Here is our list of Frequently Asked Questions (FAQs). Feel free to drop us a message at the contact form down below, call us at +65 6299 5321 or drop us an email at firstname.lastname@example.org if you do not find what you are looking for.
Absolutely not. We provide a spectrum of services to meet almost all levels of needs in learning difficulties, even learning disabilities.
We strongly believe in our work and usually do not reject children and youth when they have learning difficulties or disabilities. We provide what special schools do not provide and help them in areas they can learn better; also help them assimilate better in this competitive society.
We have students from primary and secondary schools, ITE, Junior Colleges, local polytechnics and local universities. We even have students from American, International as well as schools offering the gifted programme (GEP).
We have a policy of not hoarding students in our centre. Once we have assessed that the student is ready to learn on their own, we always release them so that parents do not have to bear the financial burden of constantly paying for our programme. Self-motivation is crucial in learning.
The student will initially go through an intensive learning therapy to construct and reconstruct learning habits and subsequently go through a couple of terms to achieve significant results in learning.
All in all, 60 sessions to 90 sessions (inclusive of intensive sessions) of learning theory therapy of 75mins per sessions should be good enough.
It is essential for the parents to work closely with our consultants to help their child their learning journey.
In most cases, we would request both parents to be involved so that a proper plan including parental understanding, support and concern can be a moving force for the child to better his/her learning journey.
Parenting tips will also be shared during such sessions.
Children love our programme because they can feel the difference. It is usually the parents who cannot see immediate results who react negatively. They often want to build Rome in a day.
Most of the time, it is the parents who give up halfway through the programme due to lack of patience. They will usually divert the child back to tuition programmes, further worsening the child’s learning difficulties. Most of the time, these parents come back to join the programme again when the child starts to bolt and rebel against tuition programmes because they are an achievement based exercise. What we provide is foundational strengthening which involves many motivations and coaching techniques.
Tuition is sometimes necessary, but let’s get the child’s learning foundation settled first before sending them for any tuition.
Certainly. In our years of providing this programme, we have met many gifted children and youths.
Let’s start with gifted children already in gifted schools.
They are certainly smart with a certain level of intellect to begin with because physiologically and cognitively, they are already strong in learning.
However, if they are weak socially and emotionally, they may not be able to handle the stress and this could lead to the eventual dropping out of the programme. This specific group of students need help.
The other group is those who can do extremely well in certain subjects but most of the time, it is a regurgitative process where they simply memorise and reproduce what they have learnt. As they grow older, abstract interpretation in math and creative writing will be an issue. This group of students need help too.
Lastly, we move on to the group of students who are not identified as gifted yet. An unpolished gem, many undiscovered gifted and talented children (even adults) are often mistaken for having behavioural and learning problems. They are often mistaken because there are many similarities in symptoms between a gifted child and a child with learning disability or disorder.
While many gifted children are very intelligent and have no apparent motor issues, it is not uncommon to find gifted children behaving in a clumsy manner – where their verbal presentation and tactile movement do not co-ordinate with each other well – being a victim of thinking faster than their bodies can act.
Without intervention, these gifted children will develop self esteem issues, and for some, learning difficulties as well. They end up having to use compensatory methods and techniques throughout their academic journey.
There are 2 assessments in total. The 1st assessment is the physiological and cognitive assessment which will take approximately 1 1/2 to 2 1/2 hours.
The 2nd assessment will take approximately 1 hour to assess the student’s social and emotional competencies in learning.
The 2 assessments must be done separately for effective results. This is because after the 1st session, the student will probably be too tired to go through another hour of learning counselling session; answering questions.
Certainly. Sharpening and enhancement of our own personal learning intelligence is functional in nature. As we grow older, our efficiency will increase but our functioning will decrease concurrently – sometimes faster than we realise.
Hence, it is always crucial to stay sharp if we want to learn and continue to learn. We have many students from tertiary institutes like polytechnics, junior colleges and even universities attending our enhancement programme.
Child/Youth Learning And Counselling Clinic
It all happened over a round of coffee when 2 like-minded individuals, Choon and Raymond, decided to combine their expertise to help children and youths learn effectively in this current tough learning environment
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