Blog
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
- 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.
