4 Cara Mudah Mendidik Anak Kreatif

oleh Jamilah Samian 

Apa yang anda tuturkan besar pengaruhnya terhadap kebolehan anak anda untuk berfikir dan bertindak secara kreatif.

Menurut ceritanya, Singapura yang dahulu dikenali sebagai Temasek, pernah diserang segerombolan ikan todak. Raja memerintahkan rakyat jelata untuk membunuh ikan-ikan ini. Bagaimanapun, ikan-ikan ini dengan mudah menumpaskan mereka. Satu demi satu pahlawan Singapura rebah ke bumi akibat tikaman beracun ikan-ikan todak ini.

Ketika itu, muncul seorang budak lelaki bernama Hang Nadim. Dia menyuarakan satu cadangan: Mengapa tidak gunakan batang pisang saja untuk memerangkap ikan-ikan tersebut? Rupa-rupanya, ini idea yang bernas. Pendek cerita, Singapura terselamat hasil idea yang mudah tetapi bijak tersebut.

Cerita Hang Nadim membuktikan apa yang berlaku jika kanak-kanak diberi ruang untuk berfikir secara kreatif. Saya percaya, kebanyakan daripada pereka-pereka dunia pasti ada seorang dewasa, mungkin ayah atau ibu atau guru, yang tidak jemu memberi ruang dan kata perangsang kepada mereka untuk berjaya. Inilah anak-anak yang daya kreativitinya menghasilkan pelbagai benda yang dimanfaatkan oleh insan serata dunia. Daripada telefon mudah alih ke sistem Internet ke kaedah pembedahan laser, kesemuanya membuka jalan untuk kita hidup lebih sempurna.

Berfikir secara kreatif adalah suatu kelebihan yang boleh dipupuk dalam diri anak-anak. 

Cara-cara mudah termasuk:

1. LAYANI DAYA KREATIVITI ANAK ANDA

Kanak-kanak dilahirkan bersifat kreatif. Lihat sahaja George de Mestral yang mereka cipta Velcro pada awal 1900an. Sewaktu kecil, George amat gemar bermain di luar dan mereka cipta pelbagai benda. Setiap kali berlari-lari di padang, dia amat kurang senang dengan sejenis bunga rumput liar yang melekat di seluarnya. Suatu hari, sekembalinya ke rumah, dia mengambil mikroskop dan meneliti bunga rumput liar itu. Rupa-rupanya bunga rumput itu ada beratus-ratus "hook" atau penyangkut halus yang tersangkut pada seluarnya! Dari sinilah tercetusnya idea untuk mereka cipta Velcro!

2. CERITAKAN KREATIVITI PELBAGAI JENIS

Media sering mengetengahkan beberapa aktiviti tertentu sebagai bercorak kreatif, contohnya melukis, menulis dan berlakun. Oleh itu, anak anda mungkin menyangka dia tidak kreatif jika dia tidak berminat dalam sebarang bidang ini. Sebenarnya, kreativiti merangkumi bidang yang amat luas. Kreativiti yang terbaik ialah kebolehan untuk menyelesaikan masalah dan mengatasi apa jua situasi sukar yang anak anda tempuhi di dunia ini.

3. GALAKKAN ANAK BERFIKIR SECARA TERSENDIRI

Jangan sekali-kali diperli atau diperkecilkan idea yang diutarakan oleh anak anda. Kreativiti membabitkan dua proses : BERFIKIR secara kreatif dan MENGHASILKAN sesuatu yang kreatif, iaitu tidak seperti yang difikirkan oleh orang lain. Kanak-kanak perlukan dorongan untuk terus kreatif. Asalkan anda sanggup menyediakan ruang dan masa untuk dua perkara ini, selagi itulah anak anda merasa didorong dan disokong.

Contohnya:

Jika anda terlihat anak anda menyusun beberapa keping blok secara mendatar berkali-kali, tanya dia : "Mungkinkah ada cara lain untuk menyusun blok-blok ini?"

4. BERSEDIA UNTUK MELABUR

Besar kemungkinan, anak anda perlukan bantuan dari segi masa, ruang dan wang untuk menukar ideanya menjadi suatu realiti. Anggaplah masa, ruang dan wang yang anda belanjakan sebagai suatu pelaburan, bukannya kos yang membazirkan, meskipun hasilnya tidak seperti yang anda atau dia impikan. Tentunya dia belajar sesuatu yang berharga sepanjang usaha tersebut.

Kembali kita ke cerita Hang Nadim. Pemikirannya yang bijak menjadikannya seorang yang disegani di pulau Singapura. Timbul pula rasa iri hati di kalangan sesetengah pihak. Suatu hari, seorang insan yang terlalu cemburu dengan kelebihan Hang Nadim membisikkan kepada Raja bahawa Hang Nadim suatu hari nanti akan menjadi ancaman terhadap pengaruh dan kuasa baginda. Malah, tentu Hang Nadim akan menggulingkan dan merampas kuasa baginda bila dewasa nanti! Akhirnya, Raja memerintahkan Hang Nadim supaya dibuang ke laut. Benar atau tidak kisah ini, Wallahua'lam.

Sebagai ibu bapa, mungkin kita tidak sekejam Raja dalam cerita di atas. Namun, kita mungkin terasa tidak senang bila anak kita menyuarakan sesuatu idea yang berbeza. Kita mungkin merasa tercabar bila tidak mampu menjawab soalan-soalan yang diutarakan oleh anak kita sendiri.

Sebenarnya, anak-anak perlu belajar bahawa ibu bapa tidak mempunyai jawapan bagi kesemua soalan mereka. Oleh itu, untuk memastikan anak anda terus kreatif, jangan persendakan idea-idea yang anak anda berikan, meskipun bunyinya tidak masuk akal bagi anda.

dipetik dari  Artikel iluvislam.com  yang ditulis oleh Jamilah Samian.

Biodata Kolumnis

Jamilah Samian adalah Trainer Professional yang ditauliahkan oleh Institut Pengurusan Malaysia. Beliau juga adalah seorang Neuro Linguistic Programming Practitioner (NLP) berdaftar dengan American Board of NLP. Buku-buku beliau termasuk IBU KOOL BAPA HEBAT, ANAK LELAKI KOOL & HEBAT dan THE GROOVY GUIDE TO GEN Y & Z. Layari laman web beliau di http://coolmumsuperdad.com dan http://www.myriadventures.biz.

Music Camp

This is the second Music Camp organised by Persatuan Pengusaha Tadika dan Taska Miri.  It was held from 16-17 March 2013 and more than 10 Tadika from Miri attended the camp.  Each tadika sent 10-20 children accompanied with 2-4 teachers.  This year there were definitely more children attending the camp.  We sent in 20 children, accompanied by Ms Ayu, Ms Tahirahni, Ms Ziela and Ms Farisha (our official photographer).  As in the year 2010,  Mr. Victor Tan from SEGI College conducted the camp.  There were songs, music and movement, dancing with percussion instruments and educational crafts.   The children had a good time ~  children loved the music, the moves, dancing with the sticks and singing.

Astana participating children

Mr. Victor Tan in action.  He is full of energy and enjoyed interacting with the children.  A wonderful teacher!

Music & movement, following the antics of Mr. Tan.

Song  ~  parts of the body.

Mr. Tan singing.

Now, its the children's turn to sing. 

Here's Aufa reading the lyrics as she sang.

Another dance move.

Children following Mr. Tan's dance moves.

Taking a break.

Another activity was to learn the musical  notes.  Mr. Tan showing the children what to do.

Activity book.

Completed work! Well done children!

The sticks with bells.

Dance movements with the sticks.

Children following Mr. Tan.

There were many ways to use the sticks.

The certificate of attendance was given out by Dato Sebastian Ting.

Mr. Tan and Astana participants.

Visit To DinoTrek Exhibition

On the 21st March 2013, we visited DinoTrek exhibition at the Petroleum Museum, Canada Hills.  Junior 3 were doing a theme on 'Dinosaurs' whilst Junior 2 were doing a theme on 'Animals' in March.  We spent about 2 hours at the exhibition.  The dinosaurs were a sight to behold - they were huge, have movable body parts and can roar (frightened some of the children).  There were lots of interactive games for the children  too.  At the end of our visit, the staff organised an interactive session for the children.

The signage at the entrance.

The banner.

The mechanical parts in the dinosaur that makes the moving parts.  The staff explained that the dinosaur is just a robot but that did not help soothe the frightened kids.

The children recording the name of the dinosaur and looking at the nest of eggs.  Some of the eggs have hatched and they could see the baby dinosaurs.  

The nest.

This is the entrance to the 'FIERCE' dinosaurs - T-Rex, Velociraptor, etc.

Apatosaurus

Stegosaurus

Facts about Stegosaurus

Spinosaurus

This T-Rex scared the wits of the children  (these girls were an exception)  ~ it looked so real,  so mean and it can really ROAR!

The T-Rex

Another 'fierce' dinosaur, Velociraptor.

A special place set up to show fossils of the dinosaurs in the sand.

The children turned 'paleontologists'.

One of the interactive games.

The children recording the name and reading the facts of the dinosaur.

Junior 3 with their teachers and staff of the exhibition.

Fun session conducted by the staff. The children enjoyed the session and they were all clamoring to answer the questions.  

The correct answer is ' ........."

The ticket

ADHD Attention Deficit/Hyperactivity Disorder

Attention Deficit/Hyperactivity Disorder (ADHD), although not a learning disability, can affect one's ability to succeed. Individuals with ADHD often have trouble paying attention, sitting still, or finishing tasks. Read more about the prevalence, symptoms, and treatment of ADHD.

ADHD | LD OnLine

What is AD/HD?

Attention-Deficit/Hyperactivity Disorder (AD/HD) is a condition that can make it hard for a person to sit still, control behavior, and pay attention. These difficulties usually begin before the person is 7 years old. However, these behaviors may not be noticed until the child is older.

Doctors do not know just what causes AD/HD. However, researchers who study the brain are coming closer to understanding what may cause AD/HD. They believe that some people with AD/HD do not have enough of certain chemicals (called neurotransmitters) in their brain. These chemicals help the brain control behavior.

Parents and teachers do not cause AD/HD. Still, there are many things that both parents and teachers can do to help a child with AD/HD.

How common is AD/HD?

As many as 5 out of every 100 children in school may have AD/HD. Boys are three times more likely than girls to have AD/HD.

What are the signs of AD/HD?

There are three main signs, or symptoms, of AD/HD. These are:

• problems with paying attention,
• being very active (called hyperactivity), and
• acting before thinking (called impulsivity).

More information about these symptoms is listed in a book called the Diagnostic and Statistical Manual of Mental Disorders (DSM), which is published by the American Psychiatric Association (2000). Based on these symptoms, three types of AD/HD have been found:

• inattentive type, where the person can't seem to get focused or stay focused on a task or activity;
• hyperactive-impulsive type, where the person is very active and often acts without thinking; and
• combined type, where the person is inattentive, impulsive, and too active.

Inattentive type

Many children with AD/HD have problems paying attention. Children with the inattentive type of AD/HD often:

• do not pay close attention to details;
• can't stay focused on play or school work;
• don't follow through on instructions or finish school work or chores;
• can't seem to organize tasks and activities;
• get distracted easily; and
• lose things such as toys, school work, and books. (APA, 2000, pp. 85-86)

Hyperactive-impulsive type

Being too active is probably the most visible sign of AD/HD. The hyperactive child is "always on the go." (As he or she gets older, the level of activity may go down.) These children also act before thinking (called impulsivity). For example, they may run across the road without looking or climb to the top of very tall trees. They may be surprised to find themselves in a dangerous situation. They may have no idea of how to get out of the situation.

Hyperactivity and impulsivity tend to go together. Children with the hyperactive-impulsive type of AD/HD often may:

• fidget and squirm;
• get out of their chairs when they're not supposed to;
• run around or climb constantly;
• have trouble playing quietly;
• talk too much;
• blurt out answers before questions have been completed;
• have trouble waiting their turn;
• interrupt others when they're talking; and
• butt in on the games others are playing. (APA, 2000, p. 86)

Combined type

Children with the combined type of AD/HD have symptoms of both of the types described above. They have problems with paying attention, with hyperactivity, and with controlling their impulses.

Of course, from time to time, all children are inattentive, impulsive, and too active. With children who have AD/HD, these behaviors are the rule, not the exception.

These behaviors can cause a child to have real problems at home, at school, and with friends. As a result, many children with AD/HD will feel anxious, unsure of themselves, and depressed. These feelings are not symptoms of AD/HD. They come from having problems again and again at home and in school.

How do you know if a child has AD/HD?

When a child shows signs of AD/HD, he or she needs to be evaluated by a trained professional. This person may work for the school system or may be a professional in private practice. A complete evaluation is the only way to know for sure if the child has AD/HD. It is also important to:

• rule out other reasons for the child's behavior, and
• find out if the child has other disabilities along with AD/HD.

What about treatment?

There is no quick treatment for AD/HD. However, the symptoms of AD/HD can be managed. It's important that the child's family and teachers:

• find out more about AD/HD;
• learn how to help the child manage his or her behavior;
• create an educational program that fits the child's individual needs; and
• provide medication, if parents and the doctor feel this would help the child.

 Tips for parents

• Learn about AD/HD. The more you know, the more you can help yourself and your child. See the list of resources and organizations at the end of this publication.
• Praise your child when he or she does well. Build your child's abilities. Talk about and encourage his or her strengths and talents.
• Be clear, be consistent, be positive. Set clear rules for your child. Tell your child what he or she should do, not just what he shouldn't do. Be clear about what will happen if your child does not follow the rules. Have a reward program for good behavior. Praise your child when he or she shows the behaviors you like.
• Learn about strategies for managing your child's behavior. These include valuable techniques such as: charting, having a reward program, ignoring behaviors, natural consequences, logical consequences, and time-out. Using these strategies will lead to more positive behaviors and cut down on problem behaviors. You can read about these techniques in many books. See "Resources" at the end of this publication.
• Talk with your doctor about whether medication will help your child.
• Pay attention to your child's mental health (and your own!). Be open to counseling. It can help you deal with the challenges of raising a child with AD/HD. It can help your child deal with frustration, feel better about himself or herself, and learn more about social skills.
• Talk to other parents whose children have AD/HD. Parents can share practical advice and emotional support. Call NICHCY to find out how to find parent groups near you.
• Meet with the school and develop an educational plan to address your child's needs. Both you and your child's teachers should get a written copy of this plan.
• Keep in touch with your child's teacher. Tell the teacher how your child is doing at home. Ask how your child is doing in school. Offer support.

Tips for teachers

• Learn more about AD/HD. The resources and organizations at the end of this publication will help you identify behavior support strategies and effective ways to support the student educationally. We've listed some strategies below.
• Figure out what specific things are hard for the student. For example, one student with AD/HD may have trouble starting a task, while another may have trouble ending one task and starting the next. Each student needs different help.
• Post rules, schedules, and assignments. Clear rules and routines will help a student with AD/HD. Have set times for specific tasks. Call attention to changes in the schedule.
• Show the student how to use an assignment book and a daily schedule. Also teach study skills and learning strategies, and reinforce these regularly.
• Help the student channel his or her physical activity (e.g., let the student do some work standing up or at the board). Provide regularly scheduled breaks.
• Make sure directions are given step by step, and that the student is following the directions. Give directions both verbally and in writing. Many students with AD/HD also benefit from doing the steps as separate tasks.
• Let the student do work on a computer.
• Work together with the student's parents to create and implement an educational plan tailored to meet the student's needs. Regularly share information about how the student is doing at home and at school.
• Have high expectations for the student, but be willing to try new ways of doing things. Be patient. Maximize the student's chances for success
• Taken from LD Online  By: National Dissemination Center for Children with Disabilities (NICHCY) (2004)