Setiap pokok mula ditanda dengan tag nama murid dan tarikh ditanam.
Susunan pokok sehingga kini…
Hari ini anak-anak saya menemui lady bug pada daun cili mereka…sungguh mengujakan mereka…
Semaian kailan mula tumbuh dengan subur…kailan akan ditanam mengelilingi kolam.
Pokok cili yang tumbuh subur
Sistem Pengairan ditambah lagi hingga ke kawasan Edible Garden Pra Gemilang
Sambungan mengelilingi kolam
Pokok timun jepun sudah boleh ditanam
Pokok timun jepun mulai tumbuh..untuk percambahan habuk cocopeat dimasukkan ke dalam tray semaian..benih timun jepun dimasukkan ke dalam lubang tray..satu lubang satu biji benih..setelah 3 hari benih mula bercambah.
Hari ni hujan turun mencurah-curah..anak-anak saya tidak dapat memantau perkembangan pokok mereka.
* Wayne State University Pediatric Prevention Research Center, Detroit, Michigan
Objectives. To explore the association between early computer experience (both accessibility and frequency of use) and cognitive and psychomotor development among young children.
Methods. The participants were 122 preschool children enrolled in a rural county Head Start program in the United States during 2001–2002. The following tests were administered to the children: the Bender Visual Motor Gestalt Test; the Boehm Test of Basic Concepts, Third Edition Preschool; the Test of Gross Motor Development, Second Edition; and a short form of the Wechsler Preschool and Primary Scales of Intelligence–Revised. Information pertaining to family characteristics and children’s early computer experience was collected from parents. Both bivariate and multivariate analyses were used to assess the association between early computer experience and cognitive and motor development.
Results. Of the participating children, 53% had a computer at home. Among families who had a computer, 83% had children’s software on the computer. According to parents’ reports, 29% of these children played on the home computer on a daily basis, and an additional 44% of the children played on the computer at least weekly. Of those families who did not have a home computer, 49% reported that their children had access to a computer somewhere outside home. Among these children, 10% had daily access to the computer and 33% had weekly access. The presence of a computer in the home was significantly associated with the family’s income and the educational attainment of the parents. There was no gender difference in computer accessibility and frequency use among the participating children. Children who had access to a computer performed better on measures of school readiness and cognitive development, controlling for children’s developmental stage and family socioeconomic status. The data in the current study did not suggest a relationship between computer experience and visual motor or gross motor skills among the participating children.
Conclusion. The findings in the present study suggest that early computer exposure before or during the preschool years is associated with development of preschool concepts and cognition among young children. However, frequency of use did not reveal such a relationship; neither did the ownership of other child electronic or video games in the household.
source:
http://pediatrics.aappublications.org/cgi/content/abstract/113/6/1715Kay Bradway
Kay Bradway, Ph.D., JA, is a founding member of Sandplay Therapists of America and the International Society for Sandplay Therapy. She is a psychologist and Jungian analyst in Sausalito, California.
Sandplay has an accelerating history. It goes back to an early decade of this century when H.G. Wells wrote about his observing his two sons playing on the floor with miniature figures and his realizing that they were working out their problems with each other and with other members of the family. Twenty years later Margaret Lowenfeld, child psychiatrist in London, was looking for a method to help children express the "inexpressible." She recalled reading about Wells' experience with his two sons and so she added miniatures to the shelves of the play room of her clinic. The first child to see them took them to the sandbox in the room and started to play with them in the sand. And thus it was a child who "invented" what Lowenfeld came to identify as the World Technique (Lowenfeld, 1979).
When Dora Kalff, Jungian Analyst in Zurich, heard about the work in England, she went to London to study with Lowenfeld. She soon recognized that the technique not only allowed for the expression of the fears and angers of children, but also encouraged and provided for the processes of transcendence and individuation she had been studying with C.G. Jung. As she developed the method further, she gave it the name "sandplay" (Kalff, 1980). Jungian analysts from five countries joined Kalff in founding the International Society for Sandplay Therapy in 1985. The American affiliate society, Sandplay Therapists of America, was founded in 1988. The first issue of the Journal of Sandplay Therapy appeared in 1991.
The essentials of sandplay therapy are a specially proportioned sandtray, a source of water, shelves of miniatures of multitude variety: people, animals, buildings, bridges, vehicles, furniture, food, plants, rocks, shells-the list goes on-and an empathic therapist who provides the freedom and the protection that encourages children (or adults) to experience their inner, often unrealized, selves in a safe and non-judgmental space. The therapist as a witness is an essential part of the method, but this therapist is in the mode of "appreciating", not "judging", what the sandplayer does. It is necessary that the therapist follows the play and stays in tune with it, but not intrude. The therapist follows the child.
Given an empathic therapist, children rarely need any encouragement to start making pictures or scenes and playing in the sand. They come to it naturally. They may engage the therapist in the play but unlike some therapies there is no attempt on the part of the therapist to interpret to the child what the therapist may understand of what is going on in the sandplay. The process of touching the sand, adding water, making the scenes, changing the scenes, seems to elicit the twin urges of healing and transformation which are goals of therapy. This does not mean that the therapist remains distant or unresponsive. But the emphasis is on following the child rather than on imposing a structure on the play or even guiding the play. The child's psyche becomes the guide rather than the therapist.
The child may need to engage the therapist in the play. I recall a little ten-year old girl whom I call Kathy who came to therapy with problems of fears of failure and of her anger that had built up over the years. She was fearful of expressing her anger and typically placed fences in the tray after having expressed anger toward or about any member of the family. We did not have to talk about this. By placing the fences around jungle animals, she was able to experience an ability to do something about controlling these animals and, in extension, about her anger and then to feel safer to sense and express her own aggressive feelings. At first this did not include me, but eventually she translated her sandplay into an interaction with me. She came to a point where she alternated between having us "fight" with toy cannons in the sand tray and playing out positive feelings towards me. But there was no need to interpret the transference. Kathy worked it out herself. She had us build a sand castle together in the final tray (Bradway and McCoard, 1997).
The tray provided for Kathy, as it does for other children, the place to work through many phases of self-healing and growing up. For example, a child's placing water and food for animals in the tray is often a step in learning how to obtain nourishment on their own rather than having to depend on its being offered by others and thus provides a step towards a higher level of ego autonomy. Sources of energy other than food, such as wells, gasoline pumps, windmills, often appear during periods of transition when the ego needs an additional supply of energy in order to cope with a struggle between inner and outer forces. And most significantly, the tray provides for the experiencing of wholeness.
References:
Bradway, K. and McCoard, B. (1997). Sandplay-Silent workshop of the psyche. London/New York: Routledge.
Kalff, D. (1980). Sandplay, a psychotherapeutic approach to the psyche. Santa Monica: Sigo.
Lowenfeld, M. (1979). The world technique. London: Allen & Unwin.
Anak-anak tidak sabar menunggu...bila la boleh tanam pokok ni...
Ha..ini kerenah biasa kanak-kanak..kenalah pujuk elok-elok
Sedia untuk menanam pokok cili..penuh minat
Puteri Maisara menunjukkan cara-cara menanam pokok dengan betul.
Mana beg tanaman saya?...
Penuh dengan tertib dan bersopan santun.
Ok dah siap..setiap murid diberikan satu beg tanaman..mereka perlu menjaga pokok cili mereka sehingga mengeluarkan hasil...setiap beg akan ditanda dengan tag nama murid.
Perkembangan projek agak baik..25 beg tanaman telah siap diisi...sistem pengairan pun dah siap...banyak benda-benda teknikal telah dipelajari oleh anak-anak...harapnya mereka boleh memahami beberapa fungsi peralatan mudah.
Penyambung L untuk poly pipe 16mm..terpaksalah anak-anak meminta bantuan guru untuk menyambungkannya.
Ini adalah digital timer untuk mengawal siraman secara automatik..ianya diprogramkan untuk siraman 4 kali sehari bergantung kepada keadaan cuaca. Anak-anak faham keperluan air kepada tumbuhan dan kegunaan digital timer ini untuk mengawal pengambilan air oleh tanaman.
Hujan dah turun..alhamdulillah...tak payah siram..besok dah boleh tanam pokok cili...anak-anak mesti tak sabar ni...
Macam ni lah caranya nak pasang dripper....
Dripper yang siap dipasang dimasukkan ke dalam beg tanaman.
Bakal jurutera pada masa akan datang..
Sistem pengairan yang hampir siap..tunggu lagi nak pasang tangki dan pam air.
Inilah bentuk pam mini yang akan digunakan untuk mengepam air ke setiap beg tanaman secara automatik.
Proses mengisi sabut kelapa (coco peat) ke dalam polibeg tanaman
Apa yang penting kerjasama
Polibeg yang telah siap disi dengan coco peat
