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3 Rs- Aisha, Yu Han, Aletheia, Nicole, Jaslyn

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3 Rs- Aisha, Yu Han, Aletheia, Nicole, Jaslyn

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Respect:
- by maintaining eye contact
- reassuring by touch

Respond:
- think of how you would usually talk to adults or older children in order to treat the younger children the same way
- being available for the child when the child needs you

Reciprocate:
- when the child coos, or smiles or gestures to you, we should acknowledge their actions and return the gesture

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Play as Curriculum Aaliyah, Gwen, Hui Xin, Vitus

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Play as Curriculum Aaliyah, Gwen, Hui Xin, Vitus

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2.2
Daily unstructured free play & present materials of a variety of properties such as shape, colour, size and texture.
Example: provide a large variety of materials that reflect children’s developing skills and abilities
Allow children the freedom to explore, create and discover without predetermined rules or guidelines

2.4
Provide plenty of opportunities to explore the natural environment
Example: provide the children with regular outdoor experiences such as daily walks around the neighbourhood

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HOLISTIC EXPERIENCES - Amalia, Gwendelyn, Atiqah, Fadila, Athirah

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HOLISTIC EXPERIENCES - Amalia, Gwendelyn, Atiqah, Fadila, Athirah

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•  Limitless Possibilities:

Provide time and resources for imaginative or pretend play
eg. Through giving them dramatic learning aids such as puppets, cooking resources

• Work Those Muscles:

Provide opportunities for different types of fine and gross motor activities
eg. Giving them tummy time/ crawl to work on their gross motor/ outdoor; threading beads/ turning pages for fine motor

• Love for Language:

Provide rich language experiences daily through stories, rhymes, chants, songs, finger and puppet plays, picture talk and conversations
eg. Singing nursery/ piggy bag songs during transition

• Numeracy Everywhere:

Provide a variety of settings, opportunities and materials for children to develop a better understanding of basic numeracy concepts at their own pace
eg. putting a bigger cup over a small cup; "you are putting a big cup over a small cup"

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1. Primary Caregiver
- staff to child ratio is low so that educators can provide infant/toddlers with familiarity and predictability so that they feel safer
2. Continuity of care
- educators should focus on the same group of children for as long as they can as children are familiar with them and it will be difficult for children to build a relationship with a new educator suddenly
- supportive and stable learning environment
3. Consistency of care
- care should be consistent through school and at home to provide children with a sense of safety and predictability to prevent outbursts