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Motivating children to study hard without relying on rewards and punishments

Parenting Tips


Written by: Founder and Volunteer Secretary-General of GLP, Lam Ho Pei Yee

Everyone already possesses an intrinsic motivation, and people have long had the desire to do things well. This is precisely why when we give children external rewards and punishments, trying to interfere with their behavior, their performance becomes worse, such as killing creativity, reducing judgment, and other negative effects, which are the bad consequences that rewards can bring. Whether it is material or psychological rewards, although they can temporarily stimulate children’s enthusiasm, they cannot help children develop long-term behavioral habits, nor can they make their performance better.

How can parents motivate children to study hard without solely relying on rewards and punishments? It turns out that by simply understanding and satisfying three basic psychological needs of humans, children can automatically and consciously enjoy and engage in learning. These three basic psychological needs include autonomy, competence, and relatedness. Every child also has a basic need to develop their abilities, to see their abilities improve, and not to let incomprehensible social standards change their children. It is dangerous to teach children things that do not fit their stage of growth. We need to create challenging yet appropriate learning experiences for children’s abilities, allowing them to feel a real sense of success, boosting their confidence in their abilities, and giving them more motivation to learn.


Parents should not limit their children’s infinite possibilities with their own limited wisdom. If parents understand how to cultivate their children’s intrinsic motivation for learning, making them recognize the importance of learning and adopting it as a life goal, children will automatically and consciously engage in learning. Therefore, by making themselves and their children more responsible, more perceptive, and better at interacting with others, parents are helping their children grow while gaining creativity and a sense of success themselves.

If these theories can be applied to children, can they also be applied to parents, thereby bringing a positive impact to the family? The answer is yes. As we ask our children to study hard, parents should also strive to change their own thinking. As Stone, the guitarist of the Taiwanese rock band Mayday, said: “What schools can teach is knowledge, is skills; what society can teach is interaction, is cooperation; and what children learn at home is yourselves, is your own way of governing as individuals, how you solve problems when you face difficulties and setbacks.”





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東華三院港九電器商聯會小學親子運動會-幼稚園競技挑戰盃 亞軍













  1. 藥物敏感:由於紅疹只是表徵,當中的反應可以很嚴重。所以,如果是這個情況,一般我們會更加小心處理和觀察。
  2. 感染性(急性):例如麻疹、水痘、手足口病、德國麻疹、腮腺炎待。這些病都是有高度傳染性的。同時有發燒的徵狀。所以,我們在擔心這個病的併發症外,也會擔心它會傳染他人。故此,要特別小心。
  3. 自體免疫力疾病:例如紅斑狼瘡症、過敏性紫癜症等。由於這類情況會有較多全身性的併發症,所以治療目標並不是去治療紅疹,而是處理根本的病症。


  1. 玫瑰疹:這是一種幼兒「專有」的紅疹。一定是在感染了某種過濾性病毒後的反應。每當這種疹出現時,燒已經完全退卻,也代表病情已經穩定下來。一般這些紅疹在身軀出現,之後散開到四肢和面部。由於不痕不癢,所以不用特別治療。
  2. 痱子:這是由於汗腺阻塞的結果。多數是環境氣溫太高或是衣服穿得太多所致。雖然會有少許痕癢,但是始終不像濕疹般不適,所以也不是不嚴重的問題。另一方面,只要將患處的溫度降低,情況便會改善。
  3. 嬰兒濕疹:雖然嬰兒濕疹都會十分痕癢,但它是有時限性的。一般由出生後一個月開始,並維持至六個月左右。而且它對藥物的反應良好(例如中等強度的類固醇藥膏)。所以,基本上只要父母願去正面處理,並跟從醫生的治療,便會有良好的反應。


The underlying meaning of acne

Parenting Tips


Written by: Dr Cheung Kit

I remember watching a terrifying TV show during my college days. It was about how a virus similar to Ebola spread among residents and outsiders in a certain area, leading to everyone’s death. In the drama, people infected with the virus would inevitably develop red rashes on their bodies even in the early stages. Therefore, many people have a deep impression that rashes represent serious diseases.

In fact, this is only half true. A rash is a symptom that can be a skin problem or a reaction to a systemic disease. Skin diseases can be simple skin sensitivities, mosquito bites, shingles, sunburns, etc. Systemic reactions can be due to drug sensitivities, infections, autoimmune disorders, etc. The previous statement “half true” means that among systemic reactions, some are more severe, while others are milder.

Severe examples include:
1. Drug Sensitivity: Since a rash is only a sign, the reaction can be very severe. Therefore, if this is the case, we generally handle and observe with extra caution.

2. Infectious (Acute): For example, measles, chickenpox, hand, foot, and mouth disease, German measles, mumps, etc. These diseases are highly contagious and also present with fever symptoms. So, in addition to worrying about the complications of the disease, we also worry about it spreading to others. Therefore, special care is needed.

3. Autoimmune Diseases: For example, lupus erythematosus, allergic purpura, etc. Since these conditions can have more systemic complications, the treatment goal is not to treat the rash but to address the underlying disease.


So what are the “other half” of rashes that are not serious?

1. Roseola: This is a type of rash ‘exclusive’ to young children. It is definitely a reaction after being infected with a certain filtrable virus. Whenever this rash appears, the fever has already completely subsided, which also indicates that the condition has stabilized. Generally, these rashes appear on the torso and then spread to the limbs and face. Since they are not itchy or painful, there is no need for special treatment.

2. Heat Rash (Prickly Heat): This is the result of blocked sweat glands. It is mostly caused by the environment being too hot or wearing too many clothes. Although there may be a little itching, it is not as uncomfortable as eczema, so it is not a serious problem. On the other hand, as long as the temperature of the affected area is lowered, the condition will improve.

3. Infant Eczema: Although infant eczema can be very itchy, it is time-limited. It generally starts from one month after birth and lasts until about six months. Moreover, it responds well to medication (such as medium-strength steroid creams). So, basically, as long as parents are willing to deal with it positively and follow the doctor’s treatment, there will be a good response.

Therefore, having a rash does not necessarily mean there is a big problem. However, if a rash occurs at the same time as fever, systemic symptoms, or poor mental state, it means it would be better to see a doctor sooner rather than later.





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撰文:Steps Education 課程發展總監梁嘉敏小姐

許多家長都會問全人教育是甚麼?如果從中國人幾千年源遠流長的智慧來說,便是培育孩子的「德、智、體、群、美」;從心理學家的角度來說便是培養孩子的多元智能(Multiple Intelligence);從教育的角度來說,便是除了知識上的追求外,我們也得培養孩子的價值觀、態度、對藝術和文化的修為、待人處事、解決困難和思考能力等。再簡單一點,從凡夫俗子的角度來說,全人教育便是讓小朋友「瓣瓣掂」,成績好、朋友多、思想正面,音樂運動美術樣樣皆能,您想子女得到全人發展嗎?

多元智能分七類 先天後天培育各佔半

今天先介紹坊間常說的多元智能,從心理學的角度探討全人教育。「多元智能」理論由美國哈佛大學卡納德教授於 1983 年所提出,他發現智能至少可分為七種,分別是語言智能、數學邏輯智能、視覺空間智能、音樂智能、肢體運動智能、人際溝通智能及個人內省智能。






Besides good grades and getting into a good school, what else do children need?

Parenting Tips


Written by: Ms. Carmen Leung, Director of Curriculum Development, Steps Education

Many parents ask what holistic education is. From the perspective of the wisdom of the Chinese people that has been passed down for thousands of years, it is the cultivation of a child’s “morality, intelligence, physical fitness, social skills, and aesthetics”; from the perspective of psychologists, it is the cultivation of a child’s multiple intelligences; from the perspective of education, it is not only the pursuit of knowledge, but also the cultivation of a child’s values, attitudes, artistic and cultural accomplishments, interpersonal skills, problem-solving, and thinking abilities. To put it more simply, from the perspective of ordinary people, holistic education is about making sure the child is well-rounded, with good grades, many friends, positive thoughts, and capable in music, sports, and art. Do you want your child to achieve holistic development?

Multiple intelligences are divided into seven categories, with innate and acquired factors each playing a role.

Today, let’s introduce the commonly mentioned multiple intelligences from the perspective of psychology. The “Theory of Multiple Intelligences” was proposed by Professor Howard Gardner of Harvard University in 1983. He found that intelligence can be divided into at least seven types, which are linguistic intelligence, logical-mathematical intelligence, spatial-visual intelligence, musical intelligence, bodily-kinesthetic intelligence, interpersonal intelligence, and intrapersonal intelligence.


When it comes to “intelligence,” parents might think of genius or innate talent. Is intelligence innate, or is it nurtured? In fact, a person’s intelligence is partly innate and partly nurtured. Every child’s innate intelligence has a range, for example, an IQ of 100-120. No matter what you do or how much stimulation you provide, their IQ will not exceed 120, and they cannot become as smart as Einstein. So, do we still need to cultivate children’s multiple intelligences? Of course! Whether a child’s IQ stays at 100 or reaches 120 depends on how they are nurtured later on!

Each type of intelligence is equally important.

So, how should they be nurtured? Through practice? Classes? Experiencing the world? Sports and music? In fact, different types of intelligence require different nurturing methods. Scholars propose the theory of multiple intelligences to remind everyone that while parents want their children to achieve good grades and cultivate their academic subjects, such as Chinese, English, and Mathematics, they should not forget that other intelligences are equally important to the child, especially interpersonal and intrapersonal intelligences. If a child lacks in one of these areas, how can they survive in society? Therefore, when selecting courses for children, do not just choose academic, language, or literacy classes. We should pause and think, besides academic performance, in what areas does the child need improvement? How are the child’s communication skills? Analytical skills? Introspective skills? If a child’s communication skills are lacking, should parents choose courses that provide ample space for interaction, such as drama classes, to help them express themselves more?

Remember the significance behind “multiple intelligences” discussed today. Pause and think about the development of your child beyond academics!

Let’s Move@Preschool(幼動樂)- 手球


本校有幸再次參與由康樂及文化事務署推廣之「Let’s Move@Preschool(幼動樂)」,由專業教練帶領一班幼兒進行手球活動,小朋友既能學懂運用上半身擲球、接球、推球及擊球,也能加強四肢肌能及手眼協調能力,更能培養合作精神,大家玩得十分開心。一起點擊以下連結欣賞更多活動花絮吧!

Facebook: https://www.facebook.com/twghstttkg/posts/pfbid0ox478BwbNgsKHeQ7j5Eyw62ZXR9mV2JEwSKmEdHYmgPv9wpPdE8yWLjKQx7ALMuYl


No matter how rich, do not spoil the child.

Parenting Tips


Written by: Johnny Kwan, Curriculum Director of the International Gifted and Talented Development Education Institute

The family is the first environment a child comes into contact with after birth and is the earliest influencer of a child’s personality. The personality traits, parenting concepts, and methods of each parent play a decisive role in the healthy growth of their children. How can parents help children understand the relationship between money and their own growth?

The West advocates “No matter how rich, do not spoil the child”

In this regard, the approach of Western parents is quite worth learning from for Chinese parents. It is fundamentally different from the Chinese parenting philosophy of “No matter how poor, do not deprive the child,” as Westerners advocate “No matter how rich, do not spoil the child.” They have long realized that allowing children to have an innate sense of financial superiority is harmful to their growth and brings no benefits. Even in very wealthy families, parents usually give their children very little pocket money and encourage them to work for their own money. This helps children understand that obtaining money is not easy and that valuable wealth must be accumulated through one’s efforts. This process teaches children something far more valuable than wealth itself. Of course, I am not encouraging children to give up their studies to work, but rather to understand from a young age the basic concept that labor can create wealth.


Case Sharing: Son Sells Small Crafts to Help Support the Family

Two years ago, I heard a true story from mainland China. Zhi Man’s parents were ordinary workers who, like other parents, hoped their child would succeed, attend university, and thus worked overtime every day. Unexpectedly, when Zhi Man was ten, his father had an industrial accident while working a night shift, resulting in blindness in his left eye and a broken left leg, rendering him unable to work again. Consequently, his mother fell ill. At that time, Zhi Man realized that he was the only one who could fully take on the family’s responsibilities. He resolutely borrowed 50 yuan from a classmate and went to the wholesale market after school to sell small crafts. What was usually taken for granted became incredibly difficult when it was his turn. From having no business on the first day to earning 80 yuan a month later. He spent 35 yuan on a cane for his father and 23 yuan on a book he had longed for, which he couldn’t put down. Seeing this, his father’s lips trembled non-stop, and tears flowed from his eyes. Since then, he has supported himself through his studies, earned respect through his own labor, and made his father proud. Teachers and classmates admired him, and eventually, he became a well-known doctor in the area!

Not Relying on Material Wealth, Creating Wealth with One’s Own Hands

Most children today are only children and have been spoiled by their parents. For them to grow up healthy, we should cultivate their ability to adapt to various environments and the spirit of hard work from a young age. We should not overly indulge them materially but let them understand that wealth created with their own hands is truly their own!