Five Reasons to Give Your Children Music Lessons

Confidence and Self Esteem Built Through Learning an Instrument

Children love music. Form the time they are very young children begin to respond to musical sounds or repeated melody lines with smiles and their own vocalizations. With even marginal small motor skills they add to their delight in music by banging on a drum , plunking a piano key or strumming on a toy guitar. For school age children, musical opportunities take on a more structured format. Through school, community or private venues music lessons are available that can help transform enthusiastic young people into skilled musicians. But giving your child the gift of music lessons can also provide five benefits you may not have yet considered.

1. Music lessons connect young people with the sheer joy o music. Stimulating the mind and the imagination through sound, music is a language all its own. For young people, music lessons are the first and most important step to making that language their very own. The joy of playing a musical instrument can last a life time. The basics learned as a fourth or fifth grader open the door to more advanced participation in bands, orchestras or combos in junior and senior high school and possibly even into college. Even more important learning the fundamentals involved in playing and instrument allow children to make the joy of music their very own.

2. Music lessons can help children to build confidence and self esteem. Children taking music lessons learn to play notes sequentially from lesson to less. With each simple skill they acquire children add to their own pyramid of musical knowledge and achievement. Learning to play even that very first note provides its own unique sense of accomplishment. Children can listen to and marvel at their own strides. Playing "Twinkle, Twinkle Little star is truly miraculous for someone who a few weeks ago didn't know how to h old an instrument in the correct fashion. As a regular activity in a child's weekly schedule music lessons give children the structure within which they will gradually build confidence and self esteem. For children who may be struggling even at an early age with academics or with social adjustment, music provides an avenue for success and socialization with other fledgling musicians.

3. In a world where they may feel bombarded by violent or highly competitive activities, children are likely to find that music lessons provide skills that can be used to build their own calm, peaceful and enjoyable leisure activity. There are many children who do not feel drawn to hard hitting or confrontational sports or games ore even the computerized versions of such games. Providing your child music lessons may well mean giving them an option for the productive and enjoyable use of their free time. In time music lessons can help your child to build the kind of skills that will allow him or her to participate in a band or other musical ensemble. There your child will find large numbers of other young people who have discovered the joy and sense of personal accomplishment that music lessons can bring into their lives.

4. Parents want their children to grow not just in stature but also in their seen of responsibility. Music lessons can help children to become less dependent on adults and more likely to take charge of their own free time. Attending music lessons requires that children practice between sessions. As a results children learn to make decisions and choices about how, where and when they will practice. They will learn that to be successful at the next lesson they have to develop a personal schedule for practice and then they have to stick with it. According to the instrument that your child selects, he or she will have to learn the basic care and maintenance neede to keep the instrument performance ready. Perhaps more than anything they have experienced before , music lesson truly belong to children and this sense of ownership can encourage young people to develop both personal discipline and responsibility.

5. Music lessons can give you and your child a new place to bond. Even though you as the parent are not taking music lessons yourself the experience is something you can actively share, encourage and nurture. Listening in and providing encouragement as your child struggles with a new tune can create a new bond of two way respect . Taking your child to a concert where his or her instrument is featured prominently can give re-enforcement to your child's willingness to develop skills. Providing CD's, even borrowed ones from the library , unexpectedly can show your child your interest and may help you to get a better comprehension and appreciation for his or her own growth as a musician. And of course attending any and ll performances in which your child takes part and then sharing the highlights and the low can help you and your child to see each other with new eyes and new respect.

Music lessons and the skills which they help to produce can give you a new road into the mind, heart, imagination and life of your child. Your openness to music lessons and music in your child's life may help your children to see you in a new way as well.

20 Wonderful Effects Exercise Has on the Mind

Studies find exercise increases stress resilience, fights anxiety, speeds up the mind, protects against dementia, is more fun than we predict, and more…

If everyone got a little exercise, we could put half the doctors in the world out of a job.

But it’s not just doctors who’d be out of a job if people could take the stairs every now and then, it’s also psychologists.Here are 20 wonderful psychological effects that exercise has on the mind.

1. Increases stress resilience

Studies on mice have shown that exercise reorganises the brain so that it is more resistant to stress,It does this by stopping the neurons firing in the regions of the brain thought to be important in the stress response (the ventral hippocampus).

This may be part of the reason that exercise…

2. Reduces anxiety

Exercise has a relatively long-lasting protective effect against anxiety, Both low and medium intensity exercise has been shown to reduce anxiety. However, those doing high intensity exercise are likely to experience the greatest reduction in anxiety, especially among women.

3. Lower dementia risk

Almost any type of exercise that gets your heart working reduces the risk of dementia.

A review of 130 different studies found that exercise helped prevent dementia and mild cognitive impairment among participants.Regular exercise in midlife was associated with lower levels of cognitive problems.Not only this, but participants who exercised had better spatial memory.

4. Escape a bad mood

If you want to raise your energy levels, reduce tension and boost mood, you can talk to your friends or listen to some music.

But most agree that for the difficult job of transforming a bad mood into a good one, exercise is the most effective method.

5. Cut down on cocaine

Or perhaps you’re getting a little too happy?

By all accounts, cocaine is a bit more-ish. At least when you put it into the water of experimental rats, they suddenly develop quite a thirst.Exercising rats, though, while still enjoying a little taste of Columbia, tend to self-administer less cocaine, This suggests exercise may help humans regulate their cocaine intake.

6. Fight depression

Just as exercise fights anxiety, it also fights its close relation, depression.

One review of 39 different studies involving 2,326 people has found that exercise generally provides moderate relief from depression,It won’t cure, but it can certainly help. The effects may be as great as starting therapy or taking anti-depressants.

7. Speed up your mind

Working memory includes what’s in your conscious mind right now and whatever you’re doing with this information.

After 30 minutes exercise, people’s working memory improves. There’s some evidence that accuracy drops a bit, but this is more than made up for by increases in speed.

8. Consolidate long-term memory

The effects of exercise on long-term memory are somewhat controversial.

However, at low-intensity, one recent study has found that exercise can benefit long-term memory.

9. Boost self-control

A review of 24 different studies on the effects of exercise on self-control, found that a short bout provides an immediate boost to self-control.

Although regular exercise didn’t show an effect on self-control, a period of moderate exercise did allow people to take better control of themselves.

10. Help with serious mental disorders

Schizophrenia is a serious mental disorder often involving hallucinations, paranoia and confused thinking.

Despite its grave nature, there’s evidence that exercise can help for this, as well as alcoholism and body image disorder.

11. Reduce silent strokes

A silent stroke is one that seems to have no outward symptoms, but does actually damage the brain.

Without knowing why, sufferers can start experiencing more falls, memory problems and difficulties moving.

Exercise, though, reduces the chance of these silent strokes by 40%.

It has to be more than just walking or playing golf, though; things like jogging, biking, playing tennis or swimming are probably required to get the protective effect.

12. Alzheimer’s protection

In the most common form of dementia, Alzheimer’s, the brain literally wastes away; closely followed by the body.

Neurons and synapses are lost and the sufferer’s memory, personality and whole being slowly but surely disappear.

Exercise, though, provides a protective effect against Alzheimer’s by helping to produce chemicals which fight the damaging inflammation of the brain.

13. Improve children’s school performance

Children who are fitter and engage in more exercise do better at school.Incredibly, one study has found that the increased mental abilities of children who exercise makes them safer crossing the road when distracted by their mobile phones.There’s a reason to get kids to exercise if ever I heard one.

14. Stimulate brain cell growth

Part of the reason that exercise is beneficial in so many different mental areas is that it helps new brain cells to grow.

A study on rats has shown that, in response to exercise, the brain regions related to memory and learning grow.

15. Increase executive functioning

What psychologists call ‘executive functioning’ includes all kinds of useful abilities like being able to switch tasks efficiently, ignore distractions, make plans, and so on.

Reviewing many studies in this area,find that exercise reliably improve executive function, especially in older adults.

16. Better sleep

The relationship between exercise and sleep is a little more complicated than most imagine. It’s not necessarily the case that exercise makes you tired, so you sleep better.

For example, one study on insomniacs found that 45 minutes on a treadmill did notmake them sleep better that night.However, the study found that exercise did help sleep in the long-term. Participants with insomnia who kept to their exercise programs over 16 weeks did get better sleep than those who did no exercise.

17. Prevent migraines

Migraine sufferers are often afraid of exercise because it might bring on an attack.

But a study has shown that exercise can actually help prevent migraines, Participants who took part in three sessions a week on an exercise bike for three months showed improvements equivalent to taking the latest anti-migraine drugs.

18. Stop smoking

Even something as simple as a short walk can help people give up smoking.

According to 12 different studies reviewed by  people who take a brisk walk, or similar exercise, experience less stress, less anxiety and fewer withdrawal symptoms when trying to give up.

The reason it helps is partly because it actually makes the cigarettes seem less attractive.

19. Reduce motivation to eat

People tend to think that exercising makes you eat more to replace the lost calories, but new research questions this.

Recent studies have found that, after exercise, people show lower motivation to eat food Exercise may suppress appetite by decreasing the body’s levels of ghrelin, which is a hormone that stimulates appetite.

20. It’s more fun than we predict

The final effect exercise has on the mind is not so wonderful. It’s the effect that we tend to predict it’s going to be horrible.

But this is short-sighted. Research has shown that while exercising can be a drag at the start of the session, people soon warm up. According to people enjoy their workouts much more than they predict. This was true across lots of different types of people and for both moderate and challenging workouts.So, give it a go, it really won’t be as bad as you think. You might even enjoy it.

Irregular Bedtimes Reduce Children’s Cognitive Performance

Study finds that irregular bedtimes at 3-years-old predict lower cognitive performance four years later.

How much do children’s bedtimes really matter for how their brains develop?

To measure the effects of bedtimes on cognitive function, researchers followed 11,000 children from when they were 3-years old to the age of 7.

Parents were asked about their children’s bedtimes at 3, 5 and 7-years-old. At 7, the children were tested on their reading, maths and spatial abilities.

The study found that:

“…irregular bedtimes at 3 years of age were associated with lower scores in reading, maths, and spatial awareness in both boys and girls, suggesting that around the age of 3 could be a sensitive period for cognitive development.”

In other words, regular bedtimes are important for both boys and girls and the earlier these can be implemented, the better for cognitive performance. The suggestion is that irregular sleeping patterns adversely affect development and these may cause permanent damage:

“Sleep is crucial for the maintenance of homeostasis and brain plasticity, including processes to do with embedding new knowledge, memory and skills into developing neural assemblies”

While is true of for both boys and girls, the study found that irregular bedtimes may be particularly bad news for girls.

Although children from more disadvantaged backgrounds tend to have less regular bedtimes, this was taken into account in the statistical models built by researchers:

“It might be that inconsistent bedtimes are a reflection of chaotic family settings and it is this, rather than disrupted sleep that impacts on cognitive performance in children. However, we found that inconsistent bedtimes were linked to markers of cognitive performance independent of multiple markers of stressful family environments. Findings from elsewhere suggest that stressful family environments affect children’s functioning via effects on sleep.”

One Extra Hour of TV Reduces Toddlers’ Kindergarten Chances!

Each hour of TV above recommendations damages toddlers’ vocab, math and class engagement 3 years later!!!

A new study that followed almost 2,000 Canadian children from birth found that an extra hour’s TV viewing at 2.5-years-old predicted worse performance later when they attended kindergarten.
The American Academy of Pediatrics recommends that children should watch no more than two hours of TV per day after two years of age, and none before that age.

The study backs up this recommendation, finding that the more children exceeded this recommendation at 2.5 years old, the worse their vocabulary, math and motor skills were at 5-years-old.On average the children watched 1.5 hours of TV every day but increasing this by just one hour was enough to put a dent in their psychological scores three years later. Not only that, but they also had weaker attention and were more likely to be bullied by classmates.
The study’s lead author, Professor Linda Pagani of the University of Montreal explained:

“This is the first time ever that a stringently controlled associational birth cohort study has looked at and found a relationship between too much toddler screen time and kindergarten risks for poor motor skills and psychosocial difficulties, like victimization by classmates.”

Although this is the best study available linking TV watching with cognitive performance amongst toddlers, there have been hints of the dangers:

One study found that just 9 minutes of watching fast-paced cartoons had an immediate negative effect on 4-year-old’s executive function, such as their ability to delay gratification.

Another study found that watching noneducational programmes at age 3 was associated with attentional problems at age 4-5.

The first three years of life are a critical period in brain development, a fact of which some parents seem to be unaware. After 3-years of age, there’s evidence that the right kind of preschool TV can be beneficial. Before that, though, many scientists think TV is best avoided or severely limited.

10 Current Psychology Studies Every Parent Should Know!! MUST READ

Whether parents are happier than non-parents, why siblings are so different, the perils of discipline, bedtimes, TV and more…

One of the many reasons parenting is an impossible job is that everyone is giving you advice, and much of it is rubbish.Frankly, it’s amazing we’ve all made it this far.So, bucking the trend of random anecdote and superstition, here are ten recent psychology studies that every parent should know.

1. Parents are happier than non-parents

In recent years some studies have suggested that the pleasures of having children are outweighed by the pains.

“Ha!” said parents to themselves, secretly, “I knew it!”

Not so fast though: new research has found that, on average, parents feel better than non-parents each day and derive more pleasure from caring for their children than from other activities 

Fathers, in particular, derive high levels of positive emotions and happiness from their children.

2. Putting your child first is worth it

Underlining the pleasures of having children, research finds that child-centric attitudes are beneficial.

A study by Ashton James  found that parents who were the most child-centric were also happier and derived greater meaning in life from having children.

Performing child-care activities was associated with greater meaning and fewer negative feelings.

“These findings suggest that the more care and attention people give to others, the more happiness and meaning they experience. From this perspective, the more invested parents are in their children’s well-being — that is, the more ‘child centric’ parents are — the more happiness and meaning they will derive from parenting.” 

So, what’s good for your kids, is also good for you.

3. Helicopter parenting may be depressing

As with many things in life, though, it’s a fine line between caring and smothering; especially when children have grown up.

survey asked 297 undergraduate students about their parents’ behaviour and how they felt about it.

The study found links between ‘helicopter parenting’ and higher levels of depression amongst the students, as well as lower levels of autonomy, relatedness and competence.

“Parents should keep in mind how developmentally appropriate their involvement is and learn to adjust their parenting style when their children feel that they are hovering too closely.” 

4. Avoid strict discipline

Around 90% of American parents admit at least one instance of using strict verbal discipline with their children, such as calling names or swearing at them.

Rather than helping keep adolescents in line, though, be aware that this may just exacerbate the problem.

A study of 967 US families found that harsh verbal discipline at 13-years-old predicted worse behaviour in the next year

And it didn’t help if parents had a strong bond with their children. The study’s lead author Ming-Te Wang explained:

“The notion that harsh discipline is without consequence, once there is a strong parent-child bond–that the adolescent will understand that ‘they’re doing this because they love me’–is misguided because parents’ warmth didn’t lessen the effects of harsh verbal discipline. Indeed, harsh verbal discipline appears to be detrimental in all circumstances.”

5. Regular bedtimes

Regular bedtimes really matter to children’s developing brains.

Researchers followed 11,000 children from when they were 3-years old to the age of 7 to measure the effects of bedtimes on cognitive function. The researchers found that:

“…irregular bedtimes at 3 years of age were associated with lower scores in reading, maths, and spatial awareness in both boys and girls, suggesting that around the age of 3 could be a sensitive period for cognitive development.”

Regular bedtimes are important for both boys and girls and the earlier these can be implemented, the better for cognitive performance.

6. Do the chores together

Bringing up happy children is easier if Mum and Dad’s relationship isn’t too rocky. One frequent bone of contention between parents is the chores.

A trick for achieving marital satisfaction over the chores is to do them together.

When partners perform their chores at the same time–no matter who is doing what–both people are more satisfied with the division of labour.

7. Limit infant TV viewing

The American Academy of Pediatrics recommends that children should watch no more than two hours of TV per day after two years of age, and none before that age.

Here’s why: a new study that followed almost 2,000 Canadian children from birth found that an extra hour’s TV viewing at 2.5-years-old predicted worse performance later when they attended kindergarten.

The more children exceeded this recommendation at 2.5 years old, the worse their vocabulary, math and motor skills were at 5-years-old.

More on this study 
:http://akulahputeriraja.blogspot.com/2013/12/one-extra-hour-of-tv-reduces-toddlers.html

8. Exercise boosts kids’ school performance

Kids are increasingly sedentary and,  exercise is a wonderful way to boost brain power, and it has many other benefits.

A new study of 11-year-olds has found that moderate to vigorous exercise was associated with increased academic performance in English, Maths and Science 

These gains from exercise were also seen in exams taken at 16-years-old.

Interestingly, girls’ science results benefited the most from extra exercise.

9. Dangers of intense mothering

Some women say that taking care of children is more stressful than being at work. There are also links between child-rearing and stress and guilt.

How can we square this with the reports and research findings that children fill your life with joy and meaning?

It may be down to differences in attitudes to parenting. In particular, being an ‘intense mother’ may be bad for you.

In their study of 181 mothers of children under 5, found that mothers who most strongly endorsed the idea that children were sacred and that women are better parents than men, were more likely to be depressed and experience less satisfaction with life.
Yes, nurture your children, but don’t sacrifice your own mental health.

10. Why siblings are so different

Anyone with more than one child will have noticed a curious thing: their personalities are often very dissimilar.

In fact, according to a study by siblings have no more in common in their personalities than two completely unrelated strangers.

This is very weird given that 50% of their genetic code is identical.

The answer isn’t in the genes at all, but in the environment in which children grow up.

Far from having the same environments, each child has:

• a different relationship with their parents,
• a different relationship with their other siblings,
• different friends and experiences at school…

…and so on.

And all these differences add up to quite remarkable dissimilarities between siblings–often such that if they didn’t look alike, you’d never know they were related.

All this means, of course, that because their personalities are often so different, parenting strategies that work with one child, may not work with another.

It’s just one more challenge of being a parent!

Time and time again we are reminded of the importance of play...so here is one more! Well, another gentle reminder readers!

Children and adults alike use play to make sense of the world. Here are some things we develop through play: creativity, imagination, problem solving, resiliency and the ability to handle the unexpected.

Back in 1999, after eight years of operating out of a shop front (and eventually several shop fronts), we moved The Grauer School onto our dream site: five, green, coastal acres in Encinitas, Calif. We could have a real playtime at last — a green recess. Running, chasing, throwing, falling. It was then that we made an unexpected finding about the typical California suburban kid: many did not know how to recreate or use unstructured time. They stood around, looked into their computer screens, hung out in corners of the field and slouched on couches in the lobby.

Since I grew up running pretty much all day long, and since my parents’ primary form of discipline consisted of the demand, “Get outside!” this problem had never occurred to me. I assumed that there was something instinctual about play and that, if you let kids alone, they would just do it. However, in the case of many kids, play sometimes is drummed out of them through tightly-managed schedules, too much homework, too many digital devices, too little time in nature, too little sleep, and too much parenting and schooling. Eventually, we stationed teachers outside not so much as to supervise as to nudge the kids into games that they could learn to play together again. We even made a policy that middle schoolers were required to be outdoors during lunch and breaks. It took a couple of years before we finally felt we had established a culture of open space and free play in the out of doors. We still have to work at this regularly, which we do primarily through nudging, encouraging and telling kids: “Get outside!”

At this year’s annual conference of the Progressive Education Network (PEN) in Los Angeles, I was privileged to see a legendary mind address the topic of play: Stuart Brown, a Stanford psychiatrist and producer of a PBS series on play whose home office is a tree house.

Brown embarked on his research early in his career, when he noticed that homicidal young males had little playtime as young children compared to healthy non-murderers! This research would have struck me as bizarre and irrelevant as a young teacher, but since that time America’s nightmare dreams have become real as students have actually attacked several schools. The high school massacre at Columbine seemed to wake us up to a new reality.

Great minds have a way of enabling us all to rededicate our lives more clearly to things that matter. Brown talked for an hour about “What nature wants you to know about play.” Here is some of what he said, and I guarantee you will agree that it matters.

Brown’s first challenge was this, for all of us: “If you are not bringing your sense of play into your work-life, take a second look.” Play is embedded in nature and we must express it routinely to be healthy and happy. Play and laughter reduce anxiety and enable us to “redefine” failure in terms of the growth it brings. “Neuroscientists, developmental biologists, psychologists, social scientists, and researchers from every point of the scientific compass now know that play is a profound biological process,” Brown notes.

One critical aspect of play as we are growing up is imagination. “While you are imagining who you can become, you are them,” and this provides you with essential lessons going forward as you develop. Aside from imaginary play, there is celebratory play, ritual play, aesthetic (artistic) play, rough and tumble play, narrative (story) play, and more. They all belong in school, says Brown. Brown also likened playing to dreaming, one of the most fascinating notions I’ve ever heard, and one I will surely follow-up on. Why are play and dreaming alike? Wow, what a fantastic question!

Compared to others Brown studied in his research, that creative achievers such as Nobel laureates virtually all had high amounts of play in their early lives. Brown even studies obituaries. There, he finds that what we tend to remember most kindly and importantly about people when they are gone are their playful moments and their expressions of joy.

Play, he has realized, is directly related to the development of optimism and a lack of play is associated with addiction, anxiety, and other disorders. We develop empathy at play. One reason for this is that as we play together, we lock eyes, “tune in” to one another physically and mentally, and our mental activity is actually synchronizing. This synching is called “attunement,” and if we get enough of it as we grow up, we develop empathy. Deprived of this attunement as adults, we lead mundane or disconnected lives.

Physical play seems particularly important to many. When the legendary Jet Propulsion Lab (JPL) got into a rut not many years ago, they analyzed their new recruits and realized they were focusing on people with the best grades: compliant people who were not solving real problems. Then, they analyzed their older engineers and found that the most successful ones were those who had spent lots of time playing with their hands as they were growing up — an amazing finding that caused the JPL management to completely redesign their hiring process. If you haven’t played much as a kid, you need not apply to the JPL.

“The opposite of play is not work,” he pointed out. “It’s depression.” So play when you are at work! Luckily, we have the capacity of play throughout life — this keeps us happy and creative. Play, Brown strongly believes, is what makes life worth living. It is our “star system,” where many of our actions are designed to guide us in getting along with others.

He cautions against “play hygiene,” where we try to make every environment safe and controlled. Our kids need to learn how to fall. According to Dr. Brown, never in history has there been such deprivation of play. This will bring huge losses according to Brown, since our most essential and distinctive talents are first exemplified in play. Nobel laureates and other such successful people are those who stay true to their play nature. What can we do in the classroom to discover our rediscover our sense of play?

Stuart Grauer is a teacher, founding head of The Grauer School in Encinitas, Calif., and founder of the Small Schools Coalition. He accredits and consults for schools worldwide. He is the author of “Real Teachers.”

AlLFIAN HILMI pi kindergarten

salam 1malaysia.. heheheee.. lepas setahun baru aku terhegeh2 nak update pasal Alfian sekolah ni kan.aku sebenarnya malas nak menaip ni..kan senang kalu blog ni macam wechat tu..bole record suara je post kt blog ni..xpayah aku nak taip panjang2 kan kan...huhuuuu

maka setelah berfikir n berfikir n berfikir berkali2..aku buat keputusan anta alfian ke Krista Kindergarten di BTHO cheras..bermulalah persekolahan Alfian.Dia suka sekolah tu sebab sekolahnya cantik,teacher pun cantik macam mama dia,semua baik2 belaka.aku anta alfian halfday je,tak anta daycare.so pagi masuk kul8,kul11.45 abis da sekolah,jumaat balik awal kul11.30.

so far aku puas hati sangat dan takde komen negatif tentang krista ni, alhamdulillah Alfian bole converse English dgn baik, seperti dalam episod yg lepas..cewahh episod pulak..aku ada bgtau krista ni ada belajar fardhu ain seminggu sekali je kan.tapi tahun ni alhamdulillah,puan siti principal krista ada buat kelas mengaji sebelah petang untuk budak2 day care.

start bulan mei aku anta alfian sekolah 2sesi..pagi krista,petang aku anta kt Pasti Nurul Iman,dekat BTHO jugak tak jauh dr Krista.sebabnya?aku rasa berbaloi anta dia dua sekolah macam ni,pagi Krista english medium kan,then anta Nurul Iman tu islamic,so balance.lagipun yurannya berbaloi sgt,cikgu pun baik2..walaupun aku ni mama yg rock kapak sikit kan,yela aku free hair tak bertudung,tapi layanan cikgu kt Nurul Iman ok je,takde pun nak pandang serong ke semacam ke dua tiga empat macam ke..mana tau terbuka pintu hatiku satu hari nanti untuk bertudung jugakkan..amin...

Nurul Iman ni je tadika islamic yg aku tau ada buat 2sesi sekolah pagi dan petang selain dr Genius Aulad,tapi Genius Aulad sesi petang 1.30pm-4.30pm.Nurul Iman ni 12.30-3pm..after 2pm masa lunch n playtime diorang.jumaat ada solat jemaah.aku bole tau pasal Nurul Iman ni masa aku buat pencarian kelas baca untuk alfian..masatu aku search kt internet tadika atau tuition yg buat kelas baca aka reading class guna method e-xra.so aku pi la survey2 tanya kt Nurul Iman ni pasal kelas baca,akhirnya terjatuh hati pulak utk masukkan alfian ke sini utk sesi petang.

untuk Pasti Nurul Iman,masa daftar aku bayar dlm rm550..lupa dah la..tapi below rm600 la termasuk buku n uniform.monthly rm100,tapi aku bayar extra rm20 sebab alfian transit dtg mandi n siap2 kt situ.so rm120 la bayarnya.so dari krista alfian naik van makcik sabariah ke nurul iman..bayar van rm30 je sebulan.total kt situ rm150 termasuk van.siang malam papa dia keje cari duit nak yg terbaik utk alfian..demi yg terbaik utk mu anak!

alhamdulillah.alfian da pandai baca beberapa surah,zikir,da tau apa itu solat.dia pun pandai baca,english dia power jugak speaking cair wehh cam anak matsaleh haaaa..dekat kelas piano aku anta dia tu banyak foreigners,so dia duk speaking2 dgn anak matsaleh,arab,niger pun ada.hehe...dia memang jenis suka berkawan.happy dgn perkembangan dia,walaupun dia selalu sakit,asyik ponteng sekolah je tapi alhamdulillah pelajaran dia ok.

sekrg ni aku berbelah bahagi nak anta dia tadika apa next year..plan nak hantar dia ke chinese kinde sebab nak dia tau bahasa mandarin.aku ada masa 2 bulan nak pertimbangkan anta alfian tadika mana..setakat ni aku ada survey 2 chinese kindergarten.krista memang bagus utk dia..tapi sebab aku tamak haloba kan anak da pandai speaking nak anta belajar cina pulak..ish ish ish

jadual harian alfian,takla penat pun..aku bagi dia masa playtime jugak,da fitrah kanak2 kan nak bermain je.ada la 2-3jam jugak dia tido petang.dia bgn tido mandi makan dan solat.malam lepak2 la..biasanya selang sehari aku akan bawak dia keluar jalan2 pi main2 kt jusco ke pi taman ke main basikal ke..outdoor la best

ada jugak org komen itu ini cakap aku ni push anak la,kesian budak la..kome fikirla dia anak aku..takkan la aku kejam sgt nak suruh dia belajar 24jam jek.budak ni pun bole stress,kalu dia stress apa dia belajar pun dia takkan dapat.so far alfian ni balance,masa playtime tu main la puas2.weekday pun aku bawak dia pegi main jugak,selasa pegi main kt playgym aeon big tu,khamis petang aku bawak dia keluar lepas sekolah,kalu tak hujan kami pegi taman,jumaat pun pegi lagi main kt megakids,kelas piano dia kt situ.nanti pasal kelas piano aku akan story pasal megakids ni jugak..bole check kt sini http://akulahputeriraja.blogspot.com/2013/08/piano-lessons-aka-kelas-piano-at.html

haaa ni info pasal krista btho 

Krista Bandar Tun Hussein Onn 
2 Jalan Suadamai 11/4, 
Bdr Tun Hussein Onn 
42300 Cheras, Selangor.
Siti Nor Hasniza 
Binti Che Hamzah
hp : 016-966 1941