#DIYMyClassroom with ECDA Scholarship Recipients

‘GROW SPACE’
By Ang Jie Ying, Preschool Quality Officer at Babilou Family Singapore Pte Ltd
ECDA Scholarship recipient, Pursuing Master of Early Childhood Education (Part-time) at SUSS 

The design
Jie Ying: ‘Grow Space’ was initiated by the curriculum department of my organization to create a space in every classroom for our children to regulate their emotions. Preschoolers who are feeling upset, overwhelmed or not ready to join in group activities, are invited to stay in this space for some ‘me time’ (within the sight of the teacher) until they are ready to join their class. Equipped with visual aids and materials such as calming bottles, stress balls, timers and plush toys, children are given an appropriate outlet to express their feelings.

The benefit
Jie Ying: Younger children can explore the items and learn to regulate their emotions in this space. For instance, children can follow visual prompts like "I smell a flower”, “I blow a candle", and count to 5 while breathing in and out slowly. As adults, it is quite common to say, “I think you need to cool down” to someone who is feeling upset. However, it might be difficult for young children to comprehend the meaning of “cool down”. With visual guides, children can better regulate their emotions by following simple steps explained through words and pictures.

The guiding principles
Jie Ying: We were guided by Urie Bronfenbrenner's Ecological Systems Theory where children’s development is influenced by their relationships with their surrounding environment, from their immediate environment (i.e., school and family) to the larger community (i.e. cultures and values). For children to have an effective relationship with others, it is important for children to be aware of their own feelings and manage their emotions appropriately. Our role as educators is to provide a conducive environment and design activities to support their social and emotional development.

The process
Jie Ying: Within our own centres, educators exchanged ideas on the materials and resources that we could provide at the ‘Grow Space’. At appropriate points, materials and resources are also switched up based on engagement with the children and their interests. We also looked at cultivating the older age group’s emotional awareness and found that storytelling was an effective method.  For instance, I had a fruitful discussion with my K2 children after reading the book “When Sophie gets angry, really really angry”. The children were able to state how colours are associated to feelings in this book, recall examples of inappropriate behaviours and suggest appropriate ways to manage anger (e.g., “I can walk away”, “I can talk to mummy or daddy”, “I can tell the person that I don’t like it when he snatches my toy”). It is important to provide various outlets for children to express their feelings and engage them when they are regulating their emotions. 

The golden tip
Jie Ying: Put yourself in the shoes of the children. Think of how they would react or respond to the materials or space provided. As educators, we sometimes tend to view things from our perspective and jump to conclusions quickly. In our enthusiasm to spruce up the space, we might include materials we assume children would enjoy or use according to our intended purposes. We may then get demoralized when children show a lack of interest in the materials provided. Hence, it is crucial to consider the age and developmental appropriateness of the materials and space provided. Also, consider the strengths, abilities, needs and interests of the children. You can gather such information through observations and conversations with the children! 

‘CHAMPS’

By Samantha Ann Vaylantham, English Teacher at MindChamps Preschool @ Boon Keng Pte Ltd
ECDA Scholarship recipient, Pursuing Bachelor of Early Childhood Education with Minor (Part-time) at SUSS

The design
Samantha: One memorable learning aid we came up with was the creation of Champ roles for our children to take on. We first shared the duties of each role and how Champs can carry out these duties. Some roles we came up with are: “Teacher”, “Toy Master”, “Book Master”, ‘Environmental Monitor”, and “Champs Guardian”. We would start the day by writing the different roles on the board for the children to choose from and take on for the day. We assigned 3 to 4 children to each role and even shared our plans with their parents as shown in the following images:

The benefit
Samantha: In preparation for transition to primary school, we came up with these roles to inculcate responsibility and nurture preschoolers’ willingness to help others. The children enjoyed taking on the roles of “Champs Guardian” and “Teacher” the most. As a “Champs Guardian”, they would go into the Playgroup classes to help with routine care such as feeding, walking them to the toilet, and carrying their sleeping bags upon reaching school. For the “Teacher” role, they helped ensure that their friends lined up or are seated after mealtimes and toileting. Coming up with this learning aid encouraged them to take a step further in proactively helping their peers or even asking for help in various activities. 

The guiding principles
Samantha: Developing secure attachments and confidence in children begins with nurturing adults – We observed their strengths and abilities and created roles for our Champs to display values of responsibility and care. We also believe in generating culturally and developmentally appropriate opportunities for children’s holistic development and learning in a safe and healthy environment. We are always thinking of ways to seed important values in our children through activities they would enjoy and actively participate in.

The process
Samantha: The idea of designing roles was first shared by my assistant teacher, Ms Geraldine. We discussed it with my principal and the Playgroup teachers also welcomed the idea. Ms Geraldine was inspired to see how the children were able to make positive differences in others’ lives by helping their peers and this motivated her to implement these Champ roles to further encourage them. We later went through the various roles with the children, and they were invited to share how they could contribute to their roles.

The golden tip
Samantha: Consider the children’s voices. Children’s voices in the EC context refers to children’s thoughts, ideas, opinions, and feelings. Prioritising their voices allows us to understand their needs, wants, and preferences, and helps them build their social development, confidence, self-esteem and independence. To me, it means involving the children in the activities we plan rather than following the teacher-directed route. We give them the space and opportunity to be leaders in their learning journey. We also respect their voices on what they would like or not like to do. When their voices are given priority, it is easy for the materials to be well-liked and of interest to the children. Another tip when approaching children for their views is to use open-ended questions and take the enquiry approach for lesson planning, to create opportunities for them to explain and share their thoughts.

The design
Nabilah: My school created a mini eco-home exhibition to introduce the preschoolers to the concept of environmental responsibility and sustainability. By showcasing their upcycled creations in an exhibition, children learn the importance of recycling, reducing waste, and reusing materials. This hands-on experience helped them better understand the positive impact they can have on the environment through their actions. 

 

The process

Nabilah: We started the initiative by gathering old or used items that we can upcycle, such as tissue rolls, milk powder tins, water bottles, and more. After collecting the items, we had to think of how we can repurpose them into something new and functional. Together with the children, we created items such as a kitchen organiser using a milk powder tin, toothbrush holder using plastic bottles and flowerpots using bottle caps. After completing the upcycling project, we even showcased our upcycling creations in an event with Tanjong Pagar GRC.

Throughout the process, all staff were encouraged to ask questions, provide input, and express their ideas or concerns. We conducted brainstorming sessions on how we can all contribute our ideas and suggestions for the upcycling project. At the end of the project, we also had reflection and feedback sessions where staff were encouraged to share their experiences, challenges faced, and lessons learnt. These feedback sessions were useful in helping us improve future projects.

 

The golden tip

Nabilah: Working with community partners can bring about many benefits for preschools. It is crucial to firstly establish clear communication channels and ensure that expectations are mutually understood between our preschool and the external partner. It is also important to foster a spirit of collaboration and relationship building by seeking input, ideas, and feedback from their expertise. We can also encourage open dialogue and create opportunities for brainstorming, problem-solving, and sharing resources. By building strong relationships based on trust and mutual respect, it enhances the effectiveness and success of the collaboration. Lastly, to be flexible and adaptable when working with partners by recognising that they may have different working styles, priorities, or constraints. We should be willing to adjust, compromise when necessary, and find common ground that aligns with the shared goals of the collaboration.

 

‘MAHOGANY CAFE’
By Wang Xiaoyan, Senior Chinese Teacher at Between Two Trees Preschool
ECDA Scholarship recipient, Pursuing Bachelor of Early Childhood and Chinese Language Education (Part-time) at SUSS 

The design

The guiding principles

‘RESEARCH-BASED LEARNING AREA’

By Jenica Alisa Ong, Centre Director at Seeds D' Learning House
ECDA Scholarship recipient, Pursuing Master of Early Childhood Education (Part-time) at SUSS

The design

Jenica: The ‘Research-Based Learning Area’ is a designated learning area where children co-construct learning together with the facilitation of their teachers. In this space, children raise questions for research and inquiry, as well as collaborate and create artefacts for their projects. Their ‘work in progress’ artefacts are also displayed in the space so that children can witness the progress of their creations and others throughout the different learning phases.

Jenica: As the children collaborate through the discussion of ideas, sharing of perspectives, and exchange of knowledge, they become more receptive to diverse views and open to consider the perspectives of others. Collaborative activities foster communication skills, problem-solving skills, and teamwork.

We also created a small stage (i.e., a Speaker’s Corner), where the children can share their learning reflections and projects with other classes. This builds their confidence as well as their creative expression and public speaking skills.

The guiding principles

Jenica: Building a constructivist classroom is important as it aligns with the ‘Social Constructivism’ theory which suggests that young children learn best through active learning, engagement, and social interaction. In a constructivist classroom, the children interact, collaborate and construct knowledge together. They also embrace learning, develop independence, and take more initiative.

The process

Jenica: The teachers felt that the children should have a designated and larger learning space where they could brainstorm ideas, inquire, and work on their projects collaboratively. We also agreed that a spacious communal area doubles up as a space to display their artefacts and serves as an inspiration to motivate other children too. 

For one of the projects, we introduced the children to the story ‘Me on The Map’ by Joan Sweeney. Through this story, the children inquired about various types of maps and their benefits, and even created gigantic maps.

The design

Ding Tian: We set up a news record studio, with video recorders and radio stations made by the children using recycled materials. The children were very interested in this space, and they will take the initiative to use the props to role-play as an announcer, videographer and sound engineer. When they role-play, children communicate with each other and ask questions like “What's in the news today” and “How do we use the props”.

Ding Tian: Role-playing allows the children to maximize their creative thinking ability and communicate with their peers. It also nurtures their interpersonal and language skills. The ‘Newsroom’ provides a place for the children to express their feelings and thoughts with confidence.

Ding Tian: By keeping abreast of current events, children are better able to comprehend what is happening around them and it sparks their curiosity about the world around them.

The process

Ding Tian: The most important tip for teachers is to introduce learning materials and find out how best to incorporate them into group activities. Also, when setting up learning spaces and materials, teachers can spend some time observing children's interests and preferences. Always observe first, then analyse, and act.

'STAFF CORNER & OUTDOOR GARDEN'

By Samantha Ho Jia Wen
Mentor Teacher at Agape Little Uni. at Upper Serangoon
ECDA Scholarship recipient, Pursuing Bachelor of Early Childhood Education with Minor (Part-time) at SUSS

 

The design

Samantha: The ‘Staff Corner’ was designed as a dedicated space for educators and caregivers to step away from the lively children’s environment to unwind, rejuvenate and prioritise their mental well-being. Within our centre, we have a tradition of sharing snacks whenever a staff member returns from outings. Initially, these snacks were placed on a tucked-away table for anyone to enjoy at their convenience. We later formalised this space, entrusting a group of teachers to enhance it. They collaborated on the design, acquired decorations, and curated a collection of group photographs to adorn the corner. This helps to foster a strong sense of belonging among staff.

Recognising that some seek solace in connecting with nature, our teachers established an ‘Outdoor Garden’. This tranquil outdoor space allows teachers to engage in therapeutic gardening. Harvests from this garden are thoughtfully incorporated into delightful dishes prepared by our Centre Cook, offering a sustainable culinary experience for all.

Samantha: The ‘Staff Corner’ is a sanctuary for teachers during high-stress moments. It provides not only a place to relax but also includes mindfulness resources such as stress balls, slinkies, and affirming quotes, to release pent-up frustrations or boost their self-confidence. Our staff have also expressed that it is a safe haven to recharge, fostering a healthier and more sustainable environment. Additionally, the ‘Staff Corner’ has been established as a refuge for overwhelmed teachers. A simple mention of heading there is universally understood, and colleagues will step in temporarily to assume responsibilities in the classroom.

Engaging in gardening reduces stress by lowering cortisol levels. As part of our SSDB project and commitment to a healthy eating program, we created an electronic recipe book featuring a variety of dishes prepared by our Centre's Cook, Aunty Jecilla, using ingredients sourced from our garden. These include sweet potatoes, xiao bai cai, sweet potato leaves, long beans, asystasia, basil, and bananas. Proceeds from the book sales were contributed to our SSDB fund, furthering our mission of making a positive impact in our community.

The guiding principles

Samantha: Agape, symbolising unconditional love, underpins our commitment to treating everyone in our centre with equality and  respect, whether they are teachers, assistants, or staff. The ‘Staff Corner’ and the ‘Outdoor Garden’ reflects this inclusive philosophy, offering a serene respite for all to enjoy.

Beyond our center's confines, we have forged friendships with our neighbours who occasionally gift us papayas. Our Cook, turns these into delectable salads for our teachers. Some of our green-thumbed teachers wanted to reciprocate this goodwill by cultivating sweet potatoes to share with our neighbours and enhance our own culinary repertoire. This initiative gathered momentum, as these teachers devoted their afternoon breaks to plant seeds, tend to the garden, eradicate weeds, and eventually harvest vegetables when the time was right. With support of  our management, we initiated proceedings with the Town Council to secure official approval for the use of that plot of land as our cherished garden.

The process

Samantha: What initially began as modest scattering of seeds soon blossomed into a thriving vegetable garden. Inspired by our successful harvests, we expanded the variety of vegetables and introduced innovative concepts such as hydroponic stands to further enrich children’s learning experiences. After approval from the Town Council, we divided the garden into sections using small garden fences. Each class had its designated plot where children took turns caring for the garden, enhancing its beauty with items such as charming windmills and decorative garden stands.

With the garden established, we organised a training session for teachers. It covered topics such as plant types cultivated in the garden, their respective harvest seasons, and methods to distinguish between weeds and desirable plants. This educational initiative equipped our staff with the skills and insights to nurture and care for this flourishing garden collaboratively.

The design

Nasreen: These staff welfare activities were inspired by our new team coming together in this centre. In every team, being comfortable with one another and developing trust is crucial. Hence, we introduced a monthly ‘Staff Fun Day’ for our team to come together, share a catered lunch, engage in playful games, and participate in various activities aimed at strengthening our connections.

One heartwarming activity we enjoyed was the ‘Angel & Mortal’ game, leading up to Teachers’ Day. In this activity, staff members drew lots to determine who they would play ‘Angel’ to. The role of the ‘Angel’ was to bring joy and smiles to their designated ‘Mortal’ throughout the month by leaving simple notes, gifts and even sharing food items. The identity of the ‘Angel’ was kept secret, adding an element of intrigue and fun as colleagues tried to guess each other’s angels. This game not only brought enjoyment, but also deepened their appreciation for one another.

Nasreen: Beyond merely perceiving their roles as jobs, these activities serve as catalysts for building genuine connections and fostering strong bonds among staff. Our teachers gained a deeper understanding of each other’s personalities, which provided invaluable insights into their colleagues as individuals. This enhanced mutual understanding contributes to the growth and cohesiveness of our team. As we come to know each other on a personal level, we become friends in our shared mission.

With trust and respect established, teachers feel more comfortable sharing feedback and insights with one another. This open and collaborative environment empowers us to continually improve and grow, benefiting not only the team, but the children under our care as well.

Nasreen: One of the guiding principles that has inspired these welfare activities is our unwavering commitment to ensuring that our teachers perceive the centre as not just a workplace, but a vibrant hub of connection and growth. We firmly believe that a nurturing environment where our teachers can flourish together as a cohesive team is important. We envision our centre as a place where individuals come together, trust each other, and actively engage in supporting and providing constructive feedback. This environment holds immense potential for enhancing the quality of service that we deliver.

The process

Nasreen: Understanding the team is important, and the approach varies depending on the team’s history and composition. For a well-established team with a history of working together, the focus often shifts towards deepening existing connections and sharing common interests. This might lead to planning activities like glass painting, pottery sessions or even a spirited ‘Sports Day’. Other teams may prefer bonding over less physically demanding activities such as karaoke nights or BBQ gatherings.

As my team was in the early stages of coming together, with new members continually joining the ranks, we recognised that our team required the space and opportunity to introduce themselves, share their experiences, and find common ground. In this context, our objective was to establish a solid foundation of understanding among team members. Thus, our activities were carefully crafted to revolve around the concept of getting to know one another and coming together.