Quality Development Research & Consulting

SPACE Life Skills Empowerment Program Holiday Program

Level:

Junior SPACE Explorer (Age 5-7)
Senior SPACE Explorer (Age 8-10)

Time:

11 Dec, Mon – 15 Dec, Fri, 2017, 9:30 am – 12:30 pm
18 Dec, Mon – 22 Dec, Fri, 2017, 9:30 am – 12:30 pm; 2:30 pm –5:30 pm

Location:

1 Marine Parade Central #08-02, Parkway Centre (S) 449408

Background:

According to the World Health Organization, life skills are essential abilities for humans to adapt to ever-changing physical and social environment. These skills include self-awareness, decision making, problem solving, creative thinking, critical thinking, emotion regulation, stress coping, resilience, self-motivation, and interpersonal relationships. It has been well recognized that life skills are a product of the development of social (S), physical (P), academic (A), cognitive (C), and emotional (E) abilities, which we call SPACE abilities. Hence, it is important to develop life skills via promoting SPACE abilities.

Over the past decade, with the support and participation of thousands of local Singaporean parents, Dr. QU Li, PhD in Developmental Psychology from University of Toronto, Canada, and her team at Nanyang Technological University, have developed various methods and programs to improve children’s life skills. The results have been published in top developmental psychology journals (e.g., Lim & Qu, 2017; Qu, Finestone, Loh, & Leong, 2013; Qu & Lim, 2016; Qu & Ong, 2013; Qu, Shen, Chee, & Chen, 2015) and have been reported by public media such as Straits Times, Lian He Zao Bao, and Today. The current SPACE Life Skills Empowerment Programs are the integration of these scientific findings.

Course Overview:

Day	Discover	Theme	Challenges	Index of Achievement
1	Who am I?	Knowing my strength and weakness	Self-introduction	Introduce self confidently
2	Where am I and when am I?	Organizing my space and time	Self organization	Organize life skillfully
3	How do I feel?	Regulating my emotion	Handling negative emotions	Express negative emotions appropriately
4	Who are they?	Seeking social support	Dealing with bullies	Respond to bullies efficiently
5	Why should I?	Motivating myself	Self motivation	Motivate self to achieve

Age Appropriate Child-Friendly Activities:

Explanation, demonstration, modeling, and story telling
Guided story reading and video clip watching
Self-reflection (drawing, doll playing, writing, building, etc.)
Guided group discussion
Guided role playing and game playing
Self-presentation

Timetable:

#	Session	Time		Content
1	Morning Afternoon	9:30 am – 9:35 am 2:30 pm – 2:35 pm	Warm-up
2	Morning Afternoon	9:35 am – 10:00 am 2:35 pm – 3:00 pm	Unit 1	What is the challenge of the day? Let’s calm down first.
3	Morning Afternoon	10:00 am – 10:30 am 3:00 pm – 3:30 pm	Unit 2	What is going on? Let’s analyze the situation.
4	Morning Afternoon	10:30 am – 11:00 am 3:30 pm – 4:00 pm	Unit 3	What can we do? Let’s make a plan.
5	Morning Afternoon	11:00 am – 11:30 am 4:00 pm – 4:30 pm	Unit 4	Time for a break! Let’s make some healthy snacks.
6	Morning Afternoon	11:30 am – 12:00 pm 4:30 pm – 5:00 pm	Unit 5	Action! Let’s do it!
7	Morning Afternoon	12:00 pm – 12:25 pm 5:00 pm – 5:25 pm	Unit 6	What have we achieved? Let’s review it.
6	Morning Afternoon	12:25 pm – 12:30 pm 5:25 pm – 5:30 pm	Wrap up	Home

Commitment:

With our systematic guidance and warm support, you children will learn how to discover their inner world as well as their external physical world and social world, and learn how to resolve typical problems that they may encounter at school. After this program, your children will increase their self-awareness, problem-solving abilities, emotion regulation, social competence, self-management, and self-confidence so that be more ready for the upcoming school life.

Fee:

$450 + registration fee $30

To register:

Please call Tony at 9118-3929, or WhatsApp @ 9118-3929

Email: Dr.Qu@myqualitydevelopment.com

Lim, X.*, & Qu, L. (2016). The effect of single-session mindfulness training on preschool children’s attentional control. Mindfulness. doi: 10.1007/s12671-016-0600-2.
Qu, L., & Lim, Z.* (2016). Adults’ descriptions of a situation can influence children’s appraisal, feelings, and subsequent psychological functions. Child Development. doi: 10.1111/cdev.12540.
Qu, L., & Ong, J. Y.* (2016). Impacts of reminders on children’s cognitive flexibility, intrinsic motivation, and mood depends on who provides the reminders. Frontiers in Psychology, 6, doi: 10.3389/fpsyg.2015.01904
Qu, L., Shen, P.*, Chee, Y. Y.*, & Chen, L.* (2015). Teachers’ theory-of-mind coaching and children’s executive function predict the training effect of sociodramatic play on children’s theory of mind. Social Development, 24, 716-733. doi: 10.1111/sode.12116
Qu, L., Low, J. W. J.*, Zhang, T., Li, H., & Zelazo, P. D. (2015). Bilingual advantage in executive control when task demands are considered. Bilingualism: Language and Cognition. doi: https://doi.org/10.1017/S1366728914000376
Tan, C.*, & Qu, L. (2015). Using video clips to elicit affects in the Asian iGeneration. Journal of Tropical Psychology, 5. doi:10.1017/jtp.2015.4
Tan, C.*, & Qu, L. (2015). Affect and creativity: An old topic and a new direction. In A. Tan & C. Perleth (Eds.). Creativity, Culture, and Development. Springer.
Tan, C.*, & Qu, L. (2014). Stability of the positive mood effect on creativity when task switching, practice effect, and test item differences are taken into consideration. The Journal of Creative Behavior, 49(2), 94-110. doi: 10.1002/jocb.56
Qu, L., Finestone, D. L. Loh, J. Q.*, & Leong, Z. R.* (2013). Focused but fixed: The impact of expectation of external rewards on inhibitory control and flexibility in preschoolers. Emotion, 13(3), 562-572. doi: 10.1037/a0027263
Qu, L., & Shen, P. X.* (2013). Development of Theory of Mind in preschoolers who grow up in two conflicting and unbalanced cultures. Child Studies in Diverse Contexts, 3(2), 81-95.
Tan, C. S.*, & Qu, L. (2012). Generality and specificity: Malaysian undergraduate students’ self-reported creativity. International Journal of Creativity and Problem Solving, 22(2), 19-30.
Qu, L., Gao, S., Li, H., & Zelazo, P. D. (2012). Affective decision-making among preschool children in diverse cultural contexts. Child Studies in Diverse Contexts, 2, 123-132.
Qu, L. (2011). Two is better than one, but mine is better than ours: Preschoolers’ executive function during co-play. Journal of Experimental Child Psychology, 108, 549-566. doi: 10.1016/j.jecp.2010.08.010
Zelazo, P. D., Qu, L., & Kesek, A. C. (2009). Hot executive function: Emotion and the development of cognitive control. In S. Calkins & M. A. Bell (Eds.), Young children’s cognitive development: Child Development at the Intersection of Emotion and Cognition (pp. 97-111). Washington, DC: American Psychological Association.
Wilson, C., Christensen, B., King, J., Qu, L., & Zelazo, P. D. (2008). Decomposing perseverative errors among undergraduates scoring high on the Schizotypal Personality Questionnaire. Schizophrenia Research, 106, 3-12.
Qu, L. & Zelazo, P. D. (2007). The facilitative effect of positive stimuli on three-year-old children’s rule use. Cognitive Development, 22, 456-473.
Zelazo, P. D., Qu, L., & Müller, U. (2005). Hot and cool aspects of executive function: Relations in early development. In W. Schneider & R. Schumann-Hengsteler & B. Sodian (Eds.), Young children’s cognitive development: Interrelationships among executive functioning, working memory, verbal ability, and theory of mind (pp. 71-93). Mahwah, NJ: Erlbaum.

Note: * denotes to a student collaborator.

SPACE Life Skills Empowerment Program SPACE 生活技能提高课程

Research Projects 研究项目

Publications 论文发表

Invited Lectures 特邀讲座

Workshop 工作坊