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What do I like? An intrinsically motivated learner, who takes pride in her efforts. “I did this. I can spell leg, I just think of the word then I can spell”.

Why? Nyla used to be hesitant to segment and blend words. She used to say “I cannot spell”. Lately she has shown interest and makes the effort to sound letters and spell CVC words independently.

What did we do to achieve that? Used words to motivate her and her peers who are early emergent readers. .“You can do it”, “You just need to focus and sound the words”. Competent readers would read the vowel sounds and high frequency words to the rest of the class

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Image that we like:

1. The documentation board shows the traces of learning of the children and the inquiry cycle.

2. It is visible, detailed and easy to read through. From the children's perspectives, they are able observe and view their pictures from the documentation board. They can make connections and reflect on their learning journey throughout the terms.

3. We observed their learning, prompted questions and took pictures of them interacting with the materials.

Image that we hope to change:

1. Too much blank spaces

2. Incomplete

3. We will complete it as soon as possible. We will make a border to divide the current issues board into two parts: mandarin and english

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This pic shows the child , Chern Ai is good initiative and willingness to build relationship to interact with peer that needs extra help.

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1. What do we not like: Hesitant, Elliott usually does not enjoy participating in dance/performance activities which requires him to perform in front of his peers. He is usually given an alternative to ensure he is included.

2. Why: He misses out on the opportunities to learn, build confidence and have fun with his friends.

3. Opportunities to change the image: We hope to continue to include him in experiences and encourage him to participate. Hopefully one day he will join his friends and overcome his fears.

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1. Imaginative and creative to portray their image of child as a competent learns.

2. The children were confident in expressing by creating own unique face with loose parts and painting.

3. Encouraged them to identify their face parts by looking at the mirror. Provide materials to represent feelings through art experience.

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1) The work is not finished and they did not work it seriously and the process of cooperation.

2) They could have done better in terms of understanding what is long and what is short instead of wanting to complete the task and not showing cooperation.

3) a) Ask children about the activity and their ideas to enhance their participation and the location of the activity.

b) By changing activities that require sitting instead we change it by giving more movements, which also enhance the fun in the activities.

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An image of a Child that we hope to change is that children will just messy up the learning corners.

It hinders the children’s learning and whole experience at the learning corner.

Opportunities to change this image:

We will set the rules at beginning of the year.

We will guide them how to explore in it and remind them of 3Rs

If children spoilt something in the learning spaces, we provide logical consequences - fix it and clean it.

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We like this picture because Marchelle was crying and Dylan was helping her to wipe her face. He took care of his friend. Prior to that teachers guide them by facilitating Dylan to use gentle hand. As previously Dylan bit her as she was crying non stop. After reminding Dylan, he felt bad and took the tissue to wipe her face.

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We like this picture that shows that children learn through exploration of their environment. To achieve this, teachers prompted the children with questions like “What can we do on sand?”, “Do you think we can write on the sand?”, “What can we use to write or draw on it?.