Masalah Pelajar, Program

Murid Orang Asli diberi elaun

PUTRAJAYA 23 Jan. – Pemberian elaun pengangkutan merupakan antara strategi yang dilaksana kerajaan untuk mengurangkan keciciran dalam kalangan murid Orang Asli

Menteri Kemajuan Luar Bandar dan Wilayah, Datuk Seri Mohd. Shafie Apdal berkata, pemberian elaun tersebut dapat menggalakkan ibu bapa Orang Asli menghantar anak mereka ke sekolah.

“Sesetengah kampung Orang Asli terletak jauh dari sekolah, pembinaan asrama pula tidak mendapat sambutan kerana anak-anak Orang Asli yang masih kecil tidak mahu berpisah dengan ibu bapa mereka.

“Disebabkan demikian, kita beri elaun pengangkutan untuk meringankan beban ibu bapa Orang Asli,” katanya kepada pemberita selepas mengadakan pertemuan dengan pengarah-pengarah Jabatan Kemajuan Orang Asli (Jakoa) di sini hari ini.

Mohd. Shafie berkata, matlamat kerajaan ialah mengurangkan kadar keciciran murid Orang Asli daripada 25 peratus kepada 23 peratus pada tahun ini.

Beliau berkata, usaha mengurangkan masalah keciciran murid Orang Asli memerlukan masa kerana membabitkan faktor cara hidup dan budaya di mana sesetengah pelajar mahu bekerja pada usia muda.

Menurutnya, berikutan itu, Jakoa bersama Kementerian Pendidikan perlu terus mendekati ibu bapa untuk memberi nasihat mengenai kepentingan pendidikan.

“Kita turut memberi nasihat kepada ibu bapa supaya anak-anak Orang Asli tidak ponteng sekolah.

“Murid Orang Asli yang kerap tidak menghadiri kelas merupakan antara faktor yang menyumbang kepada masalah keciciran,” katanya.

Tambahnya, pemberian tuisyen juga dapat meningkatkan penguasaan ilmu dan mengelakkan keciciran murid Orang Asli.

Dalam pada itu, Mohd. Shafie berkata, seramai 25 orang pelajar cemerlang Orang Asli telah melanjutkan pengajian di luar negara termasuk di United Kingdom, Australia, Rusia, India, Kanada, Indonesia dan Ireland.

“Daripadanya, dua orang berada dalam pengajian peringkat doktor falsafah (PhD) dan lapan orang pula sedang belajar di peringkat sarjana,” katanya.

Artikel Penuh: http://www.utusan.com.my/utusan/Dalam_Negeri/20140124/dn_03/Murid-Orang-Asli-diberi-elaun#ixzz2rGuCsv3e
© Utusan Melayu (M) Bhd

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Masalah Pelajar, Program

PPDa pastikan negara bebas dadah

Sekolah merupakan institusi penting dalam usaha melahirkan masyarakat Malaysia yang bebas daripada dadah justeru Kementerian Pendidikan sentiasa peka dan mengambil tanggungjawab dalam menjayakan strategi Pendidikan Pencegahan Dadah di Sekolah (PPDa).

Antara strategi utama di bawah program PPDa termasuklah aktiviti pengurusan dan kepemimpinan, kurikulum, kokurikulum dan pembangunan sahsiah di kalangan murid demi mencapai matlamat menjadikan negara bebas dadah pada tahun 2015 akan tercapai.

Pengenalan PPDa tercetus apabila pada Februari 1983, Jawatankuasa Kabinet Antidadah mengisytiharkan ‘Dadah Musuh Utama Negara’ dan susulan itu, Kementerian Pendidikan diberi tanggungjawab merancang dan melaksanakan program PPDa di sekolah dengan golongan sasaran merupakan murid, guru, kakitangan sekolah dan ibu bapa.

Dalam konteks ini, Sekolah Kebangsaan (SK) Desa Amanpuri, Kepong antara sekolah yang aktif menggiatkan program dan aktiviti PPDa sehingga terpilih sebagai satu daripada empat sekolah mewakili Selangor dalam pertandingan PPDa peringkat Kebangsaan pada September nanti.

Guru Besarnya, Azman Mohd. Aris berkata, bagi memperhebatkan cabaran itu, pihaknya menubuhkan sebuah bilik khusus mengandungi sumber PPDa bertujuan mendidik dan memberi pendedahan kepada murid mengenai gejala dan impak bahaya dadah.

Katanya, kemudahan bilik sumber tersebut akan dijadikan sebagai sebuah pusat rujukan berinovasi dan dilengkapi dengan maklumat berkaitan dadah.

“Persediaan pusat sumber khas mengenai PPDa ini sebagai platform dalam menyalur maklumat tentang dadah dan kesannya agar murid menerima pendedahan dan dapat mengelakkan diri daripada terjebak dengan penggunaan bahan terlarang itu,” kata beliau ketika ditemui dalam Prapenghakiman Bilik Sumber PPDa di sekolah itu baru-baru ini.

Menurut beliau, setakat ini, sekolah tersebut mempunyai 11 stesen PPDa terdiri daripada bilik rawatan dan bilik interaktif yang digunakan sepenuhnya oleh 458 murid sekolah itu di bawah program PPDa.

Azman memberitahu, setiap sudut SK Desa Amanpuri dilengkapi poster mengandungi keterangan grafik dan menceritakan mengenai impak serta bahayanya pengambilan dadah dalam kehidupan manusia.

Pada masa yang sama, ujarnya, pusat sumber terbabit turut dilengkapi sudut pandang dan dengar termasuk ruangan RnR yang bertujuan menguji minda murid melalui permainan.

“Hasil daripada pra-kehakiman ini, kami akan menambah baik stesen-stesen PPDa sedia ada agar lebih menepati ciri-ciri yang dikehendaki oleh Jabatan Pelajaran,” jelas beliau.

Artikel Penuh: http://www.utusan.com.my/utusan/Pendidikan/20130812/pe_01/PPDa-pastikan-negara-bebas-dadah#ixzz2cN71iY2g
© Utusan Melayu (M) Bhd

Masalah Pelajar

Pemantapan sahsiah remaja

Tidak ada ibu bapa yang tidak menghadapi masalah mendidik anak-anak. Semakin menjelang remaja semakin banyak masalah. Masalah tidak minat belajar, tidak dengar nasihat ibu bapa, tidak suka duduk di rumah, berkawan dengan budak-budak nakal, suka berpeleseran, tenggelam dalam budaya hiburan, derhaka kepada ibu bapa dan malas melakukan ibadah-ibadah yang diwajibkan adalah di antara masalah di kalangan pelajar yang memeningkan ibu bapa.

Kesibukan ibu bapa di tempat kerja dan lain-lain komitmen keluarga menyebabkan anak-anak kurang mendapat perhatian yang akhirnya menjadikan mereka hidup terumbang-ambing tanpa pedoman.

Di sekolah pula mereka berkawan dengan pelajar-pelajar yang juga bermasalah, sementara jiran tetangga dan masyarakat sekeliling pun mengambil sikap tidak campur tangan dalam urusan rumah tangga orang lain.

Dalam suasana sedemikianlah pelajar-pelajar ini terus membesar dan menjadi remaja yang kosong jiwa dan tidak mempunyai hala tuju kehidupan.

Program Summer Camp anjuran AKRAB sudah berusia lebih 30 tahun. Ratusan ribu pelajar dari seluruh negara telah mengikuti program ini. Majoriti mereka sudah berjaya dalam menjalani hidup.

Sebahagiannya menjadi ahli profesional, peniaga, pengurus, pensyarah yang menjadikan kedudukan mereka begitu istimewa di mata masyarakat.

Sentuhan Summer Camp bukan sahaja telah membuka ruang minda mereka, tetapi juga meninggalkan kesan yang mendalam dari segi rangsangan untuk berjaya dalam bidang pelajaran yang membuahkan kejayaan.

Program Summer Camp biasanya berlangsung selama empat hari tiga malam (30 Mei hingga 2 Jun ini) menekankan aspek pembentukan sikap positif di samping memupuk nilai-nilai hidup yang unggul bersendikan kepada kecintaan kepada Allah, rasul, ibu bapa, ummah dan kecemerlangan akademik.

Dibantu tenaga fasilitator yang komited dan memiliki ciri-ciri ‘abang dan kakak’, mereka mengikuti program dalam suasana kemesraan, hormat-menghormati dan dalam suasana belaian dan kasih sayang.

Fasilitator menyampaikan isi kandungan program dalam suasana penuh kerelaan tanpa paksaan.

Antara perkara yang unik dalam Summer Camp AKRAB ialah ibu bapa dan anggota keluarga terdekat melibatkan diri secara langsung dalam program iaitu di permulaan dan di penghujung program.

Selain daripada Summer Camp, AKRAB juga terlibat mengendalikan program khusus untuk remaja yang dinamakan Kem Jati Diri Remaja.

Ramai ibu bapa yang mengadu mengenai masalah anak-anak remaja seperti ponteng sekolah, pergaulan bebas, tidak menghormati ibubapa, lari dari rumah, memberontak, terlibat dengan kegiatan nakal, mengganggu ketenteraman awam dan sebagainya.

Akibat daripada terbelenggu oleh masalah-masalah yang disebutkan itu, para pelajar atau remaja yang terlibat sering tenggelam dalam aktiviti negatif yang menyebabkan mereka mensia-siakan kehidupan remaja.

Sebahagiannya hidup terumbang-ambing hingga menjadi beban dan dianggap sebagai sampah masyarakat.

Program Jati Diri Remaja yang berlangsung selama lapan hari tujuh malam (28 Mei hingga 4 Jun ini) mengandungi modul-modul latihan yang praktikal bersesuaian dengan kehidupan harian seorang remaja yang berjaya.

Isi kandungannya menggabungkan kekuatan jasmani, intelektual, emosi dan spiritual yang diadun secara holistik dan menyeronokkan. Mereka di didik dan di asuh dalam suasana kasih sayang, hormat-menghormati dan riang-ria tanpa melupakan batasan akhlak dan tuntutan agama.

Para remaja yang telah melalui proses pendidikan yang agak intensif ini, berjaya menimba ilmu dan kemahiran hidup di samping tertanamnya kesedaran yang mendalam tentang peri pentingnya mereka kembali ke pangkal jalan untuk meneruskan kehidupan sebagai remaja yang berguna terhadap diri, keluarga, masyarakat dan negara.

Kedua-dua program anjuran AKRAB itu telah terbukti keunggulannya di mana setelah lebih 30 tahun ia bertapak, sambutan yang diberikan setiap kali diadakan sentiasa di luar dugaan. Untuk cuti persekolahan Mei – Jun ini, AKRAB sekali lagi menganjurkan kedua-dua program tersebut dengan tarikh-tarikh yang telah ditentukan.

Artikel Penuh: http://www.utusan.com.my/utusan/Pendidikan/20130522/pe_01/Pemantapan-sahsiah-remaja#ixzz2URknsUye
© Utusan Melayu (M) Bhd

2013, Arkib Berita, Bahasa, Forum, Masalah Pelajar, Pembangunan Sekolah, Rencana, Subjek, Surat

EDUCATION: Act fast to arrest decline in English

03 January 2013 | last updated at 10:58PM

By Datuk Jaspal S. Korotana, Klang, Selangor | letters@nstp.com.my

OF late, we have been harping on the declining standard of English. We are looking at ways to improve the level of English, the last straw being “let’s import English teachers from India”.

I am reminded of my English teacher in Form 3 (in 1969), who once told me in frustration: “I looking very angry they all don’t know talking English”. Mind you, this was in 1969 and we are still harping on the issue. Of course, my English teacher then was just a normal teacher who was told to teach English, just like what is happening in some schools today.

We do not seem to be interested in taking the standard of English to a higher level. We need to make drastic changes or resign to the fact that our children are not going to be able to compete internationally, or worse still, be looked down or frowned upon when they speak to good English-speaking individuals.

We have many good English teachers, but we need to take care of them first. We must show them that they are appreciated.

All aspiring English teachers have to go through a selection process by an independent panel. The selected ones should be placed in a different category, with better salary scale.

With this, more quality English teachers can be produced. They will be proud to be English teachers as they will be looked upon with high regard by their students and others. This will give them more reasons to improve themselves.

In the same vein, we are encouraging the use of Bahasa Malaysia for correspondence in government departments. I had written letters in English and was told to rewrite them in Bahasa Malaysia.

To walk the talk, let’s be sincere about wanting to improve the standard of English. Our prime minister and his deputy can speak good English. So, let’s put it into practice, too. All letters to government departments can be in Bahasa Malaysia or English. The replies should be in the language used by the sender. In this way, people will take the effort to improve their language skills. The standard of both languages can be improved. Let’s not have more instances of “You wait; wait, I looking how helping you” or “Can you talking bagus English, as my teacher no teaching I talk like you”.

Enough is enough. Let’s not just say things for the sake of saying. Most of us are in the position to make changes now. Let’s move fast or our children will be the laughing stock in future.

Read more: EDUCATION: Act fast to arrest decline in English – Letters to the Editor – New Straits Times http://www.nst.com.my/opinion/letters-to-the-editor/education-act-fast-to-arrest-decline-in-english-1.195072?cache=03D163D03edding-pred-1.1176%2F%3FpFpentwa%3Fpage%3D0%3Fpage%3D0#ixzz2Gs6LsZMA

2012, Arkib Berita, Forum, Keibubapaan, Keselamatan Pelajar/Kesihatan, Masalah Pelajar, Pembangunan Sekolah, Pendidikan Khas, Rencana

Pusat kreatif anak autisme

29 Disember 2012, Sabtu

Oleh RABIATUL ADAWIYAH KOH ABDULLAH
adawiyah.koh@utusan.com.my

Pusat ini memberi harapan baru buat kanak-kanak autisme.

SEMASA umur Wan Mei (bukan nama sebenar) mencecah 2 tahun, kanak-kanak tersebut didapati masih tidak boleh bercakap mahupun memberi tindak balas apabila namanya dipanggil. Dia hanya terpaku menghadap siaran iklan di televisyen.

Ibunya mengesyaki ada sesuatu yang tidak kena dengan anaknya.

Selepas puas melayari Internet, akhirnya ibunya merumuskan anaknya itu menghidap autisme.

Meskipun sudah berdekad lamanya autisme dikesan di seluruh dunia, ramai yang masih tidak tahu tentang simptom penyakit tersebut.

Ini bukan satu senario baru kerana masih ramai lagi ibu bapa seperti ibu Wan Mei yang tidak tahu mengenai autisme.

Dalam hal ini, ibu bapa yang diuji dengan anak-anak autisme perlu memastikan masa depan anak-anak mereka terbela.

Ramai ibu bapa yang masih tidak sedar sikap anak-anak mereka.

Ada sesetengah kanak-kanak bermain seperti berada di dalam dunianya sendiri. Ada pula yang mendiamkan diri, cepat mengamuk dan terlalu aktif. Apabila berbual, mata mereka akan menoleh ke arah lain dan bukannya kepada si penutur.

Sekiranya anda mempunyai anak yang bersikap sedemikian, anda perlu sedar ada kemungkinan anak ini menghidap autisme.

Sebenarnya, ada banyak tanda lain yang boleh diperhatikan pada anak-anak autisme ini. Sebab itulah, ibu bapa seharusnya memerhatikan sindrom autisme ini. Sindrom ini akan dibawa sehingga dewasa sekiranya ibu bapa tidak memberikan rawatan awal.

Walaupun sehingga kini punca autisme masih tidak jelas, orang ramai perlu tahu bahawa autisme bukanlah penyakit yang berjangkit.

Menyedari keadaan ini, Drypers dengan kerjasama Persatuan Kebangsaan Autisme Malaysia (NASOM) membuka Pusat Khidmat Setempat NASOM di Setia Alam, Selangor.

Pusat ini berperanan menjalankan proses penilaian autisme termasuk perkhidmatan pemeriksaan, penilaian dan diagnosis untuk pelbagai kategori penyakit autisme bagi kanak-kanak.

Masa hadapan

Menurut Setiausaha Lembaga Pengarah Pengurusan NASOM, Cason Ong, dengan setiap satu daripada 88 kanak-kanak yang dilahirkan mengalami autisme, adalah penting agar ibu bapa diberikan maklumat jelas tentang autisme.

“Maklumat ini membolehkan mereka membuat diagnosis, penilaian serta mengambil tindakan tepat seawal yang mungkin, agar anak-anak mereka dapat menjalani kehidupan yang hampir normal pada masa hadapan.

“Pada peringkat inilah penilaian awal amat penting bagi memastikan bahawa mereka mendapat sokongan yang sewajarnya,” ujarnya pada majlis pelancaran pusat tersebut baru-baru ini.

Dalam pada itu, Pengurus Kanan Pemasaran SCA Hygiene Malaysia, Evelyn Chan berkata, Drypers berhasrat melibatkan serta memberi inspirasi kepada ibu bapa melalui pelbagai kaedah lain yang melangkaui hanya sekadar pemakaian lampin.

“Kami percaya bahawa kami berada pada kedudukan yang membolehkan kami menghulurkan bantuan kepada NASOM untuk meningkatkan kesedaran mengenai penyakit ini. Selain itu, kami berharap pusat ini dapat menjadi platform membantu mengetengahkan bakat kanak-kanak autisme. Ini penting untuk memberi mereka harapan hidup seperti kanak-kanak normal lain,” ujarnya.

Drypers turut melancarkan mural dinding yang dipenuhi dengan ucapan selamat dan mesej berinspirasi yang mempamerkan sokongan sepenuh hati kepada semua pengunjung ke pusat tersebut. Luahan tersebut diambil daripada ahli Facebook Drypers dan orang awam.

Artikel Penuh: http://www.utusan.com.my/utusan/Keluarga/20121230/ke_04/Pusat-kreatif-anak-autisme#ixzz2GmAH2gL7
© Utusan Melayu (M) Bhd

2012, Arkib Berita, Bahasa, Forum, Masalah Guru, Masalah Pelajar, Membaca, Pembangunan Sekolah, Rencana, Subjek, Surat

READING HABIT: Teachers need to be role models

24 December 2012 | last updated at 11:44PM

 

 
By Alkut, Kota Baru, Kelantan | letters@nstp.com.my 

OUR latest gamble in improving students’ English is to reintroduce English literature as a subject in secondary school. This would be one of the best moves ever.

Quality literature should naturally extract a variety of strong emotions from our young readers — including love, loyalty, empathy, a sense of happiness, rage and more importantly, a passion for reading.

It should also stimulate their aesthetic and emotional development, including soft skills, generally enrich their lives and, along the way, help them to improve their English proficiency.

Here, English teachers need to be role models and become avid readers. Such teachers should be able to pass on the passion to their students. That is, if our English teachers themselves are into reading.

The truth is that few of our English teachers read English literature or English books, for that matter.

This would only be too clear if we were to carry out a survey of the English teachers in the schools, or those undergoing Teaching English as a Second Language courses in colleges or universities on the books they have read. Few would have gone beyond the basic, prescribed literature textbooks.

 In schools, what happens is that the minute the Education Ministry introduces a change, such as a new subject like English Literature and make it an examination paper, publishers will start recruiting writers and churning out revision books for the subject.

Most of the English teachers will then be making a beeline for these short cuts to help their students in the examinations.

Through constant memorisation, drills and writings on plots and characterisations, using these revision books, teachers would be able to make students slog through the books and the exam.

In the process, neither teachers nor students would have experienced the real pleasures and beauty of reading. And, it would have contributed little towards the improvement of their English.

If the ministry is serious about reintroducing English Literature and instilling the reading habit, it should be done right from the start and not just in secondary schools.

Love for literature books and reading needs to be nurtured. It should begin at home where fun, colourful books are read as bed-time stories when children are small, and carried on into preschool, primary and secondary schools under the supervision of English teachers trained in the skills and techniques of reading.

I still remember the days when our English teacher would read out the stories of “Pin Shu” in her softs voice, which at times would modulate, her face a picture of emotion, hands waving frantically and the air filled with loud screeches. Then, a long silence.

She lived her stories. We were only in Standard Four and we loved her, gathered under the shade of a merbau tree, straining our ears, feeling the breeze in our hair, her voice firing our imagination.

At other times, it was acting out small parts of a story or silent reading in class when everyone was immersed in their books.

We grew to love reading, going on our own into Enid Blyton, Biggles, Agatha Christie, Arthur Conan Doyle and later on, more serious literature.

Admittedly, it would be more difficult now to woo the younger generation with such simple and wholesome bait as most are addicted to their handphones, laptops, blogs, Twitter and Facebook.

To support literature and the reading habit, reading classes should be reintroduced in the timetable where group or leisure reading is done. The classes should never be a free period.

During classes, teachers should themselves be reading or identifying the reading levels of the students, selecting books, gauging, probing and recording the progress made by students.

However, serious, continuous, comprehensive evaluation and grading should only begin in the secondary school.

For the purpose, every school library should first be stocked with graded reading books for all levels — from primary to secondary.

Teachers should persuade, cajole, coax and make students read books rather than leave them untouched on the shelves. A book well read is worth a thousand stacked on the racks collecting dust.

Libraries should also be provided with a special, well-equipped room with the Internet, where movies, videos and CDs can be shown.

The impact of these devices on our young is incredible as seen from the sale of Harry Potter books after the movie was shown.

Classes should be given easy access to the room and an occasional audio, movie or video of interest, especially literary adaptations, be arranged for viewing.

But first and foremost, we would have to persuade our English teachers to read in English.

.

Few of our English teachers actually read English literature like Shakespeare and cannot instil the beauty of reading in students.

Read more: READING HABIT: Teachers need to be role models – Letters to the Editor – New Straits Times http://www.nst.com.my/opinion/letters-to-the-editor/reading-habit-teachers-need-to-be-role-models-1.190770#ixzz2FwAuGWM3

2012, Arkib Berita, Forum, Keibubapaan, Masalah Pelajar, Pendidikan Awal, Rencana, Surat

Letting go from Day One

Sunday December 23, 2012

http://thestar.com.my/news/story.asp?file=/2012/12/23/nation/12367250&sec=nation

 

 

Mummy the protector: Over-protectiveness will encourage dependence in children. — AFPMummy the protector: Over-protectiveness will encourage dependence in children. — AFP

Parents need to allow their children to make mistakes and learn from them.

IT starts out with looking at the top pre-schools while the child is still in the mother’s womb. Before you know it, this need to have the best of everything for your baby has crept into all aspects of his or her life.

Even when the “baby” has now grown past the legal voting age.

Overprotective parents are nothing new, says Dr Goh Chee Leong, Dean of HELP University’s Faculty of Behavioural Sciences.

“In every generation, there are always some parents who are over-protective. I can’t say if there has been a rise in the phenomenon now,” he says.

Chats with parents and children alike indicate that over-parenting is prevalent in families here.

Tagged as helicopter parents, because they hover over their children, these parents’ over-protectiveness often start with the desire to keep their children safe.

Dr Goh warns that parents’ over-protectiveness will encourage dependence in their children.

“If the child sees their parent playing the role of their protector, their boss or their carer, they’ll tend to think that the parents will continue to look at every aspect of their life and always be dependent on them.”

According to the Human Resources Ministry, one reason why more than 70,000 graduates (as at May 2012) could not get a job was their lack of independent thinking skills.

Child development expert Ruth Liew also believes that when parents do too much over-parenting, children do not learn independence.

“They tend to be indecisive and lack confidence,” she says, advising parents to learn to let go from Day One.

“Know what your child can do by himself and do not interfere because you cannot tolerate mistakes or messes. Allow for mistakes (not the dangerous ones) to happen. Children learn from mistakes.”

To deal with the safety issue without stifling their children, parents can teach them personal safety skills while allowing them to do their own thing or go places on their own securely and at the right age.

“How can you instil independence when you are holding on tightly to them? Guidance means showing the way to children without taking over the task,” she says.

Marriage and family therapist Charis Wong of Kin & Kids concurs.

“If you keep protecting your children from the consequences of their own actions, how are they going to grow up to be responsible people? What is going to happen later when you are not there to rescue them, especially when they are grown up?” she argues.

Wong stresses that maturity will come naturally, but only if you allow your child to grow up naturally.

“If you continue to protect them from the world because you think it is hostile and cruel, then their natural growth will be stunted,” she says.

“They will be conditioned to believe that they are weak and cannot survive in this world, and they will get help every time they get into trouble, face problems or a challenge in life.”

On where to draw the line between supervision and giving freedom, Wong believes it depends on parents’ ability to read the gravity of the individual situations.

“Parents need to be able to discern when you should rescue and when you should not help your child. You need to look at the consequences what should your child learn to endure and what is beyond them?”

Ultimately, she reiterates, parents need to allow their children to make mistakes and learn from them.

If the consequences of not getting involved are so serious or so imminent that they will cost the life of your child, then as a parent you should go and help.

If it is a chronic problem, Wong points out, you need to look at the circumstances. For example, if your child’s car has broken down at 3am, then you should help. But parents should refrain from helping their child when they chronically make the same mistakes as they will think that they should be rescued all the time.

“Many helicopter parents are helping their children with chronic problems, so the kids think that it is their right to be rescued. If the parents are burnt out and finally say that they are not going to help any more, the child may play a guilt trip on their parents they will say the parents don’t care about them, or throw a tantrum because they think they should be rescued.”

Dr Goh reminds parents the importance of encouraging independence in their children and equipping them for adulthood.

It is a long-term goal, he stresses, and as a child grows up even at a young age to their teenage years and late teen years gradually parents need to give more independence and responsibility to the child.

“This means they need to be given the opportunity to make mistakes and take responsibility for their decisions.”

However, he stresses, this does not mean that the safety of the child will be compromised.

“For example, teaching them independence does not mean letting them wander around in the park on their own or allow them to out of school. It needs to be planned.”

One way, he highlights, is to allow your children to make their own decisions when they are old enough.

This can be done gradually, he highlights. At the age of two or three, he suggests, children can be allowed to start making small decisions like deciding if they want to wear a blue or red shirt.

“If you don’t allow your child to make the small decisions, they will not be able to make bigger decisions later when they are older,” Dr Goh notes.