THE STAR, TUESDAY 9 APRIL 2019
BRIGHT KIDS
Finding the
right balance
By SRIMAYEE SEN SARMA
TECHNOLOGY has become an integral part
of our daily lives and no one can deny the
necessity of incorporating it into education.
In fact, the introduction of technology in
schools is possibly the biggest change the
global education system has gone through in
the last decade. However, with children now
being exposed to technology at home as well
as in school, are we overexposing them, and
can there be adverse repercussions?
Louis Lai Sheng Ren, supervised
psychologist at International Psychology
Centre, agrees that bringing technology into
educational settings has its advantages but
believes integration of technological use has
to be viewed with caution.
“While technology can allow for more
active learning and increase student
engagement, it can also distract them from
paying attention to their studies. The use of
technology should not be banned from
classrooms completely, since we live in a
digital world and being digitally literate is a
life skill needed for almost any future career.
However, children could be overexposed to
technology if the devices available are not
used in a manner that fosters learning.
“Technology exposure becomes
overexposure when it interferes with the
child’s other activities and daily life. The
moment a child disengages from usual
activities such as playing sports or meeting
with friends to instead spend time on the
Internet or play games by themselves, their
technology use can be classified as harmful
overexposure.”
The harm this overexposure can cause is
already evident in children as obesity, vision
problems, depression, anxiety and social
isolation continue to rise. There have been
numerous studies that link technology
overuse to these health issues in children.
It is about time we ask ourselves where to
draw the line to safeguard our future,
because technology overexposure is a black
hole in which children can get lost if left
unattended.
Eye on their future
One of the main mediums of interaction
between technology and humans is vision,
and, often unknowingly, we strain our eyes
too much while using smart devices.
Children’s eyes are immature and exposure
to too much screen time from a young age
can cause vision problems.
According to Christina Tan Su Liang,
optometrist and honorary secretary of
Association of Malaysian Optometrists, there
has been a marked increase in the number
of children coming to her with vision
problems.
She associates this surge with technology
overexposure, saying, “Children are exposed
to digital screens in two ways: one is
through the long-range devices such as
smartboards used in schools, and another is
through close-range devices such as
smartphones, tablets and laptops.
“As long as the lighting is optimised,
exposing children to long-range screens
should not be a cause for concern. What’s
more harmful are close-range devices,
because staring at these screens for a long
time without blinking can cause digital eye
strain. Children may experience symptoms
such as blurry vision, itchy eyes, shoulder
pain and headaches.”
Tan also warns that too much screen time
can directly or indirectly cause vision
problems, including dry eyes, short-
sightedness and even severe eye nerve
damage later in life.
“It is easy to ignore the signs of vision
problems in children because they don’t
understand it themselves and don’t tell their
parents. There have been many instances
where parents reprimand children for
performing poorly in school, when the real
reason is that these children cannot see
clearly.”
She acknowledges that it is difficult to
limit screen time, especially for older
children, because they need the Internet for
studies and homework, but she insists that
they be encouraged to take frequent breaks
to relax their eyes.
“There should be a balance between
technology exposure and other activities,
which is easier to achieve at school but
harder to enforce at home. Nonetheless,
parents need to supervise and ensure that
this balance is not disrupted.”
Balancing the scales
Malaysia is bestowed with the not-so-
flattering title of most obese nation in South-
East Asia by British medical journal The
Lancet, with a whopping 11.9% prevalence
of obesity in children below 18 years old.
While many people blame poor diet choices
as the main reason for this endemic,
technology is just as much to blame.
Assoc Prof Dr Muhammad Yazid Jalaludin,
Malaysian Paediatric Association president,
says, “Obesity occurs when one’s food intake
is much greater than his energy
expenditure. High-calorie food is not always
a bad thing, but you must ensure that
energy intake is equal to energy output. This
is not the case anymore with children
binging on junk food without getting
sufficient exercise.”
According to him, even primary school
students spend too little time playing
outside, which hampers their fitness levels.
“There is too much screen time, more
than the recommended amount that is
provided by the American Academy
of Pediatrics but not many people
know about it or follow it.”
He believes that children
today are more
addicted to online
games rather
than outdoor
games and spend most of their time glued to
the screen.
Technology is contributing to rising
obesity in children not just by making them
inactive, but also by disrupting their sleeping
patterns.
Smart devices emit blue light, which can
disrupt sleeping patterns, according to a
2013 study titled Light level and duration of
exposure determine the impact of self-
luminous tablets on melatonin suppression
published in Applied Ergonomics. This and
other studies show that blue light
significantly suppresses the release of
melatonin (a chemical that induces sleep),
causing us to become more alert and
wakeful.
“Not many people know that lack of sleep
can also cause obesity. A lot of Malaysian
children are not getting enough sleep. One of
the reasons is because they stay glued to
smart devices till late at night,” he concludes.
To combat this growing problem, schools
need to ensure children get enough physical
exercise and parents need to exercise control
over their children’s screen time.
It’s all in their heads
Dr Rajini Sarvananthan, consultant
developmental paediatrician and Malaysian
Paediatric Association member, believes that
some schools are introducing technology to
children at far too young an age, and it may
have negative consequences on their mental
well-being.
“We cannot run away from technology
and children should be allowed to interact
with it, but I do not understand the need to
introduce technology to preschoolers. When
you introduce a child to technology at a very
young age, you risk her getting addicted in
the long term, especially if she is
unsupervised.”
The biggest bane of technology is that it is
addictive, so much so that the term
“technology addiction” has been coined to
address the issue. There are even boot
camps that provide rehabilitation services to
manage this particular addiction.
However, she believes that technology
overuse in schools is not as serious as that at
home since schools regulate the exposure,
but screen time often goes unsupervised at
home. A small child sitting quietly with a
smartphone or tablet in her hand is a
common sight in restaurants, on public
transport and even at clinics. Parents
consciously or unconsciously hand their
children such devices to make them sit still.
Dr Rajini admonishes such parents, saying,
“Children are supposed to run around and
touch things because that is how they learn
about and interact with the world around
them. If parents make their children sit in
one place with a digital device in hand, they
are narrowing the child’s horizon and
limiting it to the screen of a smart device.
Technology should be used for interacting
with children and not as babysitters,
because such children could grow up
socially isolated – lost in their virtual world.”
This unsupervised overexposure to
technology can spell even greater danger in
older children, who are likely to be exposed
to cyberbullying, pornography and violence.
Another addictive aspect for older children
is social media.
Lai thinks that social media is good if it is
used to connect with friends, since it can
contribute to social and psychological well-
being by extending social networks.
However, it is more often chosen over
in-person interactions, and this can affect
children’s mental health by isolating them
from their peers, causing depression and
anxiety.
“The Internet is available at all times and
is full of information, both good and bad.
When children are confronted by this
information overload, they face a constant
struggle to stay updated and it manifests as
fear of missing out. Overexposure to
technology, especially the Internet, can
substantially increase states of subconscious
stress and anxiety in children.”
Constant vigilance
It is not that the parents aren’t aware of
such adverse consequences of technology
overexposure. It is just that the awareness is
highly polarised, according to Lai.
“Technology is seen either as a helpful
tool in education and upbringing with great
benefits, or as an isolating activity that
worsens children’s school performance. It
needs to be weighted in terms of which
types of technology use are beneficial and
which types are damaging to children’s
mental health and education,” Lai
concludes.
Dr Rajini surmises that the solution to
technology overexposure is adult
supervision. Children should never be left
alone with a digital device, whether for
research or leisure. Parents need to keep
tabs on the amount and kind of technology
their children are being exposed to, and
schools need to do the same. It could be the
only way to find the subtle balance between
the right amount of technology exposure,
which helps children grow, and
overexposure, which can harm them.
8 Bright Kids
Healthy body for a healthy life
OVER the past few years,
technology and social media have
begun occupying a large part of
everyone’s lifestyle, compromising
the importance of having a healthy
body. We neglect what our bodies
need and turn to quick solutions
such as drugs or supplements to
compensate.
In today’s generation, exercising
and staying fit is frequently
deemed unimportant or secondary
to having a good life.
At elc International School, we
focus on the importance of
exercising and staying healthy. We
promote healthy competition to
excel in sports and provide
training for the many events
organised to try to ensure the
students do not lose their passion
or interest or let their hard work
go to waste. Apart from the usual
physical education (PE) lessons, the
PE department organises morning
and after-school training for
students who are representing the
school, as well those who are keen
on improving their skills and
fitness in general. We educate
them on maintaining discipline
and a positive mindset towards
daily ongoing training. This is
inculcated throughout their
primary and secondary school
years to ensure consistent and
gradual progress in enthusiastic
students who maintain good
standards.
Participating in the International
School Athletic Conference Games
allows our students a good
platform on which to compete
and perform with many other
Muhammad Ruffie (right) giving a student pointers before a race.
international schools. It gives them
the opportunity to express their
passion and have a sense of
accomplishment. It is important
that they are able to have
something to look forward to after
all the hard work they have shown
in training.
Going for competitions such as
the Federation of British
International Schools in Asia
(FOBISIA) Games gives our
students the chance to meet and
face new challenges at different
levels, creating a healthy respect
for opponents and developing the
motivation to be the best they can
be, and hopefully even win. They
get to compete against British
international schools in Asian
countries such as China, Thailand,
South Korea and Vietnam, allowing
them to learn and experience
competing in different
surroundings and environments.
It is a way for students to step
out of the classroom and let loose
with positive returns. That said, we
ensure that our students know that
the importance of participating in
physical activity and exercise is not
just for success on the field, but
also to help and contribute
significantly to their mental well-
being and academic performance.
The results are positive when
students come to school enjoying
themselves, motivated and always
fresh thanks to their consistent
THE STAR, TUESDAY 9 APRIL 2019
In today’s generation,
exercising and staying
fit is frequently
deemed unimportant
or secondary to having
a good life.
participation in physical activity.
This carries over to the rest of their
activities, both in and out of the
classroom.
In our fast-paced world, let us
not take away the time and
meaning of a healthy body just to
keep up with the rat race of life. At
elc, we in the PE department
emphasise this for our students’
future, so that they do not get
caught up in endless, self-defeating
or pointless pursuits.
Now, more than ever, it is crucial
that teachers, parents and society
play a big role in making sure that
the future generation does not
forget that without a healthy body
and lifestyle, achievements are
limited, and it will affect their
quality of life. It is proven that
physical activity and exercise can
reduce the risk of developing
depression and heart disease. This
quote by Jim Rohn rings true: “Take
care of your body. It’s the only
place you have to live.” – By
Muhammad Ruffie, senior PE
teacher at elc International
School
THE STAR, TUESDAY 9 APRIL 2019
Real learning
under fair
assessments
EVERY student is unique. Not every
student learns and is able to
express what she learnt in the
same way. The Ontario Ministry of
Education (MOE) understands this,
which is why the Canadian
(Ontario) curriculum believes a
standardised final exam is not the
way to assess students.
The Canadian (Ontario)
curriculum focuses on students’
continuous development, in which
assessment and evaluation are
based on coursework throughout
the semester. As the only school in
Malaysia licensed by the Ontario
MOE to offer credits leading to the
Ontario Secondary School Diploma,
Sunway International School (SIS)
is bound by the standards and
practices set by the ministry.
The principal purpose of
assessment and evaluation is to
measure student development. To
ensure that assessment, evaluation
and reporting are valid and
reliable and lead to the
improvement of learning for all
students, teachers use practices
and procedures that are fair,
transparent and equitable.
SIS understands that assessment
must be ongoing, varied in nature
and administered over a period
of time to provide multiple
opportunities for students to
demonstrate the full range of their
learning. Its teachers are expected
to provide ongoing descriptive
feedback that is clear, specific,
meaningful and timely to support
improved learning and
achievement.
All in all, it should help students
develop self-assessment skills so
they can assess their own learning,
set specific goals and plan the next
steps in their learning process.
Assessment styles
The assessment and evaluation
at SIS mirror the guidelines set by
the Ontario MOE. They are based
on three styles of assessment:
assessment for learning,
assessment as learning and
assessment of learning.
Assessment for learning and
assessment as learning are
intended to provide students with
the opportunity to give teachers
insight into their everyday
learning. For example, diagnostic
quizzes, brainstorming and
presentation exercises are
commonly incorporated into
teaching strategies for students’
learning.
Assessment of learning provides
students with a mark that will
inform their relative achievement
with respect to the course
curriculum. This assessment is to
evaluate students in each unit
learned and will be used for
comparison against a benchmark.
These distinct Ontario learning
assessment styles not only cater to
parents’ and students’ needs as
they also provide interpretative
information to teachers and school
leaders about their impact on
students.
Personalised assessment
Treating all children equally
means that children who need
accommodations in order to
succeed will be disadvantaged.
Some students require more or
different kinds of support than
others in order to work at a level
appropriate to their abilities and
needs. For some students, therefore,
assessment, evaluation and
reporting will be based on modified
expectations.
A majority of SIS educators are
certified members of the Ontario
College of Teachers. They have the
best possible information about
what steps to take in teaching and
how they need to change and adapt
their teaching practices to better
suit the needs of these students. SIS
teachers are trained to make
professional judgements that ensure
effective implementation of the
learning and assessment methods.
Teachers’ professional
judgements are at the heart of
effective assessment, evaluation and
reporting of student achievement.
Overall, these processes of seeking
Bright Kids 9
and interpreting evidence by
students allow teachers to decide
where these students are in their
learning, which direction they
need to take, and how best to get
there.
When assessment becomes
continuous, students are given a
constant stream of opportunities to
prove their mastery. Assessment
becomes embedded into the flow
of learning and students can
demonstrate mastery as quickly as
they choose to. At SIS, the path to
actual progress becomes clear and
students’ lives become increasingly
oriented towards real learning.
n For more information, join
SIS on its Open Day on Apr 20
from 10am to 3pm at its Sunway
City and Sunway Iskandar
campuses. Alternatively, call
03-7491 8070/07-533 8070 or visit
www.sis.sunway.edu.my
10 Bright Kids
Keeping it healthy but delicious
BACK in the day, one of the simple
joys in life was treating yourself to a
refreshing ice cream on a sweltering
day or getting a snack from vendors
on motorcycles after school.
Nostalgic anecdotes aside, our
snacking culture is actively
contributing to a much grimmer
case – sky-high obesity rates in
Malaysia, earning us the title of
fattest nation of Asia.
Malaysia’s Director-General of
Health Datuk Dr Noor Hisham
Abdullah says, “What is more
alarming, the prevalence of
overweight and obesity among
school-aged children are on the rise,
which may affect their health later
in life.”
Obesity rates for children below
18 years old have almost doubled
from 6.1% in 2011 to 11.9% in 2015,
according to the National Health
and Morbidity Survey 2015. Obesity
should not be taken lightly as it is a
serious condition that gives rise to
multiple life-threating illnesses such
as cardiovascular disease, diabetes
and stroke.
Thus, steps need to be taken to
curb this issue, starting with our
diet. Fried foods are popular snacks
among students, despite that kind of
food being one of the biggest
contributors to obesity because of its
high fat, calorie and salt content.
Instead of purchasing ready-made
packets, think about making your
own crisps instead. They are
surprisingly easy to make and much,
much healthier. To prepare them for
frying, try boiling the potatoes first.
This softens the potato slices and
will require less oil to fry until
THE STAR, TUESDAY 9 APRIL 2019
crunchy. It is recommended that
you use healthier methods to get
crunchy crisps, such as baking or
air-frying. You could also switch
from palm or sunflower oil to
flaxseed or olive oil, which have
much lower cholesterol levels.
Soumya Dutta, father of a three-
year-old, shares how he “adds just
a little bit of salt” at the boiling
stage instead of after frying the
potato slices when he makes his
own crisps for his daughter.
Controlling salt intake is important
as excessive salt can lead to high
blood pressure in adulthood,
among other health problems.
Another local favourite would be
instant noodles. These processed
products typically contain high
amounts of salt, food additives,
cholesterol and simple carbs with
few nutrients. Furthermore, the
monosodium glutamate (MSG) Making it a habit to prepare healthy snacks can help your child adopt a balanced diet as a norm.
content in seasoning powders can
be harmful when consumed in Additionally, feel free to add behaviour. This could, however, giving them dried fruit such as
excess, potentially inducing liver vegetables such as broccoli and create the mistaken impression prunes or apricots, which pack a
inflammation. carrots to your instant noodles for that sweet treats are more ton of fibre, potassium, iron and
Instead of using processed an easy yet well-balanced snack. desirable than “regular” snacks. antioxidants – all of which are
seasoning powders, you can opt for Then comes the question of Instead, consider giving them essential to the well-being of your
herbs and spices to add a what to do when your child has a positive affirmations, toys or even child.
flavourful kick to your food. Spices sweet tooth and demands sugary a fun trip to the park! That being “We have dried fruit at home
are wonderful substitutes to treats. said, you do not have to deprive when she’s hungry between
packaged seasonings as they not “If she wants a sweet dish, I use your child of candy forever. Just meals,” says Dutta. “We’ve made
only taste good but can also bring honey instead of refined sugar,” make sure to do it sparingly, not as that a habit with her, so she loves it
about health benefits. Some says Dutta. a bribe or reward. now.”
popular spices you can use include: Instead of feeding them sugar- In order to ensure your child At the end of the day, the most
l Turmeric, which is known to laden products, you can use honey gets her daily dose of nutrients, effective way to curb obesity is
prevent liver inflammation in place of refined or artificial consider packing fresh fruits and through prevention. Therefore, it is
l Cumin, which helps with sugar as excessive intake of these vegetables such as grapes, bananas beneficial to start raising your
digestion and improves immunity sugars can lead to ailments such or celery sticks. These are not only child with the right values from the
l Clove, which contains a as diabetes and tooth decay. delicious, but also rich in vitamins start, instead of attempting to fix
multitude of antioxidants and is Some parents use sweet treats and minerals. established unhealthy snacking
antibacterial to reward their child for good Alternatively, you can look into habits.
THE STAR, TUESDAY 9 APRIL 2019
EDUCATOR'S DESK
ONE of the biggest questions
facing educators today is what
part technology should play in
our classrooms. Everyone
appears to agree that it should be
important. After all, we live in a
technological age; youngsters will
grow up in a world dominated by
technology and they need to
know how to use it, but there are
concerns, as well.
First, I think we need to accept
that there should be a balance
between time with and without
screens, both at school and at
home. Yes, it is still important to
be able to write with pen and
paper. Yes, reading a novel will
be good for you. However, we do
need to accept what the world of
work and lives lived fruitfully
will look like in the future.
What’s more, in our education,
there needs to be an
understanding of the impact
coding and computer
programs have on our
everyday lives. From
driving a car to
operating a
washing machine
to setting an
alarm –
Technology is necessary
but needs moderation
coding plays a part. It is vital that
the next generation understands
how coding works, so as part of
their screen time in school, there
must be a focus on coding, and I
believe there will be. My
prediction is that we are not far
from computer science being a
core element of the curriculum
along with language and
mathematics.
It is also important that
schools teach their
students to be good
digital citizens.
This means
knowing
how to behave and stay safe
online. This can be a challenge
and we, as adults, do not always
set a good example in this area.
A common concern in schools is
that we need teachers to upskill
before introducing the latest
technology, but why can’t the
students lead the way? If we leave
it until the teachers have caught
up, we will never make progress.
Let the digital natives loose and
the digital immigrants will
benefit. There should be no
shame in a student teaching
the teacher.
On the other hand, who
would have guessed 20
years ago that some of
Bright Kids 11
the world’s most popular
qualifications such as the
Cambridge International General
Certificate of Secondary
Education would still be
examined by pen and paper in
2019? It may be too complicated
to set up and invigilate a room
full of candidates using
computers, but these concerns
are based on an education system
that relies heavily on recall. Why
not reframe things? Why
shouldn’t students have access to Dr Glenn Moodie
the web during exams?
Rather interestingly, the more Principal of KTJ
technologically advanced the
world becomes, the more young people navigate their way
employers demand soft skills. through the digital mire. The
Perhaps there is a thought that mobile phone is not an extension
technology is dehumanising us. of the body; it is simply a tool that
Therefore, it is vital that schools can be useful in a range of
do not ignore students’ character situations.
development and collaborative What I am arguing for is
and leadership skills as part of balance. Schools must embrace
the education they provide. technology. Examinations must
What’s more, technology has embrace technology. Teachers
led, quite rightly, to tremendous must not be afraid to be led by
emphasis on student well-being. their students. However,
Certainly, some of this is the everything in moderation, please.
result of the ill effects of A life lived solely in the digital
technology, especially the use and world is no life at all.
misuse of social media.
Therefore, teachers and parents n For information on Kolej
must ensure there are rules and Tuanku Ja’afar, call 06-758 2995
boundaries in place to help or email registrar@ktj.edu.my
12 Bright Kids THE STAR, TUESDAY 9 APRIL 2019

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However, WHO confirms that
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The programmes offered by
Peter & Jane Kindergarten has
evolved over the years through
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even exceeded, the Education
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childhood education in Malaysia.
Adopting global best practices, the
Peter & Jane Kindergarten
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Over the last 37 years, Peter &
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concepts and knowledge.
Bilingual & Trilingual
Thematic Learning – Children are
immersed in a learning
environment that is rich with
sounds, sights, and consistent
exposure to three languages
(English, Chinese, Bahasa
Malaysia). This will help them
better connect with their learning
environment and will make the
learning experience more
meaningful.
Chinese language programme
– The Chinese language
programme was specially designed
environment.
Busy Bees Group affiliate
In 2018, Peter & Jane
Kindergarten became a proud
member of the Busy Bees Group, a
global early education organisation
with a network of close to 600
education locations worldwide.
The group is continuously driven
by the desire to provide children
around the world with outstanding
care and education, giving them
the best possible start in life.
n To know more about Peter &
Jane Kindergarten, visit www.
pnjkindergarten.com
especially ones with poor
gut health, digestion and
appetite, as well as kids
who fall sick easily. It is
made in Denmark,
containing six billion
colony-forming units
(CFUs) per 1g sachet with
three clinically proven
probiotics strains with
backgrounds of extensive,
strain-specific clinical trials
in young children.
These three probiotic
strains have been clinically
proven to promote the
growth of beneficial gut
bacteria, improve bowel
function and support child