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One effective serve and return strategy I often use is providing visual cues to support children’s understanding and communication. For example, during group time, when introducing a new song with movement, I hold up picture cards that show the corresponding actions (e.g., clapping hands, jumping, waving). This helped children anticipate what to do, supported those who are still developing language skills, and encouraged active participation.  This simple visual support is a form of “serve”—it responds to children’s need for clarity—and invites a “return” as children engage, imitate, and build confidence in following group routines. These moments, though small, are stepping stones that help children feel successful and connected, which in turn supports our broader goal of enabling a bright and meaningful learning journey for each child.

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We envision a bright future for every child and their family by implementing effective teaching and learning strategies that prioritize each child’s well-being, beginning with strong family partnerships. To support a smooth transition into the new class, we conduct meetings with parents via Google Meet to collaboratively plan approaches tailored to each child’s needs. Should there be any health concerns, such as allergies or medical conditions, the entire team is promptly informed to ensure appropriate care and attention. Through these efforts, we aim to be the first choice of centre for families, nurturing each child with dedication and care.

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在T&L策略的实施-给予与回应策略：与孩子轮流进行、认可努力、引导、给予等时间、认可并验证情感、提供选择、使用描述性语言、鼓励、扩展、示范、使用非语言提示与手势等，为的是要照顾到每个孩子的学习能力，因为孩子都是独立的个体，差异化的教学，目的是要引起孩子的学习兴趣。记得有一堂课，我应用了两个策略：提问与示范。在谈话的过程中，通过提问，也能发展小朋友们的语言能力，明白当天的谈话内容，对于能力较弱的小朋友，我也提供图片来提问，同时我还通过六合法的方式，让小朋友们向老师提问他们不明白的范围。在游戏时，老师先做示范，教导怎样进行游戏，小朋友们也从中学习到当天所要认读的词汇。T&L策略的实施，对小朋友们在学习上起着一定的效果。

在家庭方面的合作，我和家长们都有着紧密的合作，小朋友们缺席，都会和家长联系、慰问。我们也会跟家长反映孩子在学校的问题，和家长一起共识学习。很庆幸，有几位家长都会和我们反应孩子在家的问题，我们都会及时给予应有的回应与关心，要让家长们感受到老师的真心诚意，陪他们一起走在孩子学习与成长的路上，同甘共苦。

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宗旨：为每个孩子及其家庭创造美好未来。

我在教学中关注每个幼儿的个性发展，因材施教，帮助孩子提升自己的潜力，培养自信和自主学习的能力，注重综合能力培养，引导孩子积极探索与体验。如我教儿童诗《妈妈的爱》时运用提问策略，能力较弱幼儿，我提出了简单具体的问题“诗中，妈妈的爱像什么东西呢？”等，降低表达难度，帮助他们用熟悉的事物进行表达。能力中等幼儿，我设计了引导性问题“除了棒棒糖和白米饭，你还知道什么东西‘越吃越甜’或者‘越吃越香’吗？”等，促进他们联系生活经验，丰富语言表达的细节。能力强的幼儿，提出了开放性和情感体验相关的问题“你什么时候感受到妈妈的爱呢？可以跟大家分享吗？”等，激发他们深入描述内心感受，锻炼语言组织能力。

我也会与家长保持良好沟通，通过不同的方式（接送孩子时面谈、电话、电邮等）及时反馈孩子的发展情况，听取家长意见，开展亲子活动和家庭教育指导，帮助家庭更好支持孩子成长。如我在探究课程中组织了家长来学校与幼儿绘制熊猫水墨画折扇的亲子活动，在活动中气氛温馨，家长与幼儿共同合作完成作品，极大地促进了亲子关系和家园共育，强化家校合作。一位家长反馈幼儿在家中情绪波动特别大，请求老师的帮助，在老师与校领导反馈与家长沟通后，针对家长和幼儿，我都给出了合理性的建议，如运用图片等非语言提示策略让幼儿通过按照时间表进行活动、使用描述性语言策略“我现在很伤心，因为我想妈妈，妈妈你可以放工就来接我吗？”等策略，在家中和学校共同实施，，在不断地与家长反馈和沟通中，幼儿有了很大的进步。家长非常地开心，感谢老师和学校给予的帮助。这些策略的实施不但促进了幼儿认知、身心的发展，而且也促进了家庭的稳定与幸福，为幼儿及其家庭创造美好的未来。

愿景：幼儿发展的首选合作伙伴，共创美好的未来

学校提供丰富的教学资源（硬件、软件）及温馨、、信任、安全的环境。具有专业文凭的教师，通过定期培训，强化老师们的专业技能和素养。与家长、社区建立紧密的合作关系，共同参与、并丰富幼儿的探索与体验，促进幼儿的发展。成为幼儿发展的首选合作伙伴，共创美好未来。我通过家长会，与家长加强沟通，听取家长的意见，结合幼儿发展进程，我运用示范策略，在学校向幼儿示范运用学过的字卡进行拼词组、短语、句子、短故事的游戏玩法。也向家长示范相同的玩法，丰富幼儿在家中的亲子活动，加强、巩固幼儿的认字能力、对句子语法的掌握及创作力。激发幼儿学习华文的兴趣，爱上华文。家长给予了较好的反馈，非常适合K2的幼儿。孩子在家喜欢玩游戏，说华语了。这些策略的运用都极大地促进了幼儿的发展，为幼儿创造美好未来。

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1.我深信每个孩子都是独特的学习者，会根据孩子们的兴趣和能力差异，制定差异化教学策略，帮助他们在自己的节奏中成长。例如，在“环保”主题探究中，我发现有小朋友特别好奇不同垃圾如何分类，于是制作棋盘游戏鼓励他们通过游戏的方式加深对垃圾分类的认识，并参与游戏、与小朋友一对一地谈话，帮助他们逐步学习。同时，我会把游戏放置在学习区角，让大家在自主学习中持续发展。

此外，我会定期使用不同方式将孩子的学习观察记录与家长分享，让家长理解孩子的发展路径，并邀请家长在家中提供延伸支持。通过这种因材施教的方式，很多家长都表示了对我和学校的信赖。

2.此外，我也非常关注孩子的全面发展，不仅在课堂上教授知识，更注重孩子的情感与社交能力。我会定期与家长进行“一对一”交流（电话/电邮/面对面），分享孩子在园的进步和需要关注的地方，让家长能更深入了解孩子的发展轨迹，并共同为孩子设定成长目标。家长们也会主动分享孩子在家的日常或者是希望老师和学校关注的事情。我们一直保持着友好的合作关系，一起帮助孩子走向光明的未来。

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I have been applying the serve and return strategies from our T&L practices. In my lessons, I regularly use “wait time” and descriptive language. After asking a question or during an activity, allowing wait time gives children the opportunity to process their thoughts and respond meaningfully. Since some children do not use Tamil at home, incorporating descriptive language helps expand their vocabulary. I have observed that they are now beginning to use these new words confidently, both in school and at home. During my lesson with K1 on Indian accessories, children were introduced to the different types of accessories. While we were brainstorming, I waited for each of them to contribute. For example, Ahzhini, took a longer time to speak up. She mentioned that her mother’s bangles are bigger than hers.

As I carry out runner duty each day, I have the opportunity to interact with parents regularly. I make it a point to keep communication open and two-way, especially when parents need to share important messages with the class teachers. I not only listen but also ask clarifying questions whenever necessary to ensure I have understood their message correctly. For eg: When parents let me know that they will be picking up their child at a specific timing, I will check in if they want them to have lunch in school? For my Tamil-speaking children, I consistently update parents on what their child has been learning in school so that they can reinforce it at home. Whenever I notice a child achieving a milestone, even a small one, I make it a point to call and share the good news with the parents. For eg: Shared with Liyana’s father that she is confident to speak her speech for the upcoming concert.

In my class, I put this into practice by embracing both children and their families, and building strong partnerships to support each child’s growth and development.

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帮助孩子们在课程中更好更全面的发展，例如：可以用卡片帮助幼儿增强语言表达.

愿景：作为老师的我会定期接受课程培训，课堂上采用差异化教学，实施教学策略，帮助幼儿语言和行为的能力发展

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宗旨

能帮幼儿们在课程上得到全面的发展；如“植物怎么长大”、“我从哪里来”等，鼓励孩子提出问题、自己动手实验。激发孩子的好奇心和独立思考能力，为未来学习打基础。

愿景

成为老师的我，按期接受不同的差异教学策略，并在课堂上实施，增强幼儿们的全面发展；如：对语言发展慢的孩子，用更多图片提示、动作演示，对语言表达能力强的孩子，引导他们复述或改编故事，让语言弱的孩子理解内容，让语言强的孩子表达创意.

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我们的宗旨：为每个孩子及其家庭创造美好的未来。

例如：对每个孩子--关注个体差异，支持全面发展。以孩子为中心的教学，尊重每个孩子的发展节奏，提供适宜的挑战与支持。提供差异化材料与引导。为语言发展慢的幼儿准备视觉辅助工具。

例如：

语言发展较慢的孩子利用自由操作时间参加“图片配对说一说”小组，每次5分钟，强化表达。

我们的愿景：首选儿童发展合作伙伴，为所有人创造光明的未来。

例如：成为家长信任的育儿支持者

用正向语言反馈孩子的成长，建立积极沟通关系；提供实用的育儿知识分享，如发展里程碑、情绪引导等。

每天放学时向家长分享一句积极观察，例如“今天小雨自己穿上鞋子，很有成就感。”又如和家长分享“2岁孩子语言发展的5个信号”

词汇量快速增加、开始使用简单的词组/短句、

能理解并执行简单指令、会用语言表达需求或情绪、喜欢模仿大人说话，尝试重复新词。

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宗旨：教师与幼儿建立良好的师生关系，培养孩子的自信心，鼓励孩子使用表达自己的想法。如：在日常活动中，教师要使用温柔的语气与幼儿进行沟通与交流。当孩子不能不能用语言表达时，给予等待时间并引导幼儿用不同的方式表达。

愿景：教师展现出自己的专业知识，赢得家长的信任，定时与家长沟通孩子的成长与学习进展。如：在与家长沟通时，根据幼儿在校的表现反馈给家长，并以专业的角度给予意见。

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Children participated in an obstacle course guided by visual cues such as floor markings, colored shapes, and pictures, which helped them understand where to go and how to move (e.g., jump, crawl, balance). High-ability children supported their peers by pointing out the cues, reminding them of the correct movements, and demonstrating actions when needed. The teacher supported the children by giving clear instructions, modeling each part of the course, and encouraging teamwork. The teacher also prompted children to look at the visual cues and praised them for helping one another, fostering a positive and inclusive environment.

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宗旨：为每个孩子及其家庭创造美好未来。

每个孩子都是独立的个体，学接受方式和能力都有所不一，我们会关注每个孩子的需求及能力进行课堂活动以及教具的设计。比如我们在课堂上使用视觉卡来帮助以视觉学习为主的幼儿，；我们的教具会提供不同的玩法和等级，根据幼儿的能力辅助他们借助教具的操作进行学习。我们关注幼儿的情绪发展，在课室设计冷静角落帮助认识自己的情绪，引导幼儿正确地表达自己的情绪和需求。

愿景：首选儿童发展合作伙伴，为所有人创造光明的未来。

我们与不同的社区和机构合作，比如Awwa，PEIHUA 中学，Light House等，并定期举办不同的工作坊，邀请家长参与，共同支持幼儿的发展。我们也会教师提供适合老师需求的培训，提高教师的专业能力，也会鼓励老师参与学校举办的工作坊，比如不织布缝纫，钥匙挂件制作，舞蹈教学等，来支持教师的全面发展。

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我们的宗旨：为每个孩子及家庭创造美好的未来。

比如：诚悯的大肌肉发展不好，我会利用球池，引导他学站立，再慢慢的自己扶着站起来，现在可以自己扶着行走。

我们的愿景：首选儿童发展合作伙伴，为所有人创造光明的未来。

比如：我会每天将诚悯在学校活动的视频分享给家长，让他们及时了解孩子的成长情况。比如在进行大肌肉锻炼时，我会拍下他尝试自己站立、扶着物体慢慢行走，或者和同伴一起推玩具车、爬行垫子的过程。分享视频后，我会结合当天的活动向家长解释我是如何引导他的，例如：

在他尝试站立时，我会轻轻牵着他的双手，给予安全感与支持；

在他练习走路时，我会示范慢慢跨步，并在一旁鼓励他说“诚悯，加油”，让他增强自信；

通过这样的分享与交流，家长不仅能看到诚悯的进步，还能了解我在大肌肉发展方面的具体引导方法，也可以在家里延续这些练习，形成家园合作，共同促进孩子的发展。

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1.宗旨：我努力正向引导孩子，发现到班级孩子的能力差距很大的情况下，我首先尊重孩子的自我个性，再个别引导和鼓励孩子。例如：班级有小朋友的华语能力很弱，我会在阅读故事时，选择简单的问题先让他回答，例如：你在故事封面上看到什么？这是什么？我鼓励他在课堂回答问题，多说华语，同时，我也跟家长提出具体的建议,如，在学习<<食物>>主题中，我请妈妈让孩子陪同买菜，将菜放进冰箱这样的任务，在边做边说的过程中，积累幼儿对食物的华文名称的积累。

2.愿景：建立与家长的信任，多与家长沟通，当家长对幼儿担心时，做到多次沟通和跟进，直到家长满意。

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宗旨：尽最大的努力和专业的能力让孩子和家长得到信任和安全感，让孩子能因为我而喜欢华文、爱上华文、喜欢说华文，比如我会利用搭档每天在给幼儿换纸尿裤的期间与幼儿互动，比如会与幼儿聊天、学习华文歌曲、让幼儿有更多的时间说华文、唱华文歌，因此喜欢上华文，有非华族家长还对我反馈孩子在家都不讲自己的印度语言，而是一直在说华文跟唱华文歌曲，家长也与我分享孩子在家里唱华文歌曲的视频。

愿景：提高自己的专业知识、用心对待教学工作，积极与家长互动，关注孩子的成长，服从领导的安排工作，和同学之间保持良好合作并互相学习。比如在活动《浮与沉》中，给幼儿准备丰富的材料（树叶、树枝、石头、乐高玩具等常见物品）让幼儿探索。主动与家长沟通，分享孩子的进步，比如今天XX又学会了一首歌曲，可以拍视频给家长分享。

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1、宗旨实施

我理解和尊重不同家庭的文化，如有的幼儿家里华文环境较少，我会针对性给这些孩子辅导华文，引导他们说更多的华文。

2、愿景实施

我在工作中会不断提升自己的专业能力，如T&L活动提到的策略我会把它运用到工作中。我还会跟家长建立良好关系，与他们沟通孩子在家情况，并给家长提供一些可行的教育建议，成为他们信任的老师，达成长期合作。

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宗旨：我们有优质课程设计：他们为不同年龄阶段的幼儿设计适龄课程，例如通过游戏、探究和艺术活动发展语言、社交与认知能力，帮助孩子全面发展。如：老师通过角色扮演游戏（如“咖啡店”），让幼儿体验和学习基本数学概念和人际互动的技巧。

愿景：老师与家长成为强大的合作伙伴，学校定期举办“家长教师会”、“亲子活动日”、“家长教育工作坊”等，让家长更了解孩子的成长，参与教学过程。如：在每学期老师布置亲子合作任务，例如：在日常生活中寻找不同的线条，并请家长与孩子一起寻找与拍照，再带回学校与朋友一起分享。

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宗旨

我们的宗旨是“为每个孩子几家庭创造美好的未来”，因此今年的T&L 策略的实施，可以有效帮助教师针对不同学习需求的幼儿可以使用不同的策略，以促进每一位幼儿的成长。如对于已经可以使用短语或简单句型的幼儿，教师可以多使用“扩展”的策略，丰富幼儿的词汇；对于语言发展较弱的幼儿，教师可以使用非语言提示和手势的策略，帮助幼儿学习关键词汇，加强幼儿的口语表达。

愿景

我们的愿景是“首选儿童发展合作伙伴，为所有人床罩光明的未来。”因此今年的T&L策略的实施，可以让有效提升教师的教学质量，让教师在面对不同的情况都有可以使用的教学策略，也让幼儿真实地参与到活动中。如使用“称赞”“鼓励”等策略，都可以有效地引导幼儿参与到活动中，提升幼儿的自信心，让幼儿可以有勇气尝试不同的事物。

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对于宗旨的想法：为每个孩子及家长创造美好的未来。

N1幼儿在日常习惯和规则培养的关键期，幼儿会模仿老师和同伴的行为，在课室中运用3R策略需要时刻注意，例如我们在学习音乐律动《礼貌歌》时讨论了，什么时候说请，谢谢，对不起。当幼儿在一日活动中有做出一些行为，例如礼让朋友说请，或是不小心撞到说了对不起，老师可以对行为进行描述并称赞，对于一些发展层次比较慢的幼儿，多给他们在课室里尝试的机会。例如在进行小组活动时，降低互动再给予帮助，当幼儿达到目标时要及时称赞。

对于愿景的看法

作为华文老师，多和家长交流幼儿的学习发展情况，让家长了解幼儿的在学校的情况。例如最近班级有一名幼儿突然非常挑食，不主动吃饭的同时也拒绝老师的喂食。因为和家长沟通紧密，我发现幼儿从最近开始都是奶奶在带，妈妈带哥哥。奶奶的腿脚不好所以有点力不从心，基本上在家里都是喂食。在了解了情况后我先安抚妈妈，让妈妈给奶奶解释自主吃饭还是很重要的，吃饭要定点不给电子产品。我们还是先鼓励幼儿先自己吃，实在吃不了在喂食。在学校我们也会通过陈赞和示范模仿等方式鼓励他向同伴学习，自主吃饭等等。妈妈非常理解，也感谢老师的主动沟通，在发现问题的早期及时解决

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宗旨：为每个孩子及其家庭创造美好未来。

我相信幼儿们都有语言的天赋，我能让幼儿喜欢华文，对华文感兴趣。如：在给幼儿讲华文故事绘本，我向他们介绍不同动物的名称时，有个别语言发展好一点的幼儿能模仿叫声和简单的重叠们词。如:狗狗,猫猫,喵喵,等重叠词语还有华文歌曲，如:拔萝卜歌曲，幼儿会与同伴一起做出拔萝卜动作，有个别幼儿能够模仿老师尝试说出萝卜这个词语，这些活动不仅促进促进幼儿的语言发展，同时也让幼儿老师与同伴有互动，增强他们的社交能力。

愿景：首选儿童发展合作伙伴，为所有人创造光明未来。

与家庭建立良好的合作关系，与家长反馈孩子的成长发展，用心聆听家长的反馈，给家长分享专业知识，共同为孩子的发展做出努力。

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To support children’s social and emotional development, I use both verbal and non-verbal strategies such as picture cards, which help children identify and express their feelings. For example, I supported a child in my class who was having difficulty managing his anger. I knelt to his eye level, used a calm and gentle tone, and asked how he was feeling. When I noticed he wasn’t ready to talk, I acknowledged his need for space and offered to visit the calm corner with him. I stayed by his side, creating a safe and supportive environment until he was ready to share.

When he opened up, he told me he was upset because his friends weren’t sharing the toys. I validated his emotions and asked him what he thought we could do in this situation. He suggested, “I can ask my friends properly or use the sand timer so we can take turns.” We implemented his strategy together, and it worked successfully. I praised him for his problem-solving and shared his positive progress with his family.

This interaction reflects our commitment to being the first choice in child development by fostering emotional resilience and empowering children to navigate social challenges. By nurturing these essential life skills, we are enabling a bright future for every child and family.

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Huang Fang

宗旨：提供丰富的课程。例如，通过儿歌、手指谣、游戏等培养幼儿对华文的兴趣，我们运用多种材料自制教具，增加课程的乐趣。

愿景：家园合作。例如，我们定期举办的“家庭日活动”、“亲子郊游活动”等，让家长陪伴幼儿一起互动。

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宗旨：丰富的课程。例如，我们有两周一换的活动课程，通过儿歌、手指谣、游戏等培育婴幼儿对华文的兴趣，通过音乐律动和美劳发展婴幼儿的身体动作。

愿景：家园合作。例如，定期邀请家长参与学校的郊游、工作坊让家长与孩子一起互动完成活动。

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宗旨：

愿景：

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我们的宗旨：为每个孩子及其家庭创造美好的未来。

如：1.我们致力于用爱与教育，陪伴每一个孩子成长，为家庭播种希望的种子。

2.点亮孩子的未来，成就家庭的幸福。

3.陪伴孩子走过成长的每一步，与家庭一同迈向更美好的明天。

4.以孩子为中心，与家庭携手，为未来奠定坚实的基础。

5.连结家庭与教育，成就每一个独一无二的孩子。

我们的愿景：首选儿童发展合作伙伴，为所有人创造光明的未来。

如：1.以儿童为中心的课程设计

开发符合孩子发展阶段的教学内容（语言、社交、认知、情感、大肌肉等全面发展）。 因材施教，关注每个孩子的个体差异。

2.全人教育理念：不只重视知识，更注重价值观、性格、独立性、解决问题的能力。也培养孩子的同理心、自信与责任感。

3.优质师资与持续培训：教师是孩子发展的关键伙伴，持续专业发展是“首选”机构的重要标准。

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One effective teaching and learning strategy I have found especially valuable when working with younger children is the use of body language to support understanding. For instance, during a recent storytelling using Eric Carle’s From Head to Toe, the children eagerly matched words with actions as I read aloud. Movements such as “bend your neck” or “arch your back” not only made the storytelling fun but also helped them connect language to meaning. It also helped in enriching their vocabulary while engaging their whole bodies in the learning process. This approach did not only capture children’s attention but also allowed them to feel heard and understood. As a result, I felt that they have become more willing to participate, take initiative, and express themselves with greater confidence which I believe reflects and supports our vision and mission-putting people first and enabling bright futures for all-by nurturing capable, confident, and expressive learners.

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During our picture talk sessions, children are given meaningful opportunities to share their thoughts and personal experiences related to the photos presented. For example, in a recent picture talk about buying/eating ice cream in the shop, I used the questioning strategy to invite children to connect with the image and share their own experiences. I asked open-ended questions such as, “Have you ever eaten ice cream like this?” or “What flavour do you think that is?” This encouraged them to think, recall personal memories, and express themselves verbally. When children needed more time to process the question or formulate their responses, I provided wait time, giving them the space to think and respond at their own pace. Also, I used prompting strategies when necessary,offering cues or rephrasing the question to support children who may need a little help to express themselves.

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Giving Wait Time: As teachers, we should give children enough time to think about questions and come up with their answers, instead of expecting them to respond right away. This supports our mission and vision by showing kindness and respecting each child’s learning pace. It also helps children think more deeply and feel more confident, building a strong base for learning.

Core Values Demonstrated:

Compassion – Understanding that every child learns in their own way and needs time to think.

Integrity – Being patient and focused on quality learning, not just quick answers.

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宗旨：为每个孩子及其家庭创造美好的未来

我们在每天的工作中会向幼儿传输不同的学习内容，与幼儿互动，培养幼儿的综合素质能力，并与家长保持沟通，互相帮助，共同为培育幼儿努力。比如：目前的照片谈话活动是《超市》，我们通过超市照片和一些行为图，利用幼儿的已知经验来引导幼儿讨论图片的内容以及行为的对错，对不同程度的幼儿进行不同的引导提问，扩展相关的知识。另外我请家长带幼儿去逛超市并拍照，与家长互相配合。然后在课堂上请幼儿描述自己的图片，一起讨论，让幼儿更加了解超市这个主题。

愿景： 首选儿童发展合作伙伴，为幼儿创造光明的未来

课程里的八大领域充分地展现了我们对幼儿的全面发展，在各个领域里我们使用不同的策略来进行教学和沟通，使幼儿能够得到更深刻的认知和社交能力，开阔幼儿的思维，为学习和成长奠定基础。如自然环境课程《浮沉》，我提供了不同的材料让幼儿选择并预测，然后带领幼儿去实验探索，在活动中发现幼儿的预测与实际结果相反，再引导幼儿更改条件继续探索，如在瓶子里装满水，幼儿们可以自行交换物品，分享结果。另外请家长在家里进行更多的探索，如使用水果蔬菜等，与家长合作培养孩子的学习能力。

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Building strong home–school connections by supporting the child’s social development consistently in both environments. A parent mentions that their child is shy in group settings. I share strategies with the family, such as encouraging the child to have conversations at home or giving them small opportunities to speak. I also encourage parents to send photos from home for Picture Talk sessions in class, giving the child a chance to practice public speaking in a familiar and supportive context.

Practices reflect the Vision of being the ‘first choice child development partner.’ A child looks upset and clutches tightly. I pay attention to every small details and gestures and ask how they feel such as, ‘I can see you’re upset. Do you want to tell me what happened?’ The teacher then offers ways to calm down, such as doing breathing exercises or going to the calm corner. This shows care and respect for the child’s emotions, helping to build strong bonds.

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宗旨：为每个孩子及其家庭创造美好未来。

理解和尊重不同孩子的家庭文化，针对不同孩子的学习接受能力给予不同的协助，使每个孩子们都有获取新知识的机会，在家人和学校的呵护下健康成长。例如：在学习品格课程时，幼儿通过《我们都不一样》绘本了解到不同种族的习俗、饮食和文化。班上有个马来小朋友分享说：“我整个月都不可以吃饭。”。另外一个小朋友很惊讶地说：“啊！为什么？那样不是很饿？”。教师请马来小朋友分享为什么在那整个月不可以吃饭。听完马来小朋友的分享后，其他小朋友也都纷纷分享他们种族的不同习俗和文化。所以，通过这个课程幼儿学习到新加坡是个多种族国家，大家都要尊重和互相欣赏各个不同种族的文化和习俗。

愿景：首选儿童发展合作伙伴，为所有人创造光明的未来。

学校为老师们定期安排培训和学习使我不断提升自己的专业能力，无论是在教学，还是和家长沟通方面，我都会根据不同的情形运用不同的策略，与孩子和家长建立良好关系，平时也会及时和家长反馈孩子在学校的点点滴滴，和家长合作，并提供一些可行的教育建议，得到家长对我们的信任。学校也会定期举办各种亲子活动和工作坊请家长参与到孩子的成长中，共同促进幼儿的发展。

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Modelling and demonstration means the teacher shows how to do or say something correctly, using proper Malay language so children learn by example.

Vision:

When teachers use proper Malay, children learn to speak well. This helps them do better in school and talk easily with people around them. It helps every child have a good future by giving them important language skills. It also helps families connect better because children can communicate clearly at home and in their community.

During VS, casually speak to the parents using proper Malay (Bahasa Baku) and ask parents anything about their child eg. Their breakfast, where they go and what happened at home if the child shared something interesting with me.
Mission:

When teachers speak good Malay, parents trust the school more. This makes the school the best choice to help children learn and grow. Families feel happy and confident working with the school. This Teacher-Parent teamwork helps all children have a bright future through better learning and communication.

The parents are speaking Malay at home with their child to prep he/she as the child will share with me at anything interesting.

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宗旨：为每个孩子及其家庭创造美好未来。

我相信幼儿的成长离不开家园紧密的合作，因此与家长保持良好的关系是十分必要的。在日常生活中，我会定期通过不同的方式（面对面、电话、电邮）与家长沟通交流，及时与家长分享幼儿该阶段的成长，并与家长共同制定相关策略来更好的辅助幼儿成长。例如有一段时间幼儿J总是被蚊虫叮咬，在每天接送时我都及时向家长反应情况，并提供建议，例如每日增加喷防蚊喷液的次数、穿长裤等来减少叮咬次数，来改善该情况，帮助幼儿更好的成长。

愿景：幼儿发展的首选合作伙伴，共创美好未来。

我相信环境是幼儿的第三位老师，良好的环境可以帮助幼儿更好的进行学习和成长。教师充分利用园所中的场地来让幼儿进行探索和学习，例如沙池、泥巴厨房、大草地、花园等。不仅如此，在课室环境中，教师也充分利用各个展示板，放上每周所学的内容、探究课程学习过程等，让幼儿能够进行隐性学习。例如我们班之前研究了“影子”在课室的墙板中展示了幼儿学习影子的整个过程，幼儿在角落时间时会到该区域和同伴分享自己的经验和感受，从而延伸幼儿的学习。

以教师来说，我们会定期参加不同的培训，来加强我们的专业知识和能力，例如没学期的课程培训活动、早期阅读和品德教育培训活动、音乐培训活动等公司内部的培训活动。不仅如此，校长也会针对老师的情况，为老师报名适合的ECDA外部的专业培训活动，例如今年我所参与的音乐培训活动等，让老师可以与时俱进的学习最新的知识和方法，从而更好的教育幼儿。

以家园合作来说，在每次的家园合作中我都会使用“鼓励策略”积极鼓励家长参与。不仅如此我也会使用“提供选择策略”，在每次的家园合作活动中为家长提供多种活动内容和充足的材料让家长与幼儿共同进行家园和活动，例如在“种子”的探究课程中，给家长提供“携带种子”及“种子盲盒”在家中与幼儿共同种植和照顾，教导幼儿种子相关的知识的同时也可以和幼儿培养亲子关系，两全其美。

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This year, we implemented serve and return strategies such as giving wait time, providing choices, and using visual cues in the classroom.

During routine care moments such as toileting and mealtimes, children are provided with meaningful choices - for example, whether they would like to change their diaper first or later, or if they would like one or two pieces of cake. During activity time, visual cues are used to support children of different developmental needs, ensuring every child can participate confidently.

People First / Enabling Bright Futures for All: By creating an inclusive environment where children’s opinions are valued and respected, we ensure that all children can learn and participate meaningfully at their own pace. For example, during a picture talk about the National Day celebrations, I used different serve-and-return strategies to support children of different abilities. For children with lower ability, they used phrases such as "helicopter, singapore flag!" – I would use Expanding Language to extend their sentences into proper form, such as, "the helicopter is carrying the Singapore Flag!". For children who are higher ability, I would use Asking Questions to gauge their understanding and encourage deeper thinking. When I ask "What do you see over here?", the children would share their knowledge on the NDP. All of their voices would be captured and displayed on the wall.

We believe a Bright Future is possible by being optimistic, encouraging and positive: Through encouragement and the use of descriptive language, teachers highlight children’s efforts and spark new possibilities. For example, during process art, educators acknowledge effort (“You mixed two colors together and made purple!”) and encourage further exploration. This helps children to stay motivated, build confidence, and develop a positive outlook, laying the foundation for their own bright future.

We embrace Dynamism to stay relevant and ahead: Serve and return strategies encourage educators to be responsive and adaptable to children’s needs. For example, when children express themselves non-verbally, teachers use visual cues, gestures, and modelling to support communication. By staying dynamic in our approach, we ensure that our practices remain responsive, relevant, and ahead of evolving learning needs.

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As part of our “Inquiry Project” about exploration into the topic of “seeds,” the children engaged in hands-on learning about the plant life cycle, observing seed germination in our classroom garden. They showed great curiosity as they discussed what seeds need to grow—sunlight, water, soil, and care. This topic provided a meaningful opportunity to nurture children's natural wonder about the world while encouraging responsibility and care for living things.

To extend this learning beyond the centre and strengthen our connection with families, we introduced a Parental Involvement Activity. Each child has to plant at home to observe how do seeds grow like (beans, sunflowers, or herbs). Families were encouraged to plant the seed together and share their experience through photos, drawings, or a short story to share in class.

The response from families was overwhelmingly positive. Some children even brought their growing plants back to class to show their peers, fostering a sense of pride and continuity in learning.

This activity served as a practical demonstration of our commitment to partnership, in line with our Vision to be the First Choice Child Development Partner. It empowered parents to be active participants in their child’s learning journey and showed children that learning happens everywhere—with the people who care for them most.

Through this shared experience, we not only reinforced concepts from our curriculum, but also strengthened the home-centre connection.

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我相信，以目前园所的师资力量、硬件设施和软件条件，我们能贯彻愿景和宗旨。 幼儿园的愿景：幼儿发展的首选合作伙伴，共创美好未来。 这是一句愿景，更是我在日常工作中不断实践和努力的方向。

在与家长的互动中，我常常感受到那份彼此之间的信任和支持。当我把孩子在园里的一点一滴、进步与亮点、甚至是小小的挑战，真诚而细致地分享给家长时，家长也会以信赖和鼓励回应我。

我也看到，当孩子们因为家长与老师的共同关注而逐渐建立起自信、养成良好习惯时，那份成长背后正是家园之间的同频与合作。年中和年终的家长会交流，每一封邮件的回应，每一个亲子活动的参与，都是家园合作共同托起孩子美好未来的点滴积累。

愿景提醒我：老师不仅是教育者，更是家长信赖的伙伴。只有在互相尊重、理解与信任的基础上，我们才能真正帮助孩子们茁壮成长。 幼儿园的宗旨：“为每个孩子及其家庭创造美好未来”。 在日常工作中，我越来越体会到，这份宗旨并不是一句口号，而是需要我们在细节里一点一滴地落实。

在教育孩子方面，我通过观察和了解班级每个孩子的特长与兴趣，为他们提供适合的学习与游戏体验。例如，有的孩子在表达上比较害羞，我会用更多的鼓励和等待时间，让他在安全的氛围中勇敢开口；有的孩子好奇心特别强，我会准备更多探索性区角游戏材料，支持他在动手中不断提问和尝试。正是通过尊重差异、回应个别需要，孩子们会逐渐在成长中收获自信和成就感。

在与家长的合作上，我始终坚持开放与真诚的沟通。无论是日常接送时的一句分享，还是通过邮件和照片记录孩子在园里的表现，都让家长感受到孩子在学校的被关心与被看见。同时，我也会响应园所的所有项目，邀请家长参与亲子活动和庆祝活动等等，让他们有机会和孩子一同学习、创造回忆。

每一次孩子的成长突破，每一份家长的信任与笑容，都是我们宗旨的具体体现。在这些细微的日常里为孩子们铺就更美好的未来。

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The children under my care are relatively diverse; each brings their worth and potential that is waiting to be unleashed. As such, I practice differentiation towards the children through asking questions and giving wait time for their response. Some are always eager to share and some are quieter. I would intentionally allow moments for the quieter ones to speak and allow them to be heard.

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宗旨：为每位幼儿及家庭开创美好的未来。

在学校，我们的教师拥有爱孩子的心，提供高质量的教学，接纳每个家庭与孩子的不同需求，帮助他们朝向更美好的未来前进。
例如，我明白有些家庭的孩子可能因为生病或其他安排而不常来学校，但同时他们又非常重视孩子的华文学习。对此，我会通过学校的SN2平台与家长保持沟通，跟进课程内容，并提供儿歌、口语词汇和口述句型，确保孩子即使缺席，也能继续在家延伸学习。

愿景：成为幼儿发展的首选合作伙伴，共创美好的未来。

My First Skool拥有最优质的教师与完善的硬件设施。教师方面，除了总部提供的年度培训，我们中心的华文教师也会开展内部培训，并在年级之间分享策略，互相学习，以不断提升教学品质。
在硬件设备方面，以我们中心为例，我们设有泥巴厨房，供孩子探索泥沙与水的游戏；还有户外水区与沙坑区。这些低结构的素材能够充分激发孩子的想像力和创造力。

价值观

1. 老师的价值观：以人为本
我们相信保持乐观、积极正面的心态，就能开创美好的未来。我们拥抱活力，与时并进，并持续引领幼教行业的发展。举例来说，在晨间时段，老师会关注孩子的情绪。如果孩子情绪低落，老师会先蹲下来安慰并倾听，而不是急于要求他们马上进入活动。

2. 教学理念：以孩子为本
课程中安排大量互动式活动，老师会运用3R策略（Respect、Relate、Respond）鼓励孩子积极参与。同时，老师会提供差异化教学：能力较强的孩子能进一步挑战自我，而学习节奏较慢的孩子也能在无压力的环境中学习，从中促进同侪之间的互动与互相学习。例如：在孩子学习认字时，老师不会直接指出错误，而是说：“你已经很努力了，要不要再试一次？”并且给予一点提示，帮助孩子建立成功经验。

3. 教师团队：互相学习、资源共享
我们相信教师之间的合作与分享，能够持续提升整体教学品质。例如在年级会议中，老师会分享策略：我们是用非语言的提示或手势做出制作三文治的步骤图，让孩子们观看图片制作属于自己的三文治，而不用老师过多的引导。

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The Serve and Return strategy has strengthened our relationships with both children and their families, while also acknowledging and recognising the efforts of teachers and parents. For example, there is one girl in our class who always come late to school, Xue laoshi and I encouraged the parents and shared some strategies that they can try to support them and their child to come to school earlier encouraged them to be consistent on their daily routine such as meal time, sleeping time, wake up time, etc. Now, we can see improvement on child’s attendance and her engagement in class. It also supports the 3Rs by valuing every child's and parent's voice. This open communication encourages families to be more involved and a great opportunity to share and work together in meeting each child's and family's needs.

Our centre is dedicated to supporting each child’s overall growth and development, and Serve and Return is a key part of this approach. In inquiry projects, children are encouraged to ask questions, share what they notice, and explore their ideas. I give them time to think and then guide them through meaningful activities. These interactions help build their language skills, confidence, and social-emotional development. Children feel listened to, respected, and motivated to learn more about the world around them.

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As I reflect on implementing T&L strategies, I can see how it aligns with and reinforces our VMC in daily interactions with N2 children. By tuning into the children’s verbal and non-verbal cues, I’ve been intentional to respond to them in ways that show I value their thoughts and feelings. This responsive interactions have helped build trust, relationship, support emotional regulation, and curiosity in learning.

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Although infants are nonverbal, visual cues such as simple picture cards, facial expressions, or gestures help them understand routines and anticipate transitions. For example, using a consistent visual cue, such as a picture card, to signal naptime or showing a picture of a smiling face helps infants feel secure and begin to connect images with actions. This promotes trust and emotional safety. Educarers share this strategy with parents to create consistency between home and the learning environment, reassuring families that their child’s needs are respected and supported. This partnership strengthens trust and aligns with our Purpose of fostering bright futures for both children and their families.

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The T&L strategies have guided me to adopt more targeted approaches in supporting children with varying needs. By asking questions tailored to their learning abilities, I have been able to help them better understand different topics. For example, when teaching about the Little Red Dot and how Singapore has changed over the years. I first asked them if anyone knew what the word ‘past’ meant and this helped me gauge the class’s understanding of this word. I then linked it to the video we watched and a child mentioned “last time the video is only in black and white then now got colour”. This also helped the children notice this change and they mentioned how it’s much nicer now as we can see the colours on screen as well. I noticed how some children needed more time to process this. Therefore I linked it back to transportation. Through our previous fieldtrip where they went to NGS to view an art piece, they noticed how transportation was very different last time. I then asked if they could remember what kind of transportation was available last time. To which they were able to recall and said, “last time need to use horse, or boat or walk”. I then asked them, “What about now? What kind of transportation do we have in Singapore?” Many children were able to relate to this question and were eagerly raising their hands to answer.

I realised that helping them understand a topic with questions especially for this topic was beneficial and helped the children relate it to their daily lives. This also helped to increase their focus and participation in the lesson.

This approach also reflects how we are people first as we show care and consideration for how each individual perceives and experiences different situations. I also hope to help parents engage in this strategy at home by adding questions for varying abilities into their parental engagement activities.

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The serve and return strategies, especially ones that I’ve used often such as asking questions, giving wait time, using of visual cues and more, enables me to provide differentiation for children with various learning needs. It allows me to ensure all children are engaged fully and have a meaningful learning experience.

For example, in my class, there is a boy who loses focus easily in a numeracy lesson on counting counters with one to one correspondence. When I use the strategy of visual cues for him (pictures with the counters and numeral), it made it easier for him to refer to the visuals and follow the counting along with everyone. This way, I ensure that every child is involved in this learning experience.

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I believe that creating bright futures for infants is helping them to creating awareness of new things. For examples - storytelling activity, before I introduced the book to the infants, I introduced the visual rules such as 'gentle hands' , 'cross leg'. Higher ability infants like Ethan were able to respond to the educarer by nodding his head and sit cross leg in front of the educarer. I will also demonstrate 'gentle hands' when using books - I will demonstrate flipping the pages of the books correctly.

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One effective serve-and-return strategy I have been implementing is the use of non-verbal cues. Non-verbal cues, such as visual classroom rules, and pictorial instructions, support children’s understanding when used alongside verbal instruction. Providing such opportunities supports children’s success and confidence, contributing to their sense of agency. I consistently use classroom rules as I observed when taking in new children monthly in playgroup, children are learning to adapt to the new routines and rules such as walking feet, listening ears and cross legs. When using these visual rules consistently paired with verbal instruction, children who are younger show understanding of the rules. For example, the triplets who used to always sit frog-legged have adapted to crossing their legs during activities. Thaddeus as well, is able to verbalise rules when singing songs during transitions. The use of non-verbal cues supports all children, including those with diverse learning and behavioural needs. This serve and return strategy also strongly aligns with My First Skool’s purpose and vision of striving towards bright futures for all.

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Validating emotions has helped in building relationships across different stakeholders, from children to parents and even colleagues. When they feel that someone is aware of how they are feeling, they tend to be open to share more information and I can understand more about them and their thoughts. With better understanding of the stakeholders, I can take appropriate actions to create a safe environment for them to share their feelings and thoughts and work towards a bright future for all.

For example, when a child mentioned that he is scared of dogs, I would first validate that feeling then, ask questions like “Why are you scared of dogs?”, “Did you have bad experiences with dogs?”, “Have a dog done something that might have frightened you in the past?”. When the child replied, I found out that the child was frightened by the loud barking of the dog. Then, I can offer comfort by hugging the child and assuring the child that I can help ease the fear if we met a dog together. I can introduce a dog in other perspectives

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Through our different strategies, the infants are able to grow and learn confidently. for example, with the help of visual cues, the infants are able to anticipate different behaviours, actions and situations. it helps them better understand and manage themselves when doing activities or going through transition. we used visual rules in our classroom setting to help set a consistent environment for the infants engage in. For example, we use gentle hands when handling materials and also interacting with peers so as to help the infants gain awareness. with this the infants are able to anticipate their actions and provide an enviromment they can grow comfortably with trust in their educarer.

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As I reflect on my practices as an educator, I strongly believe that children gain a deeper understanding of language and concepts when learning is made purposeful and meaningful through play with concrete materials.

In one of my lessons on the topic of pets, specifically cats, I introduced the children to concrete materials such as cat food, toys, a bed and a toilet. While some items, like the bed and toilet, were represented with alternatives, a basket and a yellow box, the children were quick to make the connection and recognised these as essential items for caring for a cat. Through this, they not only built vocabulary and knowledge about pet care but also developed the ability to think flexibly and use their imagination, reflecting the value of creativity and adaptability.

The highlight of the lesson was when the children were given the opportunity to set up a home for our in-house cat, Comel, and role-play as cat owners. This activity fostered responsibility and empathy, as they learnt what it means to care for another living being. It also promoted collaboration and respect as the children discussed and negotiated how to arrange the cat’s space together.

By engaging with real-life materials and role-play, the children were able to apply what they learnt in a hands-on and meaningful way. Ultimately, it affirmed my belief that play-based learning, grounded in real-world experiences, is a powerful way to inspire curiosity, instil values, and cultivate confident learners.

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Bright futures

Together working with families, I envision a bright future where every child feels seen, valued, and capable. Using various teaching strategies to conduct lessons that eases the learning process for the child. Outside of the classroom, bright futures begins with family partnerships, building trust and support with our partners through consistent and open communication, sharing about the strengths, strategies and various solutions to help the child further grow. This can be done daily during arrival, dismissal and through emails or phone calls.

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Bright Futures

When we expand children’s language—when we take the time to describe the colours of the leaves, or the way someone might be feeling—we are doing so much more than just talking. We are building their ability to think, to feel, to express, and to connect. These early language experiences are the foundation for a lifetime of communication, understanding, and success.

Through the inquiry projects we’ve explored together—“Why do we have different hair?”, “Why do leaves change colour?”, and “How does water help us?”—I’ve come to understand just how powerful language can be in building bright futures.

When my students began asking, “Why do we have different hair?”, it opened up a beautiful conversation about identity, diversity, and inclusion. It wasn’t just about texture or colour.

In our exploration of “Why do leaves change colour?”, language helped us connect science with wonder. We didn’t just say, “Leaves change during rainy days.” We described it.

When we asked “How does water help us?”, we opened the door to talk about the environment.

Each of these projects reminded me that when we expand children’s language—when we offer descriptive words, thoughtful questions, and space to wonder—we are helping them build essential tools for the future. My students are learning not just to speak, but to speak meaningfully. Not just to listen, but to understand.

Moving forward, I would like to work on the strategies of using checklists to break down complex tasks and encouraging and expanding. I’ve seen that children also need tools to help them organise their thinking and feel successful in taking the next steps.

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我们的愿景：成为幼儿发展的首选合作伙伴，为所有人创造光明的未来。

在幼儿园里，我不仅教孩子知识，还和家长一起合作。孩子在学校学会了如何自己收拾玩具，我会告诉家长，回家也可以给孩子一些简单的小任务，如自已收拾玩具，准备餐具。让他们在不同环境里都能养成好习惯。

还有，当孩子们发生冲突的时候，我会让他们尝试用语言去解决问题，而不是哭或者动手。家长知道后，也能在家用同样的方法，引导孩子表达需求。

这些合作，就是我们愿景的体现：老师、孩子和家长一起努力，把每天的的小进步，变成孩子未来的大成长。

我们的愿景是：为每个孩子和家庭创造美好的未来。

作为老师，我每天都在用小小的行动，让孩子一步步成长。

比如，在游戏里，我会教孩子学会分享玩具，轮流玩，而不是争抢。这样，他们就慢慢学会关心别人。在学习活动中，我鼓励孩子讲一讲自己的作品，让他们有机会大胆表达，也越来越有自信。

我也很重视和家长的配合。比如，我会建议家长在家里多和孩子一起阅读，或者参加亲子活动。这样，孩子在学校和家庭里得到的支持，就能结合在一起。

当孩子和同伴发生冲突时，我不会直接替他们解决，而是一步步引导他们用语言说出自己的想法，学会怎样和平地解决问题。

这些看似简单的小事，其实就是在为孩子和家庭打下坚实的基础。我希望，孩子们在这里得到的爱和支持，能伴随他们走向更美好

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宗旨：在课堂教学中，有注意到多数的孩子对大自然都充满好奇心，会每天在户外活动中增加一些活动，如：探索户外的植物，听听大自然的声音，玩水玩沙等活动，增加幼儿的好奇心。

愿景：对于刚加入的家长，都担心孩子在学校的情况，会增强与家长沟通，会在接送孩子时分享一些孩子的日常行为，在入学2个星期制作孩子的活动视频发送给家长，每个月也会上传一些活动视频让家长更了解孩子在学校的日常，让家长放心的把孩子交给我们。

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I believe that prompting and using visual cues has been helpful in scaffolding children’s’ learning.

When I encourage children to ask questions by using prompting and sentence starters, I am supporting them to think critically and explore ideas more deeply. This connects to our vision of enabling bright futures, as children develop curiosity, confidence and a love for learning that will carry them beyond the classroom. For example, I have visual cards of 5W1H (What, When, Who, Where, Why and How) where children can hold up the visual card while asking a question during Show and Tell or after reading a story book. In my recent Inquiry Project (Why do our teeth fall out?) I used the visual cards to encourage children to ask different kind of questions like:

Why do our teeth fall out?

Where can we go if our teeth fall out?

How can we make sure that our teeth stays healthy?

By valuing their questions it shows children that their voices matter and that they are active participants in their own learning journey.

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Our vision and mission prioritize the children's bright future so what I do in my class is to ensure that my children's needs were met and prioritized. I make sure that I use encouraging words for children to do activities and acknowledge their efforts for trying. I also use visual cues and gestures for them to help them understand further and also providing them enough wait time yo respond so that they can freely express their thoughts and think about what they want to respond. Using all these strategies can help children in building their stepping stones towards a bright future which is also part of our centre's vision and mission.

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Based on our VMC showing the bright future on our children.

I observe and identify infants need in certain areas. For example, Imani is fast in reaching her milestone before she hits her month. I work with her parents to encourage her more in walking to improve on her gross motor.

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关于宗旨：比如在课上和课余时间

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关于宗旨：

比如在课上和课余时间，我尊重每一位幼儿的想法和表达，并尽最大的努力让公平公正地对待服务于每位幼儿。因材施教、以身作则，幼儿从老师的身上也学习到了对需要特别照顾的朋友给与谅解和帮助。

关于愿景：

希望通过每位老师的共同努力，学校的团队凝聚力越来越强大，并且感染到家长们，从而共赢。

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The T&L serve and return strategies have been very helpful in guiding me on how I engage with children of varying abilities in my class. They have reminded me of the importance of being intentional in my interactions, not only by asking questions, but also by listening closely to children’s responses and building upon their ideas to extend learning.

In my lessons, I have made a conscious effort to ask questions regularly, as this helps children develop a better understanding of the topic and encourages them to think critically. I often make use of open-ended questions to allow children to share their thoughts in their own words, instead of restricting them to one-word answers. For example, during our inquiry project on Teeth, I asked:

• How can we take care of our teeth?

• Why do you think it is important to take good care of our teeth?

I observed that while some children were able to share their ideas confidently, others struggled to respond. In these moments, I found it helpful to guide their learning by providing simpler, more guided prompts, such as:

• When do you brush your teeth?

• Why do we need to brush our teeth?

• What happens if we do not brush our teeth?

By starting with simpler questions, I could check their understanding first. Once they showed some understanding, I moved on to more open-ended questions so they could explain their thoughts in more detail. This helped children feel more comfortable and encouraged them to share more.

I also realised that the way I ask questions matters a lot. When I slow down, use simple language, and give children time to think, they are more willing to answer. I also try to connect questions to their daily life, such as what they eat or do at home, because it makes the topic more relatable.

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🌟 1.我坚信在教师与幼儿、家长的互动中，微笑与问候在沟通中拉近彼此关系。我在每天晨检迎接孩子入园的过程中，晨检时我不仅关注询问他们的健康状态，更重视通过一个微笑、一句亲切的问候与家长和幼儿建立情感链接。当孩子们在入园时感受到熟悉、温暖的氛围，他们会更快地适应环境，开启愉快的一天。

在与家长的简短交流中，我也会主动分享孩子们在与我交流时一些积极表现，如“今天他把自己的书包整理好了”“她今天很开心，在去厕所的时候都哼着歌”。这些看似简单的话语，往往能让家长感受到老师的细心与孩子的成长，从而建立起更深入的信任感。我相信，只有真正走进孩子和家庭的生活，我们才能成为他们教育旅程中真正可靠的陪伴者与支持者。

2.我在日常工作中协助主班教师，也会关注和支持幼儿的发展。在主班教师休假时，我会认真代课、根据孩子们的实际状态灵活调整节奏，并在活动后及时记录和反馈每一位孩子的表现。小朋友在做手工时非常专注，或是在游戏中展现出的分享，一起合作玩乐高，分配玩具等等，我都尽量做到及时分享给教师，请班级老师分享给家长，让他们看到孩子成长中的每一步。

通过这些日常细致的观察与交流，我逐渐体会到：幼儿的发展需要成人之间的良好合作。当老师与家长、助教形成合力，彼此尊重与支持，孩子的教育才会形成完整闭环。我用细心与责任感，成为家长和老师之间沟通的桥梁，携手为孩子创造更加温暖、支持、有成长空间的学习环境，真正落实“共创美好未来”的教育愿景。

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宗旨：我们可以让孩子有个玩中学习的环境，

我会依照孩子的喜好来做出他们喜欢的教具，如： 彩色的相框，动物吃什么，和好听的声音活动来促进婴幼儿的语言发展并对华文感兴趣！例如：宇哲对拉丝巾感兴趣，我会为他制作适合他的教具，彩色的相框，他会自己用双手抓着相框，看着老师笑。

愿景：避免家长的担心，我们可以及时反馈孩子的情况，与家长共同促进孩子的成长

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1、宗旨：为每个孩子及其家庭创造美好的未来。

每个孩子都是不同的个体，我相信他们都有自己独特的学习方式，为了幼儿的发展，今年运用了T&L给予与回应的策略：与孩子轮流进行、认可努力、引导、给予等时间、认可并验证情感、提供选择、使用描述性语言、鼓励、扩展、示范、使用非语言提示与手势等，从中可以照顾到每个孩子的学习，我在教学方面同时也运用了差异教学。例如：在学习儿歌《新加坡的美食》之前，针对幼儿对新加坡美食的认识 ，提出了开放式问题，在幼儿回答之前给予等待时候，让幼儿进行思考，想一想、说一说自己平时吃的是什么食物？喜欢哪个种族的食物？等，在回答的过程中以轮流的策略，让每个幼儿都有机会发言。在学习儿歌之前，鼓励幼儿提醒爸爸、妈妈把与家人出去用餐的照片发给教师，并在课堂上与同伴进行分享。在开始学习儿歌的时，幼儿们充满了对学习的兴趣 ，很快就对儿歌朗朗上口。而对于我班的特需孩子，则是把家长帮他自制的四大种族食物图片展示出来，引导并鼓励他说出食物的名称就好，这对他就是一种学习的方法。

2、愿景：首选儿童发展合作伙伴，为所有人创造光明的未来。

我会随时保持与家长的合作，不管任何事情都会及时与家长进行沟通，当孩子没来学校时，会打电话询问孩子的情况，也会及时回复家长的电邮，还会让家长了解幼儿的学习情况，并与家长互相商量、讨论帮助孩子最好的方法。语桐在学习上需要不断的重复才可以把所学的知识记住，于是及时告知家长学习的内容，让家长在家里帮忙语桐复习，经过一段时间的家园合作，达到了不错的学习效果；为了睿彬的学习，每个星期都会与家长更新学校的学习内容，好让家长在家里帮忙他的学习。当睿彬的妈妈告诉我，睿彬在家里经常断断续续的念一首华文儿歌，而妈妈又不知道儿歌内容，所以要求我把儿歌给她时，我告知妈妈，这是一首我自编的课堂纪律儿歌，并答应会给她完整的儿歌内容，于是我把儿歌内容打印出来，过塑后亲手交给了家长，让他们在家里帮忙睿彬学习喜欢的这首儿歌，所有的努力，得到了家长的信任，促进了家园合作。