Meta-cognition: Little India Riots

Taken from Today Twitter

Overturned burning police cars

I just read an article about meta-cognition in young children. Meta-cognition means to think about thinking, or have an awareness of one’s thinking. When we come across new materials, we will file away that information, but we will only remember it better if we make connections with existing knowledge. Highlight the similarities to what young children already know, and then state the differences. The next time they come across something similar, they can apply their knowledge. Even if it is something that is a new concept, if they can see the link to their pre-existing knowledge, they will be able to understand better.

Recently, there was a huge uproar over the riots in Little India, that was sparked off after a bus ran over a drunk foreign worker and killed him instantly. Fuelled by alcohol, the people who were congregating there started pelting the bus with stones, hurling concrete slabs at the police cars, smashing the windows, then attacking the paramedics and the police officers. Images of overturned burning police cars were extremely shocking, and explosions were heard.

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Gar at 18 months

garI had been able to spend more time with him in the December holidays, so it was great to see the changes in him. He has 8 teeth at the moment, with 2 molars growing out at the bottom. He is about 10.7kg and 75cm. That puts him at the 50 percentile for his age.

 

Language
He is able to say the following:
Ah Ma
Mama
Mummy
Baba
Gong Gong (accompanied by repeated thigh-slapping action because he had hit him once for being naughty, and this boy remembered forever, constantly reminded by our helper)
Ye Ye
Kor kor (sounds more like throat clearing)
Call Call (to use the phone, because my mother will call my mother-in-law to arrange to pick up El for school, and it is his time to go out for a spin)
Boon-deh (some weird sound to refer to Barney and panda)
Car Car
School ba (school bus)
Xie xie (thank you)
Bye bye
Bao bao (with outstretched hands)
Open (not very clear)
There! (and points in a direction, after we ask him ‘Where?’)
Some glottal throat clearing sound (to indicate he wants to drink water)
Other occasional two-word phrases (I cannot remember what he had said)
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