
Went over to Xinyi Jiejie's place to celebrate her birthday. Cant wait to be able to play with Lincoln and Kyler gorgor and Xinyi and Natalie jiejie. Even Kyler is walking steadily now, when can I start crawling?
Vain Jiejie
Me and Grandma
Vain Jiejie
Me and Grandma
Tuesday, July 6, 2010
More of me and my sister
Yup, more photos :)
We got little Gabby in as well, but she was sleeping so soundly
We got little Gabby in as well, but she was sleeping so soundly
Monday, July 5, 2010
Thursday, July 1, 2010
Just me at six weeks old
My favourite sleeping position, flat on my tummy :)
Catching a glimpse
Ok now I am awake and I wanna play :)
My Winnie the Pooh mobile, so cute..
Do I look like Jiejie?
Towards brain based learning
Same concept as Daddy's previous post on learning to read, just different context and different presentation (If Daddy want to write a book later in life, he needs to either learn how to write more professionally or in a more humourous and engaging manner..). This is off AsiaOne and plucked here
Neuroeducation is defined as an education system that is based on principles of the neurosciences. It results in an education system that is built upon how the brain works.
Technology and advances in science and research have enabled us to peer into the smallest workings of memory, learning, brain development and networks.
It only makes sense that findings of this new research be incorporated into new educational practices.
Knowledge of the learning process and memory formation is and should be crucial to teaching practices in learning spaces.
However, neuroscientists have differing opinions as to when neural circuitry and brain networks are formed. Some advocate that neural networks are formed in early childhood, and perhaps to the early teenage years, while others propose it to be a lifelong process.
The brain is born with lots of redundant circuitry and cells, and a "pruning" process takes place during the developmental stage. This process is crucial in order to maintain an efficient brain.
There appears to be consensus that maximum efficiency and performance is during early childhood.
Need for experts
Children's brains are most ready to learn and most eager for a high level of understanding and clarity. Therefore, childhood education should be delivered by the greatest expertise available.
This is because it takes masters to understand topics in such detail that they are able to simplify it for young learners.
For example, people with a degree in a specific field may be able to present the facts, but PhD holders have huge exposure, overview and details about a field. They are able to explain the forest first before talking about the trees.
Unfortunately, the world's education systems are built on models where the higher your qualification is, the higher your students' levels of education.
This same model also suggests that young children are taught by the least educated people - sometimes by people with no education at all.
What is clear is that the brain is an immensely complex machine, and incorporating learning and memory mechanisms into the subject matter only serves to greatly increase this complexity.
The areas of research and findings in neuroscience that could potentially have the greatest impact on educational practices are:
Emotional states: Fear and anxiety hinder learning
Learning is enhanced by intellectually stimulating and challenging environments, and it is inhibited by environments that elicit fearful responses.
While teachers and other stakeholders cannot hope to control and minimise all negative factors, teachers should strive to maintain these levels as low as possible.
"Relaxed alertness" is the state teachers should strive for in their learning spaces.
Cognition: Provide meaning and relevance
The entire workings of the learning brain is directed towards just one thing - to make sense. That is, to give meaning and relevance from the learner's perceptions.
Perceptions are closely tied to emotional states and types of intelligences, but the teacher needs to only understand one thing - you have to provide meaning and relevance to the activities in your Learning Space.
Dietary concerns: Eat for your brain!
The Omega 3 oils and levels of glucose/insulin in the bloodstream have a great impact on the formation of neural networks and the metabolism of the brain.
Omega 3 oils are the building block of the brain, while the presence of high levels of sugar and insulin work to retard brain growth.
Too much sugar and refined flour will result in elevated insulin levels followed by insulin crashes, which block the formation of new neural pathways and networks.
This should be understood and applied by caregivers, teachers and learners to maximise learning.
Information processing: Help them make connections
Knowledge - be it in problem-based learning, outcome-based education or case studies - must be built and presented in orders of complexities and meaning.
Learners must be able to see current information in the context of previous experiences, and make the necessary connections in order to understand the information.
Theories, facts and data cannot be presented in isolation, as learners must be able to rely on an existing "filing system" in their heads in order to process new knowledge, skills and talents.
Multiple intelligences: Every child is different
Howard Gardner popularised the theory of multiple intelligences and since then, this theory has provided an excellent model of how to reach students.
Although it is not practical to suggest that every lesson be taught in eight different ways, teachers should try to present different methods and perspectives for different subject matters, rather than to stand lecturing at the centre of the classroom during every lesson.
Perceptions in learning spaces
The brain has been shown to work at many different levels and to perceive many different stimuli and events occurring simultaneously, through the different senses - be it at the conscious or subconscious levels.
Teachers should not underestimate the power of the brain, and should cater to the brain's ability for complexity and provide learning instruction that will create opportunities for the learner to assimilate, analyse and understand subject matter in his learning space.
Evaluations versus examinations: Give timely feedback
Evaluations should measure for understanding, not success or failure. It should also be a learning mechanism that provides real-time feedback so that learners know immediately when mistakes have been made.
This plays a role in long and short term memory formation, and the potentiating of neural networks.
Memory-based evaluations, that are equivalent to rote learning, are the antitheses of a properly-planned learning space. Examinations that present results after a few weeks, or even a few days, are probably even more destructive.
Intervention into learning disorders
Teachers should recognise early signs of learning disorders, that could easily be mistaken as inattentiveness, laziness or plain misbehaviour.
Learning disorders are most easily addressed at a young age, and early intervention can be applied so that the vital phase of learners' lives are not spent in misery and constant punishment cycles due to unrecognised problems.
Education evolution
Human beings are habitual by nature, and education systems as they are, are our worst habit.
Knowledge, technology and our brains have evolved drastically, so why are we using education models from a thousand years ago? Malaysia has always been poised for greatness, but our education has been holding - and almost pulling - us back.
There is no longer an excuse for us to say that Malaysia's racial politics is a sensitive issue, and that the education system is closely tied to it. We have a Prime Minister who is supplying the political will, and we have to grab the opportunity.
Dr Theva is a senior lecturer at the School of Educational Studies, Universiti Sains Malaysia. Through this fortnightly column and through the revolutionary ENGAGE Programme - Education for Sustainable Global Futures - USM has started, he and his colleagues hope to help transform the landscapes of Malaysian schooling and higher education systems. He can be contacted through theva@usm.my.
Neuroeducation is defined as an education system that is based on principles of the neurosciences. It results in an education system that is built upon how the brain works.
Technology and advances in science and research have enabled us to peer into the smallest workings of memory, learning, brain development and networks.
It only makes sense that findings of this new research be incorporated into new educational practices.
Knowledge of the learning process and memory formation is and should be crucial to teaching practices in learning spaces.
However, neuroscientists have differing opinions as to when neural circuitry and brain networks are formed. Some advocate that neural networks are formed in early childhood, and perhaps to the early teenage years, while others propose it to be a lifelong process.
The brain is born with lots of redundant circuitry and cells, and a "pruning" process takes place during the developmental stage. This process is crucial in order to maintain an efficient brain.
There appears to be consensus that maximum efficiency and performance is during early childhood.
Need for experts
Children's brains are most ready to learn and most eager for a high level of understanding and clarity. Therefore, childhood education should be delivered by the greatest expertise available.
This is because it takes masters to understand topics in such detail that they are able to simplify it for young learners.
For example, people with a degree in a specific field may be able to present the facts, but PhD holders have huge exposure, overview and details about a field. They are able to explain the forest first before talking about the trees.
Unfortunately, the world's education systems are built on models where the higher your qualification is, the higher your students' levels of education.
This same model also suggests that young children are taught by the least educated people - sometimes by people with no education at all.
What is clear is that the brain is an immensely complex machine, and incorporating learning and memory mechanisms into the subject matter only serves to greatly increase this complexity.
The areas of research and findings in neuroscience that could potentially have the greatest impact on educational practices are:
Emotional states: Fear and anxiety hinder learning
Learning is enhanced by intellectually stimulating and challenging environments, and it is inhibited by environments that elicit fearful responses.
While teachers and other stakeholders cannot hope to control and minimise all negative factors, teachers should strive to maintain these levels as low as possible.
"Relaxed alertness" is the state teachers should strive for in their learning spaces.
Cognition: Provide meaning and relevance
The entire workings of the learning brain is directed towards just one thing - to make sense. That is, to give meaning and relevance from the learner's perceptions.
Perceptions are closely tied to emotional states and types of intelligences, but the teacher needs to only understand one thing - you have to provide meaning and relevance to the activities in your Learning Space.
Dietary concerns: Eat for your brain!
The Omega 3 oils and levels of glucose/insulin in the bloodstream have a great impact on the formation of neural networks and the metabolism of the brain.
Omega 3 oils are the building block of the brain, while the presence of high levels of sugar and insulin work to retard brain growth.
Too much sugar and refined flour will result in elevated insulin levels followed by insulin crashes, which block the formation of new neural pathways and networks.
This should be understood and applied by caregivers, teachers and learners to maximise learning.
Information processing: Help them make connections
Knowledge - be it in problem-based learning, outcome-based education or case studies - must be built and presented in orders of complexities and meaning.
Learners must be able to see current information in the context of previous experiences, and make the necessary connections in order to understand the information.
Theories, facts and data cannot be presented in isolation, as learners must be able to rely on an existing "filing system" in their heads in order to process new knowledge, skills and talents.
Multiple intelligences: Every child is different
Howard Gardner popularised the theory of multiple intelligences and since then, this theory has provided an excellent model of how to reach students.
Although it is not practical to suggest that every lesson be taught in eight different ways, teachers should try to present different methods and perspectives for different subject matters, rather than to stand lecturing at the centre of the classroom during every lesson.
Perceptions in learning spaces
The brain has been shown to work at many different levels and to perceive many different stimuli and events occurring simultaneously, through the different senses - be it at the conscious or subconscious levels.
Teachers should not underestimate the power of the brain, and should cater to the brain's ability for complexity and provide learning instruction that will create opportunities for the learner to assimilate, analyse and understand subject matter in his learning space.
Evaluations versus examinations: Give timely feedback
Evaluations should measure for understanding, not success or failure. It should also be a learning mechanism that provides real-time feedback so that learners know immediately when mistakes have been made.
This plays a role in long and short term memory formation, and the potentiating of neural networks.
Memory-based evaluations, that are equivalent to rote learning, are the antitheses of a properly-planned learning space. Examinations that present results after a few weeks, or even a few days, are probably even more destructive.
Intervention into learning disorders
Teachers should recognise early signs of learning disorders, that could easily be mistaken as inattentiveness, laziness or plain misbehaviour.
Learning disorders are most easily addressed at a young age, and early intervention can be applied so that the vital phase of learners' lives are not spent in misery and constant punishment cycles due to unrecognised problems.
Education evolution
Human beings are habitual by nature, and education systems as they are, are our worst habit.
Knowledge, technology and our brains have evolved drastically, so why are we using education models from a thousand years ago? Malaysia has always been poised for greatness, but our education has been holding - and almost pulling - us back.
There is no longer an excuse for us to say that Malaysia's racial politics is a sensitive issue, and that the education system is closely tied to it. We have a Prime Minister who is supplying the political will, and we have to grab the opportunity.
Dr Theva is a senior lecturer at the School of Educational Studies, Universiti Sains Malaysia. Through this fortnightly column and through the revolutionary ENGAGE Programme - Education for Sustainable Global Futures - USM has started, he and his colleagues hope to help transform the landscapes of Malaysian schooling and higher education systems. He can be contacted through theva@usm.my.
Wednesday, June 30, 2010
Daddy & Mummy Anniversary
Daddy brought Mummy out for a dinner treat, and Mummy was so pretty that night.
And the food looked sumptuous as well, pan fried foie gras.. Daddy says it is such a guilty pleasure.
And the food looked sumptuous as well, pan fried foie gras.. Daddy says it is such a guilty pleasure.
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