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Saturday, January 9, 2016

經歷神 (一)


週六中午隨著車流慢慢地開往Salvation Bookstore, 許多車不停地往我們去的方向轉進,看到那麼多的車在前頭行,心裏開始擔心哪來的車位啊。這時不知哪來的信心...

"耶穌一定能給我們一個車位,就像上次一樣!小朋友我們來禱告,耶穌求祢給我們一個車位,奉主耶穌的名,阿們!"

孩子們一口同聲地說 阿們!”

這時我們看到一個車位,剛剛好在書店前,我興奮地說”Thank you, Jesus!” ,老大也說"Terima Kasih, Jesus!”

這是我們和孩子一同經歷到神的供應。他們親眼見神的供應,這是多真實的經歷,也回答以前老大的問題。

近日老大問些信仰問題,實在讓我唖口無言,不知如何回答,有時我就心存著至少給他個答案的心態,回答他而這些答案卻也很難說服自己。

今晚禱告後,老大又問,"媽媽,為什麼耶穌不說話啊?耶穌不像我們這樣說話Ya?"
我心想要如何回答呢?這時答案來到我心裡,"耶穌會用聖經的話和我們說話哦!還記得摩西嗎?神說再也沒有人像摩西一樣面對面的和神說話哦!所以我們要聽到耶穌說話就要知道聖經說什麼。"

不知道孩子聽懂了嗎? 但今天這兩個小經歷給我寶的一課要經歷神...

1.   和孩子一起宣告神的供應期待神的作為。
2. 教導孩子聖經的話,才能和孩子一同聽到神的聲音。



路加福音 18:16-17 耶穌卻叫他們來,說:「讓小孩子到我這裏來,不要禁止他們,因為在 神國的正是這樣的人。 我實在告訴你們,凡要承受 神國的,若不像小孩子,斷不能進去。」

Wednesday, December 23, 2015

有祢真好,祢的恩典夠我用

結緍四年以來,從兩人世界變三人行,現在四人行,心情轉換像坐雲霄飛車,出發時漸漸地上行,向著最高點爬行,到了頂端,一下子向下滑,驚心動魄,久久回不過神。現在的我,仍在這驚嚇中,想辦法一點一點的找回自己,一點一點的從神那兒找答案。

許多人說我好脾氣,這是因為你沒看過我母獅發威。這母獅的面孔近一年來,時不時地出現:正炒著菜時,小小孩突然大哭,兩個孩子打架爭玩具;正忙時,孩子的奶打翻一地;上廁所時,孩子一下子爬上梳妝台,在我的東西裡尋寶;孩子該吃飯時,不好好吃;念書給孩子聽,小的不讓大的好好聽等。琳琳種種的大小事,又加上每一天如趕進度的煮菜洗衣,堆積如山的衣服等著我處理,孩子和先生吃的健不健康,我擔心; 同樣的飯菜自己也吃不下去,心情真的很像飛車從雲端跌下,心情和靈裡的交戰也時常的發生。

但,

我仍感謝祢,陪我走這一程,看到自己可怕的一面,又對祢所給的生命挑戰,灰心喪膽,著實地讓我害怕來到祢跟前,而祢說,

"來!別怕!我不以惡相待。我的恩典夠妳用!"

心,暖了,回到那安靜的湖面,心中的風浪也平息了。謝謝祢! 

前頭的路,不怕了!一天一天,恩典向祢支取,在路上必經歷祢恩典的脂油。


詩篇六十五 1-13
神啊,錫安的人都等候讚美你;所許的願也要向你償還。
聽禱告的主啊,凡有血氣的都要來就你。
罪孽勝了我;至於我們的過犯,你都要赦免。
你所揀選、使他親近你、住在你院中的,這人便為有福!我們必因你居所、你聖殿的美福知足了。
拯救我們的神啊,你必以威嚴秉公義應允我們;你本是一切地極和海上遠處的人所倚靠的。
祂既以大能束腰,就用力量安定諸山,
使諸海的響聲和其中波浪的響聲,並萬民的喧嘩,都平靜了。
住在地極的人因你的神蹟懼怕;你使日出日落之地都歡呼。
你眷顧地,降下透雨,使地大得肥美。神的河滿了水;你這樣澆灌了地,好為人預備五榖。
你澆透地的犂溝,潤平犂脊, 降甘霖,使地軟和;其中發長的,蒙你賜福。
你以恩典為年歲的冠冕;你的路徑都滴下脂油,
滴在曠野的草場上。小山以歡樂束腰;
草場以羊群為衣;谷中也長滿了五榖。這一切都歡呼歌唱。









Sunday, November 1, 2015



“The Foot Book” by Dr. Seuss


This is one of our family favorite books. D, my 1st child, was introduced to this book at age one. The rhythmic style of the content attracted him a lot; especially while we read it, I touched or raised his foot to help associate the texts with his body part. This game made him to ask for more of this book. After reading so many times, I even could recite some parts of the book already. Now I started this book again with my #2, A.  A also loves it a lot but only when we two read it together alone. However, the interactive reading with foot moving and comparing definitely attracts her more too.  













(Pic. above) A got to know the link between "Foot" and her foot, and between "feet" and her feet.



(Pic. right) A's right foot was raised as I read "RIGHT" with exclamatory sound effect. Giggles follow. 







(Pic left) We put our feet together as I read "small feet, big feet". I said, "Mei Mei's feet are SMALL! Mama's feet are BIG. Look at the picture. This lady's feet are SMALL and that man's feet are BIG." pointing to the picture. 













(Pic. right) At that moment, D wanted to join us. We started comparing each other's feet. I seized the moment to reinforce D's understanding on sizes. 

D: I am medium.
Mama: Right! Mama's are BIG, yours MEDIUM, and mei mei's SMALL.







(Pic left) "more and more feet" I show A how to sign "more" with hands. Here is D's demonstration.







This is how we enjoyed our reading on "The Foot book."

One little magic is found after reading this book many times and years. At the age of 3, D can recognize which hand is right or left. Amazingly, he seldom make mistakes on that. I am so glad to witness the effect of reading book interactively. I believe the magic formula in kids' learning is in parent-child reading together and repetition of the same book.










Sunday, October 4, 2015

You are real!

God, you are real!

On a usual Thursday morning, after the bible discussion, a sister passed me the map of the Israelite wandering in Desert for 40 years. She mentioned that the map is really useful to study the book of Numbers. On the spot, I was so surprised not because of her kind and thoughtful deed but because what I was thinking was read by God. Many times when preparing the homework, I just thought a map would be helpful to understand how the Israelite traveled. Due to my laziness, the thought was not acted out but kept occurring to me at least three times. My bad!


The act of that sister was simply reflecting what God wants me to have that map in hand. Thank Lord for using that sister as your vessel and thanks for hearing the little voice in my heart. Thanks for Your faithfulness. You are REAL!



Psalm 28:7
The Lord is my strength and my shield; my heart trusts in him, and he helps me. My heart leaps for joy, and with my song I praise him.

Saturday, September 26, 2015

小小头脑在做工 ( Hardworking Brain) – Imaginative Play


丹丹(两手握拳,展开手臂飞行): 妈妈,我是Super Chugger!  I am going on a rescue! ZOOM….. 

这是我三岁又四个月大的儿子,他的小脑袋每分每秒正在天马行空的想象,一下子是开计乘车司机,想办法要妹妹当乘客,开车到这又到那;一下子是Chuggington故事中的Super Chugger,快速度飞行,帮助其他的火车作工。他的脑袋像个录音和录像机,生活中看到的、听到的,一一地记在脑子里,当独自玩时 (Solitary/Independent play), 这些新鲜字句和故事内容参入他的幻想世界,有时让我驚讶又战惊。

瑞士认知心理学( Cognitive Development)大师皮亚桀(Piaget),将二到七岁孩子的认知发展归为「前操作期」(Pre-operational Period)。这时期的孩子有个特别之处,他们运用想象力 (Pretend/Symbolic Play),将吸收到的资讯融会贯同,用自己熟悉的方式表达出来,例如把遥控器当电话打,或当起狗狗在地上爬着喝水等。若孩子爱说话,他们的语言一定会反映出他们平日吸收到的资讯。

丹丹(用妈妈的口气对着妹妹说):「手碰电扇要打打手哦!」。

在这资讯探手可得的世代,“玩”对孩子的发展非常重要,尤其是独自游戏 (Solitary/ Independent Play)。孩子的脑像是个小工厂,资讯不断的送入工厂,透过“玩”重整制造出货,脑里的工厂就可不断地改进,处旧佈新。我这儿谈的“玩”是孩子自导的活动,而不是大人主导。

“玩”也就是用不同方式表达脑中的想像;之前谈到语言表达,我发现丹丹也用画画来创造他的故事。





丹丹结合了学校同学的经验,再加上自己和家人的经验,这张图正是他自己创造的世界。

看着孩子运用不同方式玩,来表达自己,我讚嘆造物主按在每个人身上的奇妙软件(Software)。这些“玩”的表达,不是大人引导的,而是大人放手,给予自由活动时间空间,孩子自己所作出的产物。


让我们有空时,放下手机,静静地观察孩子的活动,发现他们的小小脑袋努力创造他们的无限可能!