ECDA Fellows

Ch​ampions virtues-teaching and trains teachers with skills to entrench virtues in children's daily life. Believes in giving back to society as an EC educator.

"I want to be a teacher. I have had this passion for teaching ever since I was a s​chool girl. Inspired by my kindergarten teachers who…
- Taught me music and dance, and I mimicked as a dance teacher with invisible friends.

- Served me Milo and biscuits every day and I developed the love for Milo till now.

- Accepted me as who I was - a little girl who enjoyed running around in big field, chasing after grasshoppers and returned to the classroom with dirty shoes.

I am grateful for the patience, understanding and kindness that were showered upon me in my early years. Thank you to the passionate, conscientious and caring teachers. I shall devote myself to passing on the kindness that I had received to each and every child whom I encounter."​​​

Believes that character, construction, compassion and communication are key determinants of a good preschool programme. Loves nurturing young minds and hearts.

"There is never a dull moment working with young children. The day is peppered with amusing observations of children and their honest questions. The following response to my endearment made my day!

'I'm not a deer, I'm Megan!' declared the five year old indignantly. (I had called her, 'Dear'!)

A little boy who had been staring at me long and hard finally posed his question, 'Why did you paint your hair orange?' Another ingenious way to profile my mole, 'What's that rotten pea doing on your forehead?' These little children believe and trust every word we preschool educators utter. Indeed, Early Childhood is the best time to engage children's minds and shepherd their hearts."​

Passionate and committed in mentoring and sharing knowledge to uplift the quality of educators in the early childhood field.

"I believe that every child has the right to love, care, education, psychological needs and childhood. Every child can learn and learn best using his senses and through meaningful interactions with adults, in a safe, clean and conducive environment, with resources that are easily accessible for discovery, exploration, experiment and mastery.

I enjoy working in an environment where the focus is in the interest of the needs of diverse children and their families. As an ECDA Fellow, I hope to continue to share my knowledge, skills and experiences through mentoring and teaching."

Making a difference and sustaining change requires collective efforts.

"My philosophy as an early childhood professional centers on the principle of ‘making a difference’. My journey has been enriched by mentors, colleagues, families and children who have made a difference in my life, and I hope to pay this forward.

I believe in the importance of seeking to understand and collaborate to make a meaningful impact, because sustaining change is a collective endeavour. I also desire to make a positive difference particularly in infant-toddler care and education. Children’s earliest life experiences form the foundation for their future, and I hope to always turn to the children’s well-being as the guiding compass for all the decisions that I make in my profession."

Advocates nurturing children holistically, and integrating development of children's mind and character through creative arts. Believes that teachers make a key difference in children's life.

"Always happy to come to school. Knowing that learning is fun – yahoo! Playing, singing and collaborating is but a normal day in school. This is my dream for you.

Confidence in teachers are in your hearts. You will find fruits in all their labour. That we work in tandem for the betterment of our children. This is my dream for you.

To humble ourselves to care, share and toil as one family. To extend of ourselves in faith. To respect and inspire one another. This is my dream for you.

Hold these thoughts close to your heart, for I know you always strive for the best. Your actions do make a difference. Start today, the choice is yours."​

Inspired to share her 30 years of experiences with fellow educators to uplift the sector.

“Our future lies in the hands of our little ones. As an early childhood (EC) educator for more than 30 years, I strongly believe in providing a safe, caring and nurturing environment, where children are free to express their thoughts and have endless opportunities to explore and experiment with meaningful activities to learn from their experiences.

Through my years in the EC sector, I am thankful for my mentors who have provided me with opportunities to grow and become a better teacher and a leader. This has inspired me to want to share my experiences with my fellow educators and work together to uplift the EC sector."

Believes in keeping abreast with local and global EC research and development.  Specialises in curriculum development and pedagogy, mentoring and early years from birth to three years.

"I attribute who I am today as an early childhood professional to the wonderful mentors that I have had the privilege to have throughout my career.  Through my almost 30 years as an educator, EC leader, researcher, faculty member at NIEC, SUSS and NIE-NTU as well as the founding director of the first child study centre in Singapore, The Caterpillar’s Cove Child Study and Development Study, I have developed a strong belief that learning is a co-construction between the learner and the teacher; that each has something to offer and bring to the learning context.

As an experienced early childhood professional, I have a deep desire to offer my valuable knowledge, skills and experiences to other early childhood professionals who may want to have a meaningful and sustained career with children and families.

Believes in creating learning communities among EC educators to spark innovative practices.

"The well-being of children is at the heart of what I do. I believe in nurturing their curiosity, creativity and kindness, qualities that will help children acquire 21st century skills.

Preschool teachers make a significant difference in the lives of children and I seek to inspire them to embrace change and continually upgrade themselves with different pedagogies and approaches. Teamwork is critical so that we can learn from one another. Through professional discourse particularly in the areas of their practice and beliefs, I believe that our teachers are well capable of coming up with innovative ideas that address teaching and learning needs in Singapore."

Sees leadership as the ability to integrate the challenges of present realities with future possibilities.

"Children blossom when teachers believe in them; teachers thrive when Centre leaders believe in them; but who is there for the leaders? I believe that leadership is key. Early childhood leaders have a strong influence on the quality of their Centres in terms of people, programme and environment. Knowledge and skills are only part of the leadership package. Many soft skills are learned on the job and having a mentor will certainly support and enrich a leader's journey. I desire to invest into the lives of young early childhood leaders so that they develop the conviction, courage and commitment to pursue excellence in leadership."​

Believes in the importance of sparking a growth mindset and curiosity in learners - children, parents, educators and leaders alike.

"Teaching is a mutual process of learning – from interacting with the children, their parents, my colleagues and the community. The questions posed by them always intrigue me as they lead to reflection and discovery of the strengths and knowledge of every unique individual.

Every interaction is an opportunity to seed and nurture a sustained relationship. From a teacher assistant who struggled with classroom management to a reflective practitioner who benefitted from the guidance of many stalwarts, I have my mentors to thank as they believed in me and inspired my interest in people development. I endeavour to pay it forward by creating avenues of growth in my partnership with educators and leaders as we journey together to do our best for children."​

Believes in the power of collaborative teaming and beauty in diversity.

"Regardless of experience, abilities and age, every individual brings something to the table. I have a strong interest in building high-performing collaborative teams by considering each member’s gifts, strengths and areas of growth, which are the bedrock of quality early intervention.

I believe in inclusion, where children can come together to learn and play, regardless of their background and abilities. Spending many years working with children with developmental needs, I have witnessed the transformative impact when early childhood educators, interventionists and allied professionals work together with parents towards a shared vision. The collaboration of parents and professionals creates a supportive environment for the children’s growth and development. I hope we can look at children and families holistically, build more solidarity across disciplines, and grow stronger as a sector."​

Believes that no significant learning occurs without a significant relationship.

"This guiding principle has been the cornerstone of my approach over the years, driving my dedication to fostering meaningful connections that propel both young children and educators toward success. I recognise that the inherent interconnectedness between educators, learners, and support systems is pivotal. By fostering authentic connections, trust is cultivated, enabling a collaborative environment where individual strengths are leveraged.

In early intervention, a strong rapport between educators and young children builds a foundation for effective learning. Learning support thrives on personalised connections, tailoring assistance to unique needs. Nurturing these connections not only enhances educational outcomes but also creates resilient, adaptive learning communities. I see my role as a catalyst for the development of holistic, well-rounded individuals by providing differentiated learning intervention to meet their overall educational and social needs."​

Holds strongly to three principles of individuality, diversity and relationships to emanate her philosophy in nurturing, developing and empowering children, teachers and leaders.

"Everyone is an individual in their own right with talents, limitations, and challenges. Diversity is a strength that opens up great opportunities, but it needs to be understood and accepted. Relationships that are built on trust, guidance and empowerment are the key to authentic beginnings and successful endings.

I feel strongly about equity and quality interactions in ECCE. I believe in advocating for equity which focuses on providing relevant opportunities for all based on their needs. So, I invite colleagues to rethink the way we interact with our children. My aspiration is to influence educators to look beyond operational demands and truly connect with children to effect significant and lasting outcomes."

Believes in fostering an environment where every child and educator are seen, heard, and valued.

“Through my journey, I have come to deeply understand the importance of acknowledging, valuing and listening to every child and educator. This belief drives my approach and shapes my interactions, decisions, and programs to create an environment where individuals feel seen, understood, and celebrated.

I aim to cultivate a sense of belonging and security in children, allowing them to explore, learn, and grow at their own pace. I also extend this principle of inclusivity to educators, recognising their expertise, contributions, unique ways of thinking and expression of ideas.

This prompts me to continually ask: How can we align our strong and powerful image of the child with that of the educator, ensuring that the respect, curiosity, and potential we see in our children are equally recognised and fostered in those who teach them?”

Advocates continuous professional improvement and quality standards. Champions the importance of care for early years from zero to three.

“Ever since I could remember, I have always wanted to play a part in children’s education. There is nothing more fascinating than a child. Watching them grow and learn is one of life’s most humbling experiences. I believe every child can embark on their own unique learning journey - one that affords them with the values, dispositions and knowledge. I advocate for children to grow as healthy and creative individuals, in a nurturing environment, where children from all backgrounds feel included and able to take part in enriching learning experiences, and where parents can feel confident about sending their children.”

Believes in nurturing the next generation of Early Childhood educators to attract and retain talent in the sector.

"The most important factor to quality preschool programme is the competency and aptitude of the educators. I believe that the best investment in the EC sector is not fanciful resources or state-of-the-art technology, but the attraction, development and retention of passionate educators.

I have seen how novice teachers blossom into skilful experienced educators under the guidance of supportive peers and leaders. New entrants in the EC profession are like children who are going to school for the first time. They need to feel welcomed and be supported by colleagues before they can develop a sense of belonging and achieve professional growth. Every one of us in the sector has an important role to play in attracting new blood and helping them to excel in this rewarding vocation."

The classroom is a magical space where every child can learn, and every teacher can teach.

"In today’s rapidly changing world, early childhood educators are challenged more than ever to create classrooms that give all children a good start in life, regardless of their socioeconomic status, needs and preferences.

Everyone has an important role to play in a child’s learning and development, be they parents, policymakers, administrators, interns or centre attendants. As leaders, we need to create a safe environment for our professionals to improve and innovate as they make learning fun and relevant to the children’s needs and interests and shape the future of teaching and learning. There are endless possibilities ahead and I look forward to driving positive changes in the sector."

Believes in building a strong tripartite relationship among parents, community and school to enhance children's learning and development.

"I believe that parents and community play a crucial role as partners in children's education. The school is a 'hub' for children to experience the wonders and joy of learning and where we can nurture them to their fullest potential. I believe in providing platforms for parents to be equipped with relevant skills to understand their children's progress and development. Children enjoy learning and become life-long learners when families, community partners and the school come together to support their development.

To be an effective leader, we have to learn continuously. For me, learning opens my mind to different perspectives and allows me to challenge myself and set new goals for growth."

Believes in strong partnerships between educators, families and the community to spearhead children's education and development.

"If there is one thing I truly believe in nurturing children is the H.E.A.R.T. The heart is where the passion lies. Holding close to my heart is Humility, Enthusiasm, Attitude, Resilience and Trust. I can't express enough the need of humility when working with children. Humility amplifies the being. The enthusiasm and excitement I have about my children is the heartbeat of my passion. Creating positive relationships with children, parents, colleagues and friends is my 'A' attitude. My 'never-say-die' belief is where I build my resiliency, the children's and my colleagues'. I stand for Trust and truthfulness in what I say and do. Nothing pleases me more than seeing these qualities in the children who pass through my heart."

Believes that it takes thought leadership, passion and dedication to give the best to children.

"What is your dream?" I want to be a preschool teacher, says the little me. I have been living this dream for more than 20 years.

Why Early Childhood? Many say 'because I love children'. So much weight and responsibility in these words, if one only knew.

As an Early Childhood Educator, I learn more than I teach. The children have taught me about me, and about life.

Leadership has taught me to believe in others, sometimes more than they believe in themselves. It has also reminded me to never forget my experiences as an educator, that the bigger the responsibility, the more grounded I should be.

I am where I should be, yet I know I can do more. We leave the world a better place than we found it. We leave our best for the future generations."

Passionate about community collaborations and partnerships to enrich experiences of children and all stakeholders.

"My journey as an early childhood professional began when I volunteered at a special education programme and became fascinated with the world of preschoolers more than 20 years ago.

I believe in the importance of developing sounds systems and structures of investing in life-long learning, building soft-skills and leadership skills in EC professionals, and collaborating with parents and the local and global community to curate memorable learning experiences for children and enrich the experiences of all stakeholders. The journey so far has given me an in-depth understanding of the importance of leveraging on a multi-disciplinary approach to examine situations outside normal boundaries and find creative solutions."

Believes in understanding each child as an individual and finding the best way for each child to learn.

"Every child is unique. Each child grows at his/her own pace and comes from a family with their own beliefs and values. I believe we have to understand each child as a whole and design learning experiences according to his/her needs and interests. I am committed to empowering and inspiring educators to work together towards a shared purpose of supporting children's holistic development. With different curriculum models currently available, we must understand and leverage them to design quality learning experiences.

A high quality centre is characterised by a strong learning and sharing culture, where educators are provided with opportunities to experiment with new ideas and engage in reflective practices. I am committed to extending my professional learning and co-creating new knowledge with colleagues, the children, their families and the larger community."

Nurtures relationships with educators, children and parents with Passion and Love.

"My philosophy is to "Nurture with Passion and Love". Passion and Love are collaborative values. They produce positive synergy in supporting the children to achieve optimal development and to excel in life. I believe that passion is the driving force for our EC educators, and love must be consistently demonstrated in our care to children, even during routine care for young ones. Nurturing relationships should be established not only between teachers and children, but also between teachers and parents. After all, parents are vital partners in preschool education and holistic development of our children.

My journey of growth in the EC sector has been exceptionally meaningful. The adventure has made me more mature, confident and committed to my work. The continuous learning has enriched my mind, fostered my creativity and nurtured my passion to GO, GROW and GLOW as an EC practitioner."