2010 Concert brought parents back to the oldies…….

Interspersed with animated dances and perfected marches, there was never a dull moment in the Honey Tree Child Care Centre End of Year Concert and Graduation Ceremony. A platform where Honey Tree Child Care Centre made used of to showcase its annual evening of extravaganza for the parents and grandparents of the students.
On 4 Dec 10, these students did just that by bringing old memories through the “Flavours of Singapore”. The event featured an adrenaline pumping routine performed by the children from the three Honey Tree Child Care Centres combined.

Besides fast numbers that jazzed up the ambiance in the auditorium, there were tender moments that tugged the heartstring of the audiences on the soft side. There were video clips that featured K2 graduates who expressed their gratitude so generously and so confidently, what they aspired to be in future. All of them have one common feeling - they missed the teachers and their friends in Honey Tree.

There were inspiring speeches given by two directors. Ms Janice Poon, speaking in English, illuminated the importance of parent – school bonding; drawing on examples of activities that the parents were so professionally involved. Mdm Chiang re-emphasised in Mandarin, the importance of adopting new technology in engaging and enriching a broad spectrum of young learners. The little MCs stole the night. The costumes and the probes fit the evening’s theme. The performers were just perfect.

Mdm Lim, grandmother of one K2 graduand commented, “I have attended a few of the graduation ceremonies, this year is special. It is timely for our children to know the hard work their parents had gone through. By participating it themselves, made them realized what their parents have done to arrive at what they are today.”



Indeed, together with our parents, Honey Tree Child Care Centres are determined to draw on one another’s strengths, to build on the collective wisdom to improve the well-being of our children to give them a solid foundation for the future.

Communication Skills

Good communication skills help us to solve problems successfully and maintain good interpersonal relationships. This is as true for young children as it is for adults.

People of all ages can have trouble expressing what they think and feel. Sometimes we just find it difficult to find the right words. Sometimes a situation seems intimidating and we feel shy to say what we really feel. Sometimes we are afraid that others will make fun of us or reject us. All of these difficulties are particularly common with young children.

Similarly, it is important to recognize that communication is a two way process. The ability to listen is vital in effective interpersonal communication and is linked to being sensitive and empathetic with others. Again, some young children find it difficult to listen carefully.

A few simple rules can help young children to communicate effectively:
• Think before you speak
• Don't shout
• Speak clearly
• Tell the other person how you feel
• Say all you want to say
• Listen carefully


Activity That You Can Have With Your Child At Home :
Name : No “Yes” and No “No”!

Aim : To improve your child's communication skills

How long will it take : 15 minutes

What do I need : Nothing

What do I do :
This is a simple game that can be played anywhere and at any time. It produces a lot of laughter and children love it. You ask your child questions and they have to answer without saying 'Yes' or 'No'. You can take it in turns and see who wins. At its most basic level, the game improves children's communication skills, requiring them to think more carefully about how to express them selves, and you can also use it to explore issues or feelings in a fun way.


(This article is extracted from http://www.partnershipforchildren.org.uk/resources/children-s-communication.html)

Child Developmental Chart - Age 5 - 6 years

What you can expect from your child at this stage :

Physical Milestones
5-6 years pulse rate 79 ± 0.6 and respiratory rate may decrease
5 years the average child should weigh 42 lb. height 43 in.
5-9 years early Lordosis disappears
5-9 begins to lose baby teeth; first permanent teeth begin to erupt, permanent teeth then appear at a rate of 4 teeth per year from 7-14 years
5 years average female weight 39.6 lb. height 42 1/2 in.
5 years average male weight 41.8 lb. height 43 1/2 in.
5 years the percent of (male) adult value of thigh 54%, calf 57%, foot 66%, upperarm 57%, forearm 60%, hand 64%
5 years muscle width, arm + calf 8.5cm
5 years increased coordination
5 years skips, jumps, and skates with good balance
5 years able to maintain balance while standing on one foot with eyes closed
5 years able to tie own shoelaces
5 years increased skill with simple tools and writing utensils
5 1/2 years average female weight 41.8 lb. height 44 in.
5 1/2 years average male weight 44 lb. height 44 1/2 in.
6-7 years pulse rate 76 ± 0.6
6 years average female weight 44 lb. height 45 1/2 in.
6 years average male weight 46.2 lb. height 45 1/2 in.
6 years the percent of (male) adult value of thigh 58%, calf 62%, foot 70%, upperarm 62%, forearm 63%, hand 66%
6 years muscle width, arm + calf 8.8cm
6-7 years first molars (4) [permanent]
6 1/2 years average female weight 46.2 lb. height 46 1/2 in.
6 1/2 years average male weight 48.4 lb. height 47 in.

Sensory and Cognitive Milestones
5 years increasingly responsible
5 years decreased aggressiveness
5 years some fears from earlier childhood are disappearing
5 years able to accept the validity of others view and perspective, but may not understand it
5 years increased mathematical skill
5 years does not hesitate to question others, including parents
5 years there is a strong identification with the parent of the same sex

Language Milestones
Has a vocabulary of around 2000 words
Has a sentence length of 5-6 words
Defines objects by their use (you eat with a fork) and can tell what objects are made of
Knows spatial relations like "on top", "behind", "far" and "near"
Knows the names of the primary colors and may know the names of many more
Knows her address
Identifies a penny, nickel and dime
Knows common opposites like "big/little"
Understands "same" and "different"
Counts ten objects
Asks questions for information
Distinguished left and right hand in herself
Can compose sentences with all parts of speech
Questions are less superficial, addressing meaning and purpose
Uses all types of sentences, for example "let's go to the store after we eat"
At six years the vocabulary has increased to over 2100 words
At six years readily composes sentences of 6 to 8 words

Social/Behavioral Milestones
5 years Independent and self sufficient. Dresses and undresses self. Ties shoelaces. Uses knife and fork.

This article is extracted from :
http://understanding.infantilism.org/chart.php#ThreetoFourSoBe

Note :This chart is not designed to include all developmental milestones. All children develop at different rates. If you have concerns, please contact your pediatrician.

Child Developmental Chart - Age 4 - 5 Years

What you can expect from your child at this stage :

Physical Milestones
4-5 years pulse rate 84 ± 0.7
4 years the average child should weigh 37 lb. height 40 1/2 in.
4 years average female weight 35.2 lb. height 40 in.
4 years average male weight 37.4 lb. height 40 1/2 in.
4 years the percent of (male) adult value of thigh 48%, calf 53%, foot 62%, upperarm 54%, forearm 56%, hand 60%
4 years muscle width, arm + calf 8.2cm
4 years weight gain of about 6 pounds during the 4th year
4 years the height should be double their length at birth
4 years improved balance
4 years hops on one foot without losing balance
4 years throws a ball overhand with coordination
4 years skillfully cuts out a picture using scissors
4 years may not be able to tie shoelaces
4 years dry though night
4-6 years average child weighs 44 lb. height 44 in.
4 1/2 years the average child should weigh 39 lb. height 41 1/2 in.
4 1/2 years average female weight 37.4 lb. height 41 1/2 in.
4 1/2 years average male weight 39.6 lb. height 42 1/2 in.

Sensory and Cognitive Milestones
4 years tries to be very independent
4 years increased aggressive behavior
4 years readily discloses personal family matters to others
4 years imaginary playmates are common
4 years increased comprehension of time
4 years able to distinguish between two objects based on simple criteria (such as size, weight, and so forth)
4 years less egocentric behavior
4 years believes that their thought and emotions are causative events
4 years lack moral concept of right and wrong
4 years rebellion is common if expectations are excessive

Language Milestones
Has a vocabulary of nearly 1500 words
Has sentence length of 4-5 words
Uses past tense correctly
Points to colors red, blue, yellow and green
Identifies triangles, circles and squares
Understands "In the morning" , "next", "noontime"
Can speak of imaginary conditions such as "I hope"
Asks many questions, asks "who?" And "why?"
The age when the child will ask the most questions
May use words outside their comprehension
May begin using vulgar terms depending on their exposure
Learns and sings simple songs

Social/Behavioral Milestones
4 years Dresses self unassisted. Can button clothes. Washes and dries hands and brushes teeth unassisted. Understands taking turns.

This article is extracted from :
http://understanding.infantilism.org/chart.php#ThreetoFourSoBe

Note :This chart is not designed to include all developmental milestones. All children develop at different rates. If you have concerns, please contact your pediatrician.

Contact Us

Honey Tree @ Bedok
Blk 64 New Upper Changi Road #01-1158 Singapore 460064
Tel : 64454930
email : honeytree.bedok@gmail.com
blog : http://honeytreebedok.blogspot.com/
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Honey Tree Child Care & Development Centre
(Honey Tree @ Siglap)
94 Dido Stree Singapore 459509
Tel : 62430636
email : honeytreeccc@gmail.com
blog : http://honeytreeccc.blogspot.com
View Map

Child Developmental Chart - Age 3 - 4 years

What you can expect from your child at this stage :

Physical Milestones3-4 years pulse rate 87 ± 0.7
3-4 year blood pressure 99 ± 23 systolic, 65 ± 19 diastolic
3-4 year pulse 80-120, respiration 24-28
3-4 year temperature : 99.6F rectal, 98.6F oral, 97.4F axillary
3-4 year PaO2 85-100, PaCO2 35-45
3 years the average child should weigh 33 lb. height 38 in.
3 years average female weight 30.8 lb. height 37 1/2 in.
3 years average male weight 33 lb. height 37 1/2 in.
3 years the percent of (male) adult value of thigh 44%, calf 47%, foot 58%, upperarm 47%, forearm 52%, hand 56%
3 years during the 3rd year there is usually a weight gain of about 6 pounds
3 years during the 3rd year there is usually a height gain of about 3 inches
3 years should have daytime control over bowel and bladder functions and may have nighttime control as well
3 years may stay dry all night
3 years able to ride three wheel toys such as a tricycle or Big Wheel
3 years improved balance
3 years able to briefly balance on one foot
3 years may walk up the stairs with alternating feet
3 years can construct a block tower of 9 to 10 cubes
3 years can easily place small objects in a small opening
3 1/2 years the average child should weigh 35 lb. height 39 in.
3 1/2 years average female weight 33 lb. height 38 1/2 in.
3 1/2 years average male weight 35.2 lb. height 39 in.

Sensory and Cognitive Milestones
3 years able to completely clothe self, only requiring assistance with laces, buttons, and other fasteners in awkward places
3 years attention span increasing
3 years feeds self without difficulty
3 years able to prepare uncomplicated meals
3 years may experience an increase in imaginary fears
3 years realization of own self and that of others
3 years social encounters are acted out through play activities
3 years both thought and behavior are egocentric
3 years beginning to grasp the concept of time
3 years decrease in separation anxiety for short periods of time

Language Milestones
Can tell a story
Has a vocabulary of nearly 1000 words
Has a sentence length of 4-5 words
frequently asks questions
speech is nearly constant regardless of the presence of an audience
Names at least one color
Understands "yesterday," "summer", "lunchtime", "tonight", "little-big"
Begins to obey requests like "put the block under the chair"
Knows his or her last name, name of street on which he/she lives and several nursery rhymes

Social/Behavioral Milestones3 years Feeds self well. Drinks with help. Puts on socks. Likes to help mother (set table & clean). Sometimes shares things.

This article is extrated from :
http://understanding.infantilism.org/chart.php#ThreetoFourSoBe

Child Developmental Chart - Age 0 - 1 year

What you can expect from your child at this stage :

Physical Milestones
0-4 months 50-300 ml/day urine production
0-7 years PMI (point of maximum impulse of heart) located at 3rd or 4th intercostal space, just left of midclavicular line
0-2 years respiration rate 24 to 34 respirations per minute
0-1 years pulse rate 135 ± 3.1
0-1 year blood pressure 90 ± 25 systolic, 61 ± 19 diastolic
0-1 year pulse 70-180, respiration 30-40
0-1 year temperature : 99.6F rectal, 98.6F oral, 97.4F axillary
0-1 year PaO2 85-100, PaCO2 35-45
0-15 months eliminates urine & feces automatically; may need up to 30 diapers a day as newborn
0-2 1/2 years naps easily
2 months weight gain between 1 lb. 4 oz. and 1 lb. 12 oz.
2 months height gain of 2 inches
2 months a 1-inch increase of head circumference
2 months closure of posterior fontanel
2 months doll's eye reflex, dance reflex, grasp reflex, and crawling reflex disappearing


Grasp reflex: The infant will try to grasp a finger placed in the infant's open palm. Attempting to remove the finger causes the grip to tighten.

Crawling reflex: The infant will make crawling motions when placed on abdomen.

2 months hands are frequently open
2 months less head lag
2 months when on stomach, able to lift head almost 45 degrees
2 months decreased flexion of extremities while on stomach
4 months the average child should weigh 14 lb. height 25 in. (weight gain between 2 lb. 8 oz. and 3 lb. 8 oz. and a height gain of 4 inches from 2 months)
4 months - 2 years 350-550 ml/day urine production
4 months a 2 inch increase of head circumference from 2 month old size
4 months Moro reflex, tonic reflex, rooting reflex, and Perez reflex disappearing


Moro reflex: If the infant's weight is removed by lifting it's body slightly and releasing suddenly. The infant should have a "startled" look, and fling it's arms out sideways with the palms up and the thumbs flexed.

Tonic reflex or fencer's position: The tonic neck reflex is elicited when the head of a relaxed child, lying supine, is rotated to the side. The arm toward which the infant is facing extends straight away from the body with the hand partially open while the arm on the side away from the face is flexed and the fist is clenched tightly. Reversing the direction in which the face is turned reverses the position.

Rooting reflex: If the cheek is stroked the infant will turn toward the side that was stroked and begin to make sucking motions with its mouth.
4 months almost no head lag while in a sitting position
4 months able to sit straight up if propped
4 months able to raise head 90 degrees when placed on stomach
4 months able to roll from back to one side
4 months tries to reach objects with hands, but commonly overshoots
4 months plays with rattle when placed in hands, but unable to pick it up if dropped
4 months grasps rattle with both hands
4 months able to place objects in mouth
5-9 months lower central incisors (2) [deciduous]
6 months accommodation (pupil dilation for distant objects) present
6 months the average child should weigh 18 lb. height 26 1/2 in.
6 months should have doubled birth weight
6 months height gain of 6 inches
6 months a 3-inch increase of head circumference
6 months able to lift chest and head while on stomach bearing the weight on hand
6 months able to sit in a high chair with a straight back
6 months beginning of teething
6 months increased drooling
6 months beginning of Landau reflex


Landau reflex: when an infant is held in the prone position, the entire body forms a convex upward arc; gentle pressure on the head or gravity flexes the neck and hip, reversing the arc.





6 months able to bear almost all weight when supported in a standing position
6 months able to roll from back onto abdomen
6 months able to hold own bottle
6 months able to pick up a dropped object
6-7 months palmar grasp reflex disappears
6 -12 months sleeps 10-12 hours per night & 20min. to 3 hours daytime naps
8 months the average child should weigh 20 lb. height 27 in.
8-12 months upper central incisors (2) [deciduous]
8-12 months sit up strongly without support
8-12 months creep and pull himself up
8-12 months begin to use one hand more than the other
8-12 months begin chopped foods
8-12 months make sounds like da-da and ma-ma
9 months weight should increase by 2 lb. 4 oz. to 3 lb. 12 oz.
9 months height gain of 1 ½ inches since 6 months old
9 months bowel and bladder systems become more regulated
9 months parachute reflex appears


Parachute reflex: If the child is held upright and the body is rotated quickly face forward as if falling. The arms are reflexively extended as if to break a fall to protect self from falling.




9 months crawls
9 months can remain sitting for prolonged periods
9 months may pull self to standing position
9 months begins preference for dominant hand
9 months has a pincer grasp between thumb and index finger
9-12 months plantar reflex disappears


Plantar reflex: If the sole of the foot is irritated with an object, the infant's toes will contract




9-12 months neck righting reflex disappears


Neck righting reflex: The infant will rotate the truck in the direction in which the head of the supine infant is turned




10 months the average child should weigh 22 lb. height 29 in.
10-12 months upper lateral incisors (2) [deciduous]

Sensory and Cognitive Milestones
2 months searches to locate sounds
2 months head turns from side to side with auditory stimulation at the level of the ear
2 months beginning to visually fix on close objects
2 months crying becomes differentiated
2 months coos
2 months vocal response to familiar voices
2 months smiles in response to stimuli
4 months close vision well established
4 months eye-hand coordination beginning
4 months can make the consonant sounds: n, k, p, g, b
4 months laughs out loud
4 months anticipates feeding when able to see a bottle (if bottle-fed)
4 months begins to show memory
4 months demands attention by fussing
6 months vision has improved to between 20/60 and 20/40
6 months can localize sounds not made in a direct plane with the ear
6 months prefers more complex auditory stimulation
6 months starts to imitate sounds
6 months sounds resemble one-syllable words
6 months enjoys hearing own voice
6 months makes sounds to mirror and toys
6 months begins to fear strangers
6 months recognizes parents
6 months begins to imitate actions
6 months begins to realize that if an object is dropped it is still there and just needs to be picked up
9 months development of depth perception
9 months can respond to simple commands
9 months understands the meaning of no
9 months may be afraid of being left alone




Language Milestones
Recognizes name
Says 2-3 words besides "mama" and "dada"
Imitates familiar words
Understands simple instructions
Recognizes words as symbols for objects: Car - points to garage, cat - meows





Social/Behavioral Milestones0-1 month Indefinite gaze at surroundings. Listens to sounds. Watches Mother's face when she feeds or talks to him.
3-4 months Spontaneous smile. Brings hands together and watches them. Pulls clothes over face when he plays. Recognizes feeding bottle.
5-6 months Puts everything in mouth. Plays with toes and grasps feet. Pats bottle with both hands when being fed. Smiles or talks to image in mirror.
7-8 months Pats image of self in mirror. Feeds self cracker. Holds bottle. Responds to name.
9-10 months Puts hands around cup. Plays peekaboo. Shows shyness, fear of strangers, and clings to familiar persons. May not want to be left by mother.
12 months Waves good-bye and pat-a-cakes. Cooperative with dress. Holds arm or leg out. Gives toys upon request. Drinks from cup without help.


This article is extracted from : http://understanding.infantilism.org/chart.php#ThreetoFourSoBe

Our Philosophy

We believe
.....that every child is loving and he/she has gifts,talents and abilities and will be given plenty of opportunities to be nurtured to the fullest under our Early Childhood Program

.....that every child's "Garden of Childhood"must be respected. Our stimulating, caring and safe environment ensures he/she enjoys them to the fullest

.....that every child will be given a chance to develop into a well mannered, confident and loving individual under the Love and Care of our dedicated Early Childhood Facilitators.

Beating Bullying

BULLYING
Bullying is a problem in schools and playgrounds all over the world.The trauma of being bullied can persist for a long time - even for the rest of a child's life. This is particularly true if the child does not experience some resolution of the problem, or masters more varied and better coping mechanisms. The long term effects of bullying depend less on what actually occurs than on how the child learns to cope with the situation.Victims of bullying who think of themselves as somehow defective or deficient tend to cope less well than children who learn to understand that the problem resides in the bully or in a poor school situation that does not protect them. Similarly, children who feel anxious or terrorised are more likely to develop problems than children who learn how to avoid or diminish their fears and anxiety.Children should be encouraged to report bullying, whether it happens in school or outside. They may be reluctant to do this for fear of being victimised themselves, or because they think it is wrong to 'tell'. It is important to discuss this belief and to talk about how adults can help.It's also important to remember that, for every bullied child, there is a bully. Most bullies are unhappy and insecure, and they too need to learn better coping skills, in order to stop bullying and lead more successful lives.
BEATING BULLYING
Activity that you can do with your child at home
Aim : To improve your child's abilities to deal with situations involving bullying

How long will it take : 15-30 minutes
What do I need : Crayons and paper

What do I do :

• Explain that bullying means threatening or hurting someone else or saying nasty things about them.
• Has your child experienced a situation like that?
• How did they feel?
• Explain that when we are bullied, we can ask for help from someone we trust.
• Ask your child to name and draw the people they would turn to if they were bullied.
• Make sure that they think of people who can help in different environments - teachers at school, a parent at home.
• Display the drawings

The above ariticle is extracted from :
http://www.partnershipforchildren.org.uk/resources/activities/module-4---conflict-resolution.html

Choosing The Right Book

Know your child's interests at each stage of development. This will help you select appropriate reading materials. Below are some general guidelines in selecting books for the different age groups.



From birth to one year

• Books with rhythmic language, rhymes and songs.
• Board/plastic /cloth books with bright coloured (start with black, white and red for the very young), simple and clear pictures.
• Books with pictures of familiar objects, eg. balls, animals, food or books about daily life.

Toddles : 1 - 3 years old

• Simple, repetitive story lines and pictures.
• Nursery rhymes and body movements, eg."I'm a little teapot...".
• Simple concepts of numbers and sizes.
• Books with simple activities like looking under the blanket, behind doors eg. Where's Spot? series.
• Books with few words on each page, eg. alphabet and concept books or books that relate to familiar experiences or characters.
• Participative books with surprises, eg. lift-the-flaps, pop-ups, touch & feel.
• Recommended books : Peekaboo Pets! by Emily Bolam; The Very Hungry Caterpillar by Eric Carle.

Preschoolers : 4-6 years old

• Picture books that illustrate concepts, repetitive phrases or 'predictable' books which children can anticipate text and join in.
• Books that tackle everyday experiences such as first day at school or fear of the dark.
• Simple concepts on immediate environment such as interacting with family members, occupations, animals and weather.
• Books with advanced activities such as tying, shoelaces or buttoning or zipping up coats.
• Picture books that encourage children to express the pictures in their own words.
• Information books about daily things or humor
• Recommended books : Owen by Kevin Henkes; Guess How Much I Love You by Sam Mcbratney.

*The above article is extracted from "Mum & Me-Parenting education" (Original Source from Ms Zubaidah Mohsen, Senior Librarian, Public Library Service, National Library Board of Singapore)

Special Phonics & Reading Programme

Commencing from March 2010, the children in our Centre have an opportunity to attend a new enrichment programme using special needs techniques and methods, namely :

“Special Reading and Phonics Programme”This unique programme is specially designed and conducted by the Principal of Sunshine kidz, Mrs Sheehan-Oliveiro Betty Caroline. It has been proven to be an effective way to teach reading.

Over 180 research studies to date have proven that phonics is the BEST WAY to teach reading to all students. They also have shown that phonics is the ONLY WAY to teach reading to students with dyslexia, a condition related to poor reading, and other learning disabilities.
Some children have auditory discrimination or visual perception problems. Some of these symptoms include,
1. Spatial confusion - unable to differentiate left-right, on self, other, or paper;
2. Confuses letter pairs as b-d, m-w, p-q. Confuses words such as was-saw, on-no.

Mrs Sheehan-Oliveiro Betty Caroline of Sunshinekidz suggested the following exercises to help improve directionality and reduce reversals:

1. Simplify tasks so only one new discrimination is made at a time.
2. Make each simple discrimination automatic before the next one is introduced. Overteach 'b", then overteach 'd", before presenting both together.
3. Each discrimination that causes repeated errors should be worked with by itself until the problem is overcome.
4. Trace, then write, the confused letter or word and pronounce it as written.
5. Use short frequent practice periods. Lengthen the time between practice sessions as the material is retained.
6. If the child is confused about his own left/right, use a ring, watch, ribbon or band on his writing arm. Color cue side of desk or paper or word as a starting place.
7. Gradually increase the difficulty of material to discriminate. If errors are made, go back to simpler practice.