Source: Educational psychologists, Shum Ka Man and Tang Wai Yan
Interactive reading is when parents and children engage in reading through conversation. The main difference between interactive reading and traditional reading aloud lies in the fact that traditional reading aloud often involves parents telling stories to children or, in some cases, parents’ intention to teach children to recognize words, focusing primarily on word recognition. However, the advantage of interactive reading is not just about word recognition; it aims to foster a positive parent-child relationship and help children express themselves through conversation.
In interactive reading, children take on an active role, where they can ask questions and guide the conversation through these questions and answers, thereby enhancing their reading comprehension skills. When parents engage in interactive reading with children, they should consider what questions to ask and what steps to follow. There are various ways for parents to ask questions, and we teach them a prompting framework that includes five different question types, abbreviated as ‘CROWD.’
C stands for Completion, where questions can be posed in a fill-in-the-blank manner. R represents Recall, encouraging children to remember what happened earlier in the story. O denotes Open-ended questions, allowing children to speculate about what might happen next. W represents Wh questions, covering the six Ws: who, what, when, where, why, and how. Finally, D stands for Distancing questions, which prompt children to relate the story to their own life experiences, asking how the story connects to their daily lives.
Written by Marriage and Family Therapist, Child Play Therapist, Rachel Ng
When my son was in the first grade, I often encountered the same group of parents at the pick-up and drop-off station. One of the parents had a son who coincidentally attended the same school and grade as my son, so we gradually became acquainted. It was also during that time that I began to witness what was called “monster parents”!
She would frequently ask about my child’s extracurricular activities because her son was enrolled in various classes every day, sometimes even attending two in a single day. On the other hand, I struggled to list many activities for my son. He enjoyed exploring and creating games at home, finding his own joy. I also saw that he was able to grasp the lessons taught at school, so I felt that there was no need for him to participate in additional extracurricular activities. Always, my wish for him was to be happy.
However, gradually, when most of the parents around you gather and chatter about what their children are learning, what levels they’ve achieved in music and language exams, and so on, I, who originally believed in the “go with the flow” approach, began to feel anxious. I couldn’t help but question whether I was a lazy, unambitious, and neglectful mother who didn’t plan for her child’s future!
And so, I also began to enroll my child in various courses, but the resistance I encountered was beyond what I had ever imagined. During the years from my son’s second to fourth grade, even though the number of courses he attended was not extensive, conflicts often arose between mother and son due to the insistence on him participating in additional extracurricular activities. I couldn’t bear to see both of us suffer from the results of these clashes, so I asked myself: “What is truly important for a child? To possess a wealth of knowledge but carry an unhappy heart, or to have a lively, cheerful, and positively charged life?” Even though I hadn’t yet studied marriage and family therapy at that time, I still believed that a harmonious family relationship was the cornerstone for a child to have a healthy life.
In the end, I decided to no longer “force” my son to participate in activities he disliked. By letting go in this manner, I actually created space for him to learn to take responsibility for his own decisions. He would let me know what he wanted to learn or even if he wanted to attend Chinese tutoring at the appropriate time. These exercises in autonomy and responsibility, unwittingly, became invaluable assets for my son in the future. They proved beneficial in his education and career, leading to success in every aspect.
In reality, many parents, like myself back then, find themselves in an environment of intense competition, where they see other mothers doing the same crazy things. This makes those actions seem not crazy, but rather the norm. Even if reluctantly, they feel compelled to do the same. However, children find various ways to express to us that they are struggling, that they cannot accept it! The question is, do mothers really see it? If parents have a short-sighted perspective and are anxious only about gaining an initial advantage, focusing solely on creating fleeting competitive edges for their children while neglecting to establish qualities that contribute to their long-term development, then in the end, the casualties may extend beyond just the mother-child relationship to include the child’s life itself!
Source: Education experts Leung Wing Lok and Chiu Wing Tak
Question: My daughter is currently in K2, and I want to apply for a private school for her. I plan to start her with tutoring and learning the violin. Is the chance slim? What kind of interest classes or academic classes should she take to increase her competitiveness?
Chiu: I think if you choose interest classes, you should consider what type of activities the school prioritizes. For example, many schools have orchestras, dance classes, or singing classes. If your child is learning the viola, her chances might be limited because the demand for viola players is not as high. If she learns the violin, as orchestras usually require many violin players, her chances will be better. Alternatively, learning to dance or sing can also be beneficial.
Leung: My opinion is relatively straightforward. Some parents pursue learning less common instruments, thinking that schools might prefer that. For example, learning the harp or African drums. However, I believe it is essential to consider the child’s genuine interests. During the interview process, if the school sees the child’s enthusiasm for that particular instrument or music, it will be a plus. Whether she learns a popular or less common instrument, I think the impact is relatively minor. The most crucial aspect is to let the school see the child’s passion for music.
Question: My child is about to enroll in kindergarten, but he is a bit timid and afraid that he won’t speak during the interview. What should I do?
Chiu: That’s a significant issue. If he doesn’t speak, it would be a pity, like “making a great effort but falling short at the crucial moment.” I have thought of a method that you can consider. When practicing the interview with your child, you can record the process as if it were a real interview. Then, when necessary, for example, if your child suddenly becomes speechless during the interview, you can show this recording to the school teacher and say, “Teacher, could you please watch this clip? Actually, my child speaks regularly.” Play the video for the teacher. If the teacher has empathy, I believe they will take a look. When the teacher watches it, the child will also show interest, and it will be easier for him to start speaking.
Leung: That’s a good approach, but the prerequisite is that parents need to be well-prepared. I think the most basic thing is to engage your child in conversations about topics and interests as much as possible in daily life, so that your child will speak more naturally when facing strangers. Another thing to note is that parents should not answer for their child when they are not speaking. When you answer for them, you are actually doing them a disservice, akin to cheating.
Question: Is there a problem if we don’t enroll in Pre-Nursery (PN) classes? Because the tuition fees are quite expensive, and some friends say their children take more sick leave days than going to school.
Leung: It’s hard to generalize. Actually, if the family environment permits, and there’s someone to take care of the child, not attending PN classes may not be a big problem. However, some parents worry that not attending PN classes might make it difficult for their child to progress to K classes, and that’s another concern. So, it depends on individual circumstances.
Chiu: Indeed, many parents are concerned that if everyone else attends PN classes and their child doesn’t, their child may lag behind in competition. This is a real worry. As for what to learn in PN classes, they typically focus on cognitive abilities, self-care skills, social skills, and communication abilities. As long as parents can teach these four things to their children, such as teaching them to recognize words, communicate effectively, make friends, and take care of themselves, there may not be a need to attend PN classes.
Question: My daughter was born in mid-January, which is an awkward month. Should I enroll her in the younger class (N class) as a “younger child” or put her in the older class (K1) as an “older child”?
Chiu: Personally, I prefer being an “older child” as there are many advantages to it. Firstly, you’ll be stronger and have the opportunity to become a leader or class monitor in the future. If you’re a “younger child,” others might pat your head, and younger kids being treated like little brothers or sisters might not be too happy. Secondly, being an “older child,” you’ll have more experience. You’ll be a few months older than other kids, so you’ll have more experience, making it easier to absorb knowledge while studying. Being an “older child” also means you’ll have stronger self-care, communication, and social skills, benefiting you in many ways.
Leung: The age difference between children might already be significant and being an “older child” entering school would truly give an advantage at the starting line. There’s another downside to being a “younger child” as it’s possible that your child might not keep up with the rest and could face repeating the same class. Facing the possibility of repeating can seriously affect a child’s confidence, and it’s challenging to regain once it’s lost.
