Author: system

讓親子旅行成為孩子最好的理財教育課

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Flora Chen

– 家加豬財商教育共同創辦人

– 認可兒童財商導師

 

「旅行的意義」對於每個人的感受都不同，美好的旅行可以讓人逃離煩囂，給予身心的舒壓和思考空間。

 

剛升高小的女兒眼見身邊不少同學趁着學校假期都舉家旅行，身為「哈利波特」忠實粉絲的她自然也興致勃勃提出聖誕節假期一家到日本大阪旅行，因她十分想去有「哈利波特」的主題公園。

 

相信很多家長都有豐富經驗擔當了計劃行程和消費預算的主腦人，孩子們自然理所當然成為整個旅程的「團友」享受著「爸媽導遊」一早安排的一切。

 

人生是一個選擇的過程，理財亦然。作為媽媽，當然抓緊機會跟女兒傾談讓她明白旅行屬於「想要」而非「需要」及學懂感恩的好時機。父母因為愛孩子及想讓她擁有更多豐富的生活體驗，這也是因為愛而願意付出表現，而並非父母「應該付出」。

 

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但如何將「理財教育」和「旅行」結合？在傾談間啟發了女兒主動提出了協助以下家庭旅行需要規劃的事情，更將家庭旅行當成了她第一次的「Big Project」：

 

☘️旅程花費預算

☘️旅行目的地

☘️外幣兌換率

☘️搜尋和對比機票價格

☘️酒店價格和對比

☘️主題樂園票價折扣

☘️交通接駁

 

在過程中女兒發現在旅遊黃金檔期出發，機票價格比平常高出了40%！主題樂園快證和普通門票價格亦相差很遠，她在學校剛學懂了「百分數」在這旅行規劃中大派用場。我亦利用機會和她討論日圓匯率及各國貨幣增值貶值的概念。

 

感恩的是她領悟到「延遲消費及延遲享樂」的好處，提出不急於聖誕節旅行，等票價會落一點可以節省一些金錢。升上了高小的女兒今年亦開始幫忙每月記帳家庭日常支出總結表。作為家庭的一份子，她主動提出用儲蓄加上利息滾存起來的一小部份零用錢負責買主題樂園的門票。相信這是很多父母樂於看見孩子於成長過程中實踐了理財教育的真意義。期待女兒分享她第一次完整的「Big Project – 陳氏家庭旅行計劃書和預算表」。

 

家庭旅行對父母和孩子同樣都是愉悅同期待的。孩子在父母引導下參與整體行程規劃，將理財概念成為生活的一部份，將會有意想不到的收穫。

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Letting family travel become the best financial education lesson for children

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Flora Chen

 

Co-founder of Family Wealth Education with Pigs

Certified Children’s Wealth Mentor

The meaning of “travel” varies for each individual. A wonderful trip can provide an escape from the hustle and bustle, offering relaxation for the mind and space for contemplation.

 

Recently, my newly promoted elementary school daughter noticed many of her classmates embarking on family trips during the school holidays. Being a devoted fan of “Harry Potter,” she enthusiastically suggested a family trip to Osaka, Japan during the Christmas break, as she was eager to visit the “Harry Potter” themed park there.

 

Many parents have the rich experience of being the mastermind behind planning the itinerary and budget. Naturally, the children become the “travel companions,” enjoying everything arranged by the “mom and dad tour guides.”

 

Life is a series of choices, and so is financial management. As a mother, I seized the opportunity to have a conversation with my daughter, helping her understand that travel is a “want” rather than a “need,” and a great opportunity to learn gratitude. Parents show their love by wanting their children to have enriching life experiences, willingly investing out of love rather than obligation.

But how do we combine “financial education” with “travel”? During our conversation, my daughter took the initiative to assist in planning the essential aspects of our family trip, treating it as her first “Big Project”:

 

☘️ Travel budget

☘️ Destination

☘️ Foreign exchange rates

☘️ Searching and comparing flight prices

☘️ Hotel prices and comparisons

☘️ Theme park ticket discounts

 

☘️ Transportation arrangements

 
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During the process, my daughter discovered that departing during peak travel seasons meant flight prices were 40% higher than usual! The difference in prices between fast passes and regular tickets at the theme park was significant, and her recent learning of percentages in school was put to good use in this travel planning. I also took the opportunity to discuss with her the concept of Japanese yen exchange rates and currency appreciation and depreciation.

 

Gratefully, she realized the benefits of “delayed consumption and delayed enjoyment,” suggesting we don’t rush the Christmas trip, as waiting might lead to lower ticket prices and savings. This year, my daughter, now in elementary school, has also started helping with monthly accounting for our family’s daily expenses. As a member of the family, she volunteered to set aside a portion of her savings with interest to purchase tickets to the theme park. I believe many parents are delighted to see their children embody the true essence of financial education as they grow. I look forward to my daughter sharing her first complete “Big Project – Chen Family Travel Plan and Budget.”

 

Family trips bring joy and anticipation to both parents and children alike. When children participate in the overall itinerary planning guided by their parents, incorporating financial concepts into their lives, unexpected rewards await.

 
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健康護脊運動　大人小朋友都適合

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撰文：Dr. Kong專業團隊註冊物理治療師方偉筠

 

家長要避免子女養成以下不良的姿勢，影響脊部發展：

 

當小朋友做功課時，應該避免側向一邊坐，因為這種姿勢容易令脊部左右用力不平均，引起脊柱側彎等脊部問題；同時亦應該保持頸部腰部挺直。

 

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當小朋友使用電腦時，頸部亦不應過於向前傾看顯示屏，因為這樣會容易令頸部勞損。家長亦應提醒小朋友保持頸部及背部垂直，並選擇可調校高度和配備椅背及扶手的椅子，以承托背部手和手腕。另外，顯示屏亦需要置於不高於眼睛的位置。每使用電腦 30 分鐘，就應該作適量的休息。

 

當搬運地上重物時，應該避免向前彎腰搬運地上的物件。首先，作半蹲姿勢，須保持腰部挺直。然後，雙手拿著重物，使重物盡量靠近身體。最後，用大腿肌肉站起，腰部保持挺直。

 

伸展頸部運動　

功能：有助紓緩頸部肌肉之緊張

步驟：首先，頭部轉向左右兩邊，各維持 10 秒。

　　　然後，頭部向上下方向望，各維持 10 秒。

　　　接著，頭部側向左右兩邊，各維持 10 秒。

　　　整套動作每天重複 10 次。

 

伸展膞頭運動

功能：有助紓緩肩膞肌肉緊張

步驟：手放肩膞，手肘向前後方向各轉動 10 次。

 
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伸展胸肌

功能：有助伸張胸前肌肉，改善寒背

步驟：緊握雙手在背後，盡量提高雙手，維持 10 秒。每天重複動作 10 次。



伸展腰背肌肉

功能：有助紓緩腰背肌肉緊張

步驟：首先雙手放在膝頭，然後向前彎腰，維持 10 秒，再慢慢回復站立姿勢。

　　　雙手撐腰，再向後彎腰，維持 10 秒，慢慢回復站立姿勢。

　整套動作每天重複 10 次。

 

伸展體側肌

功能：有助紓緩腰部體側肌緊張

步驟：首先雙手撐腰，腰部轉向左右兩邊，慢慢回復站立撐腰姿勢。

　　　每一個方向維持 10 秒。

  然後，舉起左手向右彎，維持 10 秒，再慢慢回復站立撐腰姿勢。

  舉起右手向左彎，維持 10 秒，慢慢回復站立撐腰姿勢。

 

  整套動作每天重複 10 次。

 
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Healthy Back Care Exercises – Suitable for Both Adults and Children

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Written by: Fong Wai Kwan, Dr. Kong’s Professional Team of Registered Physiotherapist

 

Parents should avoid letting their children develop the following bad postures, which can affect the development of the spine:

 

When children are doing their homework, they should avoid sitting sideways to one side, as this posture can easily lead to uneven use of force on the left and right sides of the spine, causing problems such as scoliosis. At the same time, they should maintain an upright posture in both the neck and waist.

 

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When children use computers, they should not lean their necks too far forward to look at the screen, as this can easily lead to neck strain. Parents should also remind children to keep their necks and backs straight, and choose chairs that are adjustable in height and equipped with backrests and armrests to support the back, hands, and wrists. Additionally, the screen should be positioned at a height not above eye level. After every 30 minutes of computer use, there should be adequate rest breaks taken.

 

When lifting heavy objects from the floor, it is best to avoid bending the waist forward to pick them up. Instead, one should adopt a semi-squatting posture, keeping the waist straight. Then, grip the heavy object with both hands, keeping it as close to the body as possible. Finally, use the leg muscles to stand up, maintaining a straight waist.

 

Neck Stretching Exercises

Purpose: To help relieve muscle tension in the neck

Steps: 1. Turn your head to the left and right sides, holding each position for 10 seconds.

2. Move your head up and down, holding each position for 10 seconds.

3. Tilt your head towards the left and right sides, holding each position for 10 seconds.

Repeat the full set of exercises 10 times per day.

 

Shoulder Stretching Exercises

Purpose: To help relieve tension in the shoulder muscles

 

Steps: Place your hands on your shoulders, and rotate your elbows forward and backward 10 times in each direction.

 
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Chest Stretching

Purpose: To help stretch the chest muscles and improve poor posture

Steps: Firmly grasp your hands behind your back, and raise your hands as high as possible, holding for 10 seconds. Repeat 10 times per day.

 

Stretching the Back and Waist Muscles

Purpose: To help relieve tension in the back and waist muscles

Steps: 1. Place your hands on your knees, then bend forward at the waist, hold for 10 seconds, and slowly return to a standing position.

2. Place your hands on your hips, then bend backward at the waist, hold for 10 seconds, and slowly return to a standing position.

Repeat the full set of exercises 10 times per day.

 

Side Body Stretching

Purpose: To help relieve tension in the side waist muscles

Steps: 1. Place your hands on your hips and twist your waist from side to side, slowly returning to the starting standing position with hands on hips. Hold each side for 10 seconds.

2. Raise your left hand and bend to the right, hold for 10 seconds, then slowly return to the starting standing position with hands on hips.

3. Raise your right hand and bend to the left, hold for 10 seconds, then slowly return to the starting standing position with hands on hips.

 

Repeat the full set of exercises 10 times per day.

 
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Stamp Collecting as a Parent-Child Activity

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Written by: Pang Chi Wah, Registered Educational Psychologist

 

In recent years, environmental awareness has been on the rise. As a parent, you can cultivate an eco-friendly and meaningful hobby like stamp collecting for your child. This can also serve as a simple and convenient parent-child activity.

 

Parents who work in an office often need to open various types of mail, which often come with used stamps. While we may think those stamps are worthless, they can actually be great materials for a free parent-child activity. We can bring the different types and sizes of envelopes and stamps from the office back home, and let the children go through the whole process of stamp collecting:

 

  1. Cut the stamps off the envelopes.

 

  1. Soak the stamps in water for a while.

 

  1. Slowly peel the stamps off and let them dry.

 

  1. Once the stamps are dry, they can be placed in a stamp album.

 

This process of handling the stamps can not only train the children’s patience and focus, but also enhance their self-management abilities. They can also learn different information from the envelopes and stamps, such as the names of different countries and regions, various denominations, and stamp designs, thus developing their multiple intelligences.

 

Some parents like to use toys as rewards to encourage their children, such as rewarding them with stickers after they finish their homework. Stamps can actually be more effective rewards. Whenever the child completes certain tasks, they can be given a stamp as a reward, and the more beautiful or rare the stamp, the more effective the reward will be. This not only reduces the negative impact of material abundance on the children, but stamps also have aesthetic value and can be stored for a long time. Most importantly, we can appreciate the stamp album together with the children, which can serve as a tool for parent-child communication.

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Additionally, Hong Kong frequently launches new stamps and themed first-day covers, which parents can acquire at reasonable prices to greatly expand the variety of stamps, designs, and sizes for their children. If parents travel or go on business trips abroad, they can also collect local stamps, especially the cheapest ones, like the one-penny stamps in the UK. Parents can also ask their relatives, friends, and colleagues to bring back stamps from their travels or business trips, which can greatly diversify the stamp collection for the children through different acquisition channels.

 

Why not try this meaningful reward system and parent-child activity with your family?

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親子集郵

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撰文：註冊教育心理學家彭智華

 

近年來，環保意識抬頭，作為父母的你，可以為孩子建立一種既環保又有意義的嗜好，同時是一種簡單方便的親子活動──集郵。

 

在辦公室工作的父母，每天都需要拆開很多不同的信件，而信件上大多會有郵票，雖然我們可能認為那些郵票是一文不值，但其實它們是免費的親子活動好材料。我們可以把辦公室內不同類型和大小的信封與郵票帶回家，讓孩子處理整個收集郵票的程序：

 

1. 首先將郵票從信封剪出

 

2. 然後把郵票浸在水中一段時間

 

3. 把郵票慢慢撕離，然後印乾

 

4. 最後待郵票乾透後，便可以放在郵票簿內。



在這個處理郵票的過程中，不但可以訓練子女的耐性和專注力，也能夠提升他們的自我管理能力，還可以讓他們從中學習不同的資料，例如信封上不同國家地區的名稱、不同的地址；郵票上不同的銀碼和圖案設計等等，藉此發展子女的多元智能。

 

有些父母喜歡以獎品鼓勵子女，例如以玩具作為獎品，鼓勵子女溫習或用星星貼紙鼓勵子女努力完成功課。其實，郵票可以成為更有效的獎品，每當孩子完成某些指定的事情，便給他一張郵票作為獎品，而圖案愈美麗、款式愈罕有的郵票，就是愈有效的獎品。此舉不但可以減少物質泛濫對於子女的負面影響，而且郵票具有觀賞價值，又可以儲存很長的時間，最重要的是，我們可以與子女一同觀賞郵票簿，作為親子的溝通工具。

 

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另外，香港經常都會推出新的郵票，亦會定期推出不同主題的首日封，家長可以較相宜的價格換來很多不同款式、圖案及大小的郵票。如果家長到外地旅行或公幹，更可以搜集當地的郵票，特別是那些最便宜的郵票，例如在英國有價值一仙的郵票。家長也可以請身邊的親戚朋友和同事，假如有機會到外地公幹或旅行，可透過他們在世界各地搜集不同的郵票回來，經過不同的搜集渠道，給孩子的郵票款式便可以大大地擴闊。大家不妨一試這個有意義的獎勵計劃及親子活動！

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妙用故事書 （高智力自閉症幼兒篇）

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撰文：協康會教育心理學家團隊

 

自閉症幼兒的智能及言語能力達 5 至 6 歲，又應看甚麼書呢？家長與孩子閱讀時又有甚麼技巧呢？

 

高智能的自閉症幼兒應該能明白簡單德育故事，家長可參照「社交故事」形式讓自閉症孩子有效理解內容。當孩子對故事內容熟悉了，家長可把主角換成其他真實人物，或是換成孩子自己，好讓孩子慢慢把自己代入德育故事的情景中。故事角色可以變，那麼故事情節也可以有少許改變：例如「婆婆家」可改作「姨姨家」，讓孩子靈活運用所學到的。當然，角色及情節的改變，需要在兒童未發展出對故事細節的頑固之前。至於常用抽象比喻的寓言、童話和神話故事，需待自閉症兒童有能力把知識廣泛化時才可以使用。

 

在認知方面，當孩子理解能力達到一定水平時，家長可在故事中強調情緒字眼，例如「見到狗，美美很害怕。」當兒童適合學習先後概念時，可強調時間的描述，例如「美美做錯事，之後，說對不起。」因應孩子程度，家長可善用故事書的每一頁，加插或用語氣強調適用的字眼。

 

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在親子交流方面，能力較高的自閉症兒童，可與家長輪流一人一句地講故事，此方法既可訓練孩子接續故事和專心聽別人說話的能力之外，又可讓孩子在參與過程中，加深對故事的印象。家長靈活運用故事書，能夠滿足孩子發展需要和促進親子交流。自閉症孩子常常缺乏假想能力，隨書附送角色娃娃的故事書便大派用場：起初只說故事，後來加入娃娃，然後再逐步減少使用故事書，最後只以娃娃來講故事，並使用「你一句、我一句」的方法，帶孩子走出故事書，慢慢進入假想遊戲的世界。

 

 

在社交認知方面，使用漫畫的家長，可用塗改液把人物的「對話泡泡」塗白，然後與孩子一起創作新對話。起初可先塗改某些字詞，當雙方熟習方法後，便可塗改更多部分，直至所有對話都是自創的。勇於嘗試的家長，更可試為孩子度身製作故事書及設計不同的講故事方法，吸引孩子學習所需的社交概念。

 

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The Wonderful Use of Storybooks (For Young Children with High-Functioning Autism)

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Written by: The Educational Psychologist Team of the Heep Hong Society

 

For young children with autism who have intellectual and language abilities at the 5-6 year old level, what kind of books should they read? What techniques should parents use when reading with their children?

 

Young children with high-functioning autism should be able to understand simple moral stories. Parents can refer to the “social story” format to help children with autism effectively understand the content. When the child is familiar with the story content, parents can replace the main character with other real people, or even the child themselves, so that the child can gradually put themselves into the moral story scenario. The story characters can be changed, and the story plot can also be slightly altered: for example, “grandma’s house” can be changed to “aunt’s house”, allowing the child to flexibly apply what they have learned. Of course, changes to the characters and plot should be made before the child develops rigidity towards the story details. As for fables, fairy tales and mythological stories that commonly use abstract metaphors, they can be used only when the child with autism has the ability to generalize their knowledge.

 

In terms of cognition, when the child’s comprehension reaches a certain level, parents can emphasize emotional words in the story, such as “When she saw the dog, Mei Mei was very scared.” When the child is ready to learn the concept of sequence, parents can emphasize the description of time, such as “Mei Mei did something wrong, and then she said she was sorry.” Based on the child’s level, parents can utilize each page of the storybook, adding or emphasizing appropriate words.

 

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In terms of parent-child interaction, for children with autism who have higher abilities, they can take turns with their parents to tell the story, one sentence at a time. This method not only trains the child’s ability to continue the story and focus on listening to others, but also allows the child to deepen their impression of the story through active participation. By using storybooks flexibly, parents can meet the developmental needs of the child and promote parent-child interaction. Children with autism often lack imaginative ability, so storybooks that come with character dolls can be very useful: initially, just tell the story, then add the dolls, and gradually reduce the use of the storybook, until finally using only the dolls to tell the story, and using the “one sentence for you, one sentence for me” method to guide the child out of the storybook and into the world of imaginative play.

 

In terms of social cognition, parents who use comics can use correction fluid to white out the “speech bubbles” of the characters, then work with the child to create new dialogues. Initially, they can modify certain words or phrases, and when both parties are familiar with the method, they can modify more parts, until all the dialogues are self-created. Daring parents can even try to custom-make storybooks for their child and design different ways of storytelling to attract the child to learn the social concepts they need.

 

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Is my child particularly smart?

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Written by: Dr Cheung Kit

 

On television, there are many advertisements targeting the children’s market, including clothing, snacks, formula milk, stationery, and furniture. One of the key points is to make children more intelligent or to help them fully realize their intellectual potential, which is a good selling point. This sales technique captures a key point in the hearts of every parent – that their own child is the best.

 

Without discussing the truthfulness, logic, and objectivity of this statement, it is a sentiment that most parents, including the author, would agree with. However, in the process of raising children, this “most intelligent” mentality may lead to unrealistic expectations. Therefore, we can take a step back and take a closer look. In our daily lives, here are five behaviors that fathers commonly use to praise their children:

 

1. “A 2-year-old child knows many functions of the tablet computer.”

 

This is because the touchscreen of the tablet computer is controlled by the resistance of the fingers, so a child’s random pointing movements can easily manipulate the screen. Additionally, without the logical constraints of adults, it is not difficult for most children to discover new functions on the device.

 

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2. “A 6-month-old child can observe others’ facial expressions and respond with coy or angry reactions.”

 

This type of response has been medically confirmed as one of the developmental milestones for all children. This two-way behavioral response, where the child learns by observing others’ reactions, is actually a learning response. Children who lack this type of reaction may be suspected of having sensory issues or early signs of autism.



3. “A 3-year-old child can use adult-like vocabulary.”

 

Research has shown that children in the early childhood period can simultaneously learn up to six languages, which means their brains can continuously absorb the words and sentence structures around them. Even if they don’t understand the meaning, they can repeat them like a parrot. When adults realize they haven’t directly taught the child, and the child still knows the vocabulary, they may mistakenly think this is a sign of the child’s learning genius, which is inaccurate.



4. “The questions that children ask sometimes are even beyond my ability to answer, they are so brilliant.”

 

In Hong Kong, one of the reasons why the complaint culture is so prevalent is that there is no cost involved: as long as one voices a complaint, someone will follow up on it without any effort. The questioning by children is a similar situation. They simply use words like “why”, “what”, and “how”, and the parents have to try their best to answer. In reality, these questions they raise are more a sign of their non-compliance, rather than a genuine learning process. So, this is not related to intelligence.

 

 

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 5. “When they play games, they prefer not to follow the rules and set their own new rules.”

 

Adhering to rules is a social norm defined by the adult world. Children, like people in undeveloped regions, need to learn how to live together and follow the rules. Therefore, if they knowingly do not follow the rules, it is merely an act of rebellion, not necessarily a sign of intelligence. On the contrary, the wiser approach is to first learn the basic rules, and then negotiate to improve them, in the view of the author.



After understanding the above common misconceptions, it is not difficult to grasp what a truly intelligent child is:

 

1. It is not just about being able to manipulate a tablet or smartphone flexibly, but also understanding how to utilize their functions.

 

2. The ability to intuit adult psychology is an innate skill in children, and the wisdom to control their own emotions is even more valuable.

 

3. Language ability is not the sole component in evaluating intelligence; both the “quality” and “quantity” of vocabulary are important.

 

4. Exceeding one’s personal developmental milestones at a certain stage is quite common, but sustained long-term advancement without being pushed is what truly merits attention.

 

While intelligence is certainly desirable, good character is also very important.

 

 

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我孩子特別聰明嗎？

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撰文：張傑醫生

 

在電視上，有許多廣告是針對孩子的市場，包括衣服、副食品、奶粉、文具和桌子椅子等等。其中一個重點，就是令孩子更聰穎，或者是令他們的聰明才智能夠發揮得淋漓盡致，便是好的賣點。這個銷售的技巧捉住了每位父母心裡的一個重點，就是自己的孩子是最好的。

 

我們先不討論這句話的真確性、邏輯性和客觀性，但是只要有子女的父母必會認同，當中也包括筆者在內。不過，在培育孩子的過程中，這種「最聰明論」有可能影響我們對孩子期望過高。所以我們可以站後一步，看清楚一點。在日常的工作中，以下是五個父親常會誇獎孩子的行為：

 

1.「兩歲的孩子曉得很多平板電腦的功能。」

 

由於平板電腦的螢光幕是利用手指的電阻控制，所以孩子隨機的手指指向動作 (pointing movement) 很容易操控畫面。同時又沒有成人的邏輯限制，所以不難發現新的功能，大部分孩子都能夠做到。

 

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2.「六個月的小朋友，會看別人的面色作撒嬌和發脾氣的反應。」

 

這種反應在醫學上已經證實是所有孩子發展里程碑的其中一個表現。這種透過別人的反應而作出的行為雙向反應，其實是一種學習反應，缺乏這樣反應的孩子，有機會被懷疑感觀有問題或是有自閉症的初期表現。

 

3. 「三歲的孩子懂得用上成人的說話用詞。」

 

有研究顯示，孩子在幼兒期可同時學習多達六種的語言，這代表他們腦部可以不停聽取身邊的詞語和句式。即使不明白當中意思，也可像鸚鵡學舌的方式重複說出來。成人認為自己沒有直接教導孩子，而他們卻知道，便有機會以為這是天才的學習模式，這是不正確的。

 

4.「孩子有時發問的問題，連我也解答不到，真厲害。」

 

在香港，投訴的文化為何這樣盛行，其中一個原因是沒有成本：只要口中有投訴，總有人會替你跟進，不費絲毫氣力。小孩子的發問也是類似的情況，他們只管提出「為何」、「為甚麼」和「甚麼」等詞語，父母只好嘗試盡力作答。在實際的情況，這些提出的問題，只是表示孩子的不服從，而不是真正的學習過程。所以，這與智力無關。

 

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 5. 「他們玩遊戲時喜歡不依規則，自己定下新規矩。」

 

遵守規則，是成人世界定下來的社會定律。孩子與未開發地區的人一樣，需要學習如何一起生活和守規矩。所以，如果明知道需要守規矩而不去做，只是反叛的行為，並非一定是聰明的行為。相反，先學懂基本的守則才在磋商改善，筆者認為更聰明。

 

 

 

當明白以上幾個大家的誤解後，大家不難理解真正聰明的孩子大概是：

 

1. 並不單是表現出靈活操縱平板電腦或智能電話，而且還了解如何運用當中的功能。

 

 2. 懂得捕捉成人心理是孩子天生的能力，懂得控制自己的情緒更有智慧。

 

3. 語言能力並不是我們評估智力的唯一部分，詞彙的「質」和「量」皆重要。

 

4. 只在某一個階段超越孩子個人的發展里程碑是很平常的事，但在無催谷的情況下，長時間的超越才值得注意。

 

聰明固然是好，好的品德也很重要。

 

 

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