Educators

Since my earliest memories, the idea of becoming a teacher has held a special place in my heart. Even as a child, I found myself drawn to the role of imparting knowledge and igniting the flames of curiosity in others. The magic of watching a teacher captivate a classroom full of excited learners and seeing their growth, as time went on, fascinated me.

Choosing to become a preschool teacher is my heartfelt decision to become a catalyst for positive change in the lives of young children. Thus, I embarked on my educator’s journey by first pursuing a Diploma in Early Childhood Education at Ngee Ann Polytechnic. The experience widened my views about the profession and made me realize that teaching is not just about conveying facts, but about providing each and every child the opportunity for early education and instilling them with the love for learning. I then chose to pursue my Bachelor of Science in Early Childhood Educational Studies and Leadership at Wheelock College because of my unwavering belief in the transformative power of a strong foundation.

Now, with a over 12 years of dedicated service and experience as an educator, in preschools, special needs programs and specialized enrichment programs, I embody a wealth of knowledge and a profound commitment to nurturing young minds. My journey has been marked by a passion for creating engaging learning environments that foster growth, curiosity, and creativity. Through years of hands-on experience, I’ve honed my ability to connect with each child on a personal level, recognizing their unique strengths, needs and true potentials.

Here at Pre-School by the Beach, as I embrace the principles of curiosity, creativity, and collaboration, the Reggio Emilia approach resonates deeply with my pedagogical values. I recognise each child as a capable and active participant in their own learning journey and view the environment as a third teacher while carefully designing engaging and inspiring spaces that invite exploration and spark imagination. Guided by the philosophy, I will continue to strive to cultivate a dynamic learning community where children are empowered to express themselves, construct knowledge, and develop a lifelong passion for learning.

Jessie is an impassioned early childhood educator with a lifelong dream of shaping young minds and fostering a love for learning. From the early days of her youth, teaching beckoned her at a preschool catalysed the journey into the realm of early childhood education.

Fuelling Jessie’s passion even further was a burgeoning interest in addressing the diverse needs of children. This curiosity propelled her toward a Bachelor’s degree in Early Childhood with Psychology, at the Singapore University of Social Science. Armed with this comprehensive knowledge, she embarked on a mission to not only comprehend child development but also to unravel the intricate tapestry of human psychology, enhancing her ability to connect with and understand each child on a profound level.

In Islander, the Reggio Emilia principles come to life as children engage in open-ended inquiries, fostering their innate curiosity and encouraging them to explore their interests. Jessie will act as a guide and collaborator in this process, recognising the importance of co-construction – a dynamic interplay between educators, children, and the environment. Through carefully designed provocations and projects, she wants to create an environment that encourages children to express themselves, promoting the development of their unique voices and identities. By incorporating elements of their own interests and experiences into the learning process, children not only gain knowledge but also build a deep sense of self-awareness and confidence.

The concept of “sense of belonging” is a cornerstone of Jessie’s teaching approach. By fostering a community where every child’s ideas are valued and respected, children develop a strong sense of connection to their peers, educators, and the environment. Through collaborative projects, group discussions, and shared experiences, she ensures that each child feels seen, heard, and understood.

With a fervent dedication to unlocking the potential within each child, Jessie looks forward to building strong partnerships with parents and fostering an environment where every child can flourish as a unique individual.

I believe that a child’s uniqueness and specialness is an integral part of who they are. The early years of a child’s life are important for the development of their individual identities, potentials, and values. In my role as a teacher in the early childhood field, I hope to facilitate the learning process by providing meaningful experiences and opportunities.

As a believer in the Reggio Emilia approach, it is important for children to be active constructors of their own knowledge. They have ‘100 languages’ to express themselves and make sense of the world around them. Additionally, I believe that the Reggio Emilia Approach is consistent with my belief that the environment serves as a ‘third teacher’ that allows children to discover and explore their interests independently. 

At present, I have a bachelor’s degree in Early Childhood from Monash University and five years of experience in the Early Childhood Industry. These experiences have equipped me with the knowledge, skills, and abilities necessary for ensuring children’s learning is of the highest quality. Learning is a life-long journey, and I look forward to learning from families with diverse cultural experiences.

As an early childhood educator with 6 years of experience, I find great joy in supporting young children through their key stages of growth. Watching each child develop in their own unique way continually reminds me of the meaningful role educators play. I believe teaching is a reciprocal journey, one where children and teachers learn from one another through shared experiences and discoveries.

I hold a Bachelor’s in Early Childhood Education from Monash University, which has equipped me with a strong understanding of child development, pedagogy, and practical teaching strategies. This foundation guides me in creating engaging, responsive, and developmentally appropriate learning environments. 

Inspired by the Reggio Emilia Approach, I view children as capable, curious learners. I strive to offer open-ended materials, hands-on experiences, and opportunities for self-expression that honour their voices, support their social-emotional well-being, and nurture a genuine love for learning.

Kelly boasts an impressive background spanning nearly 10 years (as of 2025) in the Early Childhood industry. Commencing her journey as an assistant teacher, she diligently ascended the ranks to ultimately assume the role of Vice Principal. It was in this elevated capacity that her true passion and expertise found a canvas as she fostered the development of her fellow educators. Her profound conviction in the potential of children as the architects of the world’s future drew her to the industry, with an unwavering belief that the infusion of compassion and warmth is paramount.

As an educator, Kelly’s philosophy rests upon a foundation of guidance, support, illumination, and exposure. It’s her firm belief that the vital skills requisite for thriving and self-preservation in today’s complex society must be cultivated from an early age. While academic prowess holds its significance, she upholds that the acquisition of life skills is equally indispensable. A proponent of the principle that children most effectively learn through emulation, she places emphasis on modelling behaviours that fortify both confidence and curiosity. This tandem empowerment bolsters their readiness to engage novel challenges and fuels the inherent inquisitiveness driving autonomous exploration.

Grounded in the tenets of the Reggio Emilia approach, Kelly extends her educational ethos to champion children as resilient, resourceful, and brimming with innate wisdom. By harmonising this philosophy, she nurtures an environment wherein each child’s preexisting knowledge is celebrated and seamlessly woven into their understanding of the world. The approach’s reverence for diverse forms of expression resonates deeply with Kelly’s values, propelling her to inspire young minds to communicate through mediums such as art, music, and writing.

With eager anticipation, Kelly embarks on this enriching voyage, eagerly looking ahead to unravel the intricacies of each child’s unique linguistic realm. Her dedication to fostering an atmosphere of growth, exploration, and self-expression unveils a chapter brimming with promise and opportunity.

With 24 years of dedicated experience in the Early Childhood sector, Sangeetha Periasamy is a passionate and committed educator who has consistently demonstrated her love for nurturing and guiding young learners. Throughout her career, she has worked closely with families and children, ensuring that every child under her care receives enriching, meaningful, and developmentally appropriate learning experiences.

Sangeetha’s natural warmth and deep respect for children are evident in the way she interacts with them, gently scaffolding their learning, supporting their growth and celebrating their individual progress. Her belief that children thrive when they are given opportunities to imagine, explore and express themselves freely forms the foundation of her teaching approach. She strives to cultivate curious, confident and well-rounded learners by creating a safe, stimulating and inclusive environment for every child.

Academically, Sangeetha holds a Diploma in Leadership in Early Childhood Education as well as a Bachelor’s degree in Guidance and Counselling and Childhood Studies, equipping her with strong pedagogical knowledge and the leadership skills needed to mentor others in the profession. Guided by her philosophy that educators play a pivotal role in shaping young minds, she is committed to giving her best as both a teacher and mentor.

With four enriching years of experience in the early childhood education industry, I bring a deep passion for nurturing young minds and fostering a love for learning.

I hold a Diploma in Child Psychology and Early Education, laying a solid foundation for understanding the developmental needs of children. Currently, I am pursuing my degree, eager to expand my knowledge and skills to better serve our students and families.

My educational philosophy revolves around the belief that every child is unique and deserving of individualised attention and support. I firmly believe in the power of play as a primary mode of learning and strive to strike a balance between planned activities and child-led exploration.

Incorporating principles from Reggio Emilia, I am passionate about creating a nurturing environment where children are encouraged to express themselves creatively and think critically. Through hands-on experiences and open-ended exploration, I aim to ignite their curiosity and foster a lifelong love for learning.

As an educator, I am committed to continuous growth and professional development. I recognise the importance of staying updated with the latest and best practices in early childhood education to provide the highest quality of care and education for our students.

Lastly, I firmly believe that the collaboration between parents and educators is paramount in nurturing the growth and development of children. By working hand in hand with parents, I can create a supportive environment that extends beyond the walls of the classroom, fostering a strong bond between home and school. This partnership allows to align our efforts, share insights, and collectively address the unique needs and interests of each child.

With 17 years of experience in the early childhood education industry, I have had the privilege of working across both local and international pre-school settings, each enriching my understanding of how young children learn and grow.

I hold a Bachelor of Arts in Early Childhood Studies (Hons) from Middlesex University and a Postgraduate Diploma in Special Education from the College of Allied Educators. This combination of qualifications has deepened my appreciation for the diverse ways children develop and equipped me with the knowledge to support each child’s unique learning journey.

What continues to draw me to this field is the sheer fascination of watching children make sense of the world around them. Seeing them form connections and build upon prior knowledge is a privilege I do not take for granted. Over the years, I have learnt that slowing down and allowing the child to teach me has been my greatest lesson. Rather than teaching what we want children to learn, I believe in teaching the way the child learns, meeting them where they are and guiding them in ways they truly understand.

My teaching philosophy centres on nurturing children to think for themselves rather than telling them what to think. This approach opens up a world of possibilities and self-discovery, rather than limiting what children can achieve. I firmly believe that every child has potential, and as we nurture them, they thrive. By providing consistent opportunities to practise and progress at their own pace, we honour the truth that childhood is not a race.

The Reggio Emilia approach resonates deeply with my values as an educator. I embrace the concept of the 100 languages of children, recognising the many ways they express themselves and make meaning. I view the environment as a third teacher—a space thoughtfully designed to inspire curiosity and exploration. Through co-construction, I see myself as a partner in children’s learning, building knowledge alongside them rather than simply imparting it.

I look forward to walking alongside each child on their learning journey, nurturing their growth and celebrating the unique individuals they are becoming.

我是沈佳恩,2019年毕业于新加坡义安理工学院中文系的幼教专业。拥有五年的幼教及补习的教学经验，我非常了解孩子学习华文的发展历程。我相信这些经验有助于我更好的策划教学。

我认为幼儿都是富有潜能的独立个体，而教师是个引导他们，探索世界的引导者。我坚信幼儿作为主动的学习者定能在我的引导下安全、快乐地建构对于世界的认识与成长。

我希望能在EtonHouse Pre-School by the Beach 继续培养幼儿学习华文的兴趣，使他们被这美妙的语言熏陶。

期待与各位家长携手合作，共同见证孩子们的成长！

薏竹老师来自台湾，拥有教育学学士学位，并在新加坡从事幼儿教育已有八年。她相信孩子是有能力的学习者，每个人都有自己的节奏与方式。因此，在课室里，她习惯以观察与倾听作为教学的开始，让孩子的兴趣与提问成为学习的方向。她也喜欢运用自然材料与开放式活动，陪着孩子一起探索、一起对话，让他们在安心、自在的环境中表达自己。

薏竹老师重视与家长的合作，因为家与学校都是孩子成长的重要力量。她期待透过真诚的交流，一起看见孩子的好奇与进步，也希望能在 EtonHouse Pre-School by the Beach 温柔地陪伴您的孩子，在日常的大小时刻中支持他们自信而稳稳地成长。

老师如果孩子是花儿，老师就是阳光！身为一位老师我感到很骄傲。也很荣幸在十年前到今天能在这个行业中一直坚持着自己的初心。明贺老师分别在中国和新加坡取得了专业的教师院校的学前教育学历和相关专业的资历。 更加系统的学习了学前教育心理学、课堂教学、环境创设等专业学科。新加坡特殊的双语环境，她又继续进修了国际汉语教学的课程学习。

在实际工作中积累丰富的教学经验，学前的每个年龄段我都积极地去尝试，抱着学习的心态去摸索和创新。学前工作的特殊性常常是保育相结合。为孩子们创设安全、快乐的环境是作为专业老师的一项重要原则。也是自己一直保持的基本准则。

保持耐心和热情的工作态度。用欣赏的眼光看待每个孩子。以尊重、公平的方式和孩子们沟通。为孩子的思维成长，价值观念、行为习惯。在我的课堂上，利用自己的优势和技能以及经验，为孩子分别从感官、体能、智能、语言情绪、社会交往能力（sensory 、Motor、Intellectual、Linguistic、Emotional、social skill ）几大方面给他们快乐轻松的学习环境和语言环境。

毕业于学前教育专业，拥有十一年教学经验，现于 EtonHouse 任教三年。在多元文化的国际环境中，锦枝老师致力于为来自不同国家背景的幼儿提供高质量的华语与文化学习体验。

她相信华语源于生活，也承载着文化传承。汉字的形意之美、诗歌与故事的韵味，以及传统手工艺的文化象征，都是幼儿理解语言的关键载体。她希望孩子以自然、愉悦的方式接触华语，并从中建立兴趣与理解。

秉持“教育不是灌输，而是点燃火焰”的理念，她坚持以幼儿为中心，结合建构主义方法，营造支持性与体验式的学习环境。通过真实情境、项目探究、角色扮演、生活化对话与跨文化节庆体验，我鼓励幼儿主动建构语言意义。

面对不同文化与语言背景的儿童，锦枝老师注重因材施教，关注每位幼儿的学习节奏与兴趣，以多模态教学方式让华语学习既有深度，又富有文化魅力。 

她的目标是帮助幼儿在温暖、有意义的学习中建立语言自信，理解文化价值，并成长为具有好奇心与跨文化理解力的学习者。期待在伊顿与孩子们一起探索与成长。

丽春老师来自中国，毕业于新加坡新跃社科大学，本科学历，拥有对外汉语言学士学位、幼儿保育与教育大专学历。投身幼儿教育行业已有八年时间，热爱孩子是她最好的本质，幼儿教育是我最大的热情，她想和孩子们一起探索未知的奇妙的世界，也向世界的孩子们展现美丽和博大精深的华文文化。

润萍老师来自中国，于2018年来到新加坡，已有七年以上的新加坡本地幼儿园华文教学经验，并取得了新加坡新跃大学（SUSS）汉语言文学本科学历。多年来，她始终坚持以幼儿为中心的教育理念，在日常互动中细致观察孩子们的兴趣、情绪与表达节奏，以温和、尊重与支持的方式陪伴他们在语言与生活中成长。

她相信，每一位幼儿都是独特而宝贵的生命个体——带着天生的好奇、勇气与创造力。作为教育工作者，她更愿意做一个倾听者与引导者，理解他们的视角，回应他们的想法，与他们建立真诚而友善的关系，让学习在轻松与信任中自然发生。

润萍老师也不断提醒自己保持敏感度与好奇心，在与孩子们的探索中持续反思、精进，始终以一名终身学习者的姿态成长。教育于她而言，不只是教授语言，更是用语言点亮孩子的思想，陪他们看见更大的世界、更多的可能性。

由于热爱，所以她选择了从事学前教育。在陪伴幼儿成长的同时我发现了更真实的自己，并获得了更多的快乐，感恩每个小天使让我的生活更丰富多彩。

Miao Yi老师在中国拿到硕士与学士学位的同时也在教育一线工作了三年。来到新加坡以后又进一步修读了针对性更强幼儿心理学，儿童教育与保育等课程。在慢慢充实自己的同时力求给予幼儿最科学最有爱心的陪伴。

每一个孩子都是独一无二的，总有一天，他们会走出自己的路。 《地球上的星星》 

Every single child is unique, and some day they will walk  on a road of their very own. (Taare Zameen Par) 

孩子就像夜空中闪闪发光的小星星，然而即使是星星也有 闪耀的，也有静默，可他们都是独一无二的，就像我们要 尊重每一颗星星一样，我们也要平等地对待每一个孩子。 天上有多少星星，地上就有多少孩子。每个孩子都是独一 无二的，上帝都赋予了他们特殊的才能，作为教育工作者， 我 们 能 做 的 就 是 陪 伴 在 他 们 身 边 适 当 地 引 导 他 们 。

明雪老师于1993年来自中国，在新加坡加入幼教已有15年。作为幼儿老师，不仅要做好蜡烛照亮幼儿，更要不断充电，积极进取。在工作中不断积累经验，在培训中学习更多新的教学技巧。

同行之间互相鼓励相互学习，交换心德，耐心解决各种挑战。相信幼儿是有能力的，给与相应的学习机会，让他们用一百种语言来表现自己。（目前我已转换为助理老师，主要是协助有需要的老师，减轻她们的需求，以便她们能更专心的教学）。

本人有十五年的幼教经验，我认为一名幼儿教育者不仅要有爱心、耐心、责任心、还要有信心！教师要具备引导能力，在幼儿的人生中身肩多重角色、一视同仁，并帮助他们全方面的发展，栽培幼儿优良品格和积极好奇的学习心态，增强幼儿的基本学习基础。

2025年，我担任助理老师的一职，还是一样不忘初心，为的是更能照顾幼儿多元化的学习需要，同时更是与时俱进，在个人的专业领域中持续成长。

Wani is treasured by our pre-school learners on campus and she has been with us at Sentosa for eight years. Wani warmly joined us from EtonHouse Thomson and has helped many children build a love for health, fitness and movement across the years! Wani is based here full time and plays a vital role in enriching the physical education experiences the pre-school children have with us across the day and week on campus. This will look like informal physical play experiences and games for the Pre-Nursery and Nursery 1 classes during their usual scheduled outdoor time (enhancing the possibilities of outdoor learning) and small group inquiry exploration into their body movements and abilities.

Wani will then engage with more complex interactive physical experiences for the Nursery 2 and Kindergarten classes during planned times (cooperative games, building mastery with equipment, sporting games, emergent sports play and building awareness of self as a healthy active being). You will find Wani included in your class schedule information to further understand how she works with classes at Sentosa.

Wani graduated from the University of Wolverhampton with a Bachelor of Arts in Sports Management. She began her sports teaching career with children as an interactive golf teacher for a sports school. As Wani also had a passion for soccer, she expanded her teaching portfolio via the Singapore Soccer Academy and subsequent soccer academies as a part-time coach. Wani embraced this experience as an invaluable opportunity to promote a sporting lifestyle to younger children and built a range of strategies to engage young children in physical experiences.

Wani believes physical education moves beyond developing gross and fine motor competencies. She strongly feels physical education builds children’s self esteem along with social and life skills that complement our inquiry-based curriculum. Wani thoroughly enjoys our inquiry-based learning concept; she believes in responding to children’s ideas and offers many physical encounters to engage children according to their interests and skill levels during Physical Education.