Teachers

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 10 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 Islander, as I embrace the principles of curiosity, creativity, and collaboration, the Reggio Emilia approach resonates deeply with my pedagogical values. I recognize 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.

李老师来自马来西亚，在新加坡学前教育领域拥有多年的经验，目前在Islander担任华文老师。

她相信每个儿童都是一个独立的个体，拥有自己的想法和无限的创造力，而教师的工作是激发和引导儿童培养出自己的潜能。此外，为儿童探索知识的过程中，给予他们一个安全和舒适的环境是非常重要的，与儿童建立信任，相互尊重、倾听彼此和共同成长是在学习旅途上最宝贵的经验。

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.

Growing up, I have always known I wanted to pursue a career around young children. My volunteering experience as a tutor for kindergarten and primary school children helped me discover my passion for teaching, which led me to pursue a Diploma in Early Childhood Development and Education at Ngee Ann Polytechnic. During my time at Ngee Ann, I was given the opportunity to learn through my yearly work attachments at different preschools, and gain experience in working with children. Through my internship experience, I have seen how children are creative and unique in their own ways, and wish to create a learning environment which treasures creativity and diversity.

I strongly believe that children strive in an environment filled with exploration and play, and wish to make learning experiences fun and enjoyable. Children are innately curious and I believe in the Reggio Emilia Approach that views educators to be a collaborator and guide for children to become constructors of their own learning. I believe that learning should be child-centered, and wish to create an environment where children are unafraid to ask questions and explore. I aspire to be a positive role model for children to be confident learners, to help them realise their potential.

刘茜毕业于东北师范大学人文学院学前教育专业，本科学士学位。曾取得蒙台梭利教学资格证书及奥尔夫音乐教学法资格证书。在校期间对瑞吉欧教育法其独特的儿童观产生浓厚兴趣。

儿童有权利，并且应该有机会去发展自己的潜力。孩子们是“知识的传播者”，是知识的积极构造者。

任教5年以来一直秉持着幼儿教师在教育过程中是幼儿学习活动的支持者、合作者、引导者。

坚信每个孩子都是有着个人特色的独立发展个体，他们用不同的方式表达自己，而我们所需要的就是带着倾听和鼓励，为幼儿提供发展环境与空间去探索世界。

Joscelin is from Singapore and dreamt to be a teacher since she was at the age of 6. Her experience in the kindergarten inspired her to be an educator who promotes curiosity and fun in the children’s exploration while respecting each child’s uniqueness.

With this, Joscelin pursued her Diploma in Child Psychology and Early Education to help her understand more about the behaviour of children and settled in with the Early Teaching Track. She did her internship with Islander Preschool and started feeling attached to the Reggio Emilia Approach, where it is child-centred and self-guided. Joscelin believes that children should be loved, respected by providing opportunities for children to be understood and their voices to be heard. Joscelin loves how the Reggio Emilia Philosophy views the environment as the third teacher which allows children to be provided with numerous opportunities to discover and experiment independently. 

Joscelin believes in children being capable of constructing their own knowledge and overcoming challenges through authentic experiences. She takes up the role to support children in their discoveries and to help them be confident of themselves.

Joscelin aims for good relationship and collaboration between herself and parents to understand children’s interest and bring out the potential in each child.

我来自中国，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，热爱孩子是我最好的本质，幼儿教育是我最大的热情，我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。

邢润萍来自中国，拥有中国学前教育专科文凭，2018年来到新加坡，至今为止在新加坡本地幼儿园已有五年以上华语教学经验。在工作之余为了继续提升自身专业性，2020年在新加坡新跃大学修读汉语言学士学位。于2021年9月加入伊顿教育集团。

她认为：每个幼儿都是对世界充满好奇的、大胆的、勇于创新的！作为一名教育工作者，要理解每个幼儿都是独一无二的，尊重幼儿的个体性，倾听幼儿不同的声音，并与他们建立友好的师生关系，激发他们探索世界的兴趣，同时还要时刻保持着终身学习的心态，与幼儿在探索过程中一起成长，共同努力！

Ms. Kelly boasts an impressive background spanning nearly 8 years (as of 2023) 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, Ms. 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 modeling behaviors 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, Ms. Kelly extends her educational ethos to champion children as resilient, resourceful, and brimming with innate wisdom. By harmonizing 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 Ms. Kelly’s values, propelling her to inspire young minds to communicate through mediums such as art, music, and writing.

With eager anticipation, Ms. 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.

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。我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，我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。

Kylie is from Kuala Lumpur, Malaysia. Being an early childhood educator is what she is passionate about since young. She pursued her tertiary education and obtained a Bachelor of Early Childhood Education from the University of Southern Queensland.

As she grew in her profession, she noticed that every child is unique and believes that in providing freedom and self-discovery in learning, she is able to bring out the uniqueness in each individual. 

Self-discovery learning allows children to develop curiosity and inquiry skills. When children are given the freedom to learn through hands-on learning, they will explore things that are significant and relevant to their interest and related to real-life experiences. 

Providing a positive and conducive environment where the children feel welcome as it develops a sense of belonging and security is vital too. Learning becomes more fascinating as well as meaningful for them when they feel safe in the environment. Bonds and relationships become an organic outcome of a safe environment. 

In line with Reggio Emilia’s philosophy which places much focus on the Image of Child, she sees children as young people who are competent, curious, and communicative and should be respected. She strongly upholds her belief in mutual respect between a child and an adult. Children’s interests and voices should be noticed and heard and responded to in a respectful manner.  Kylie believes that we should see children as competent communicators (both verbal and non-verbal); and hence, providing space for different ways of communication and building knowledge is a value upon which she measures her success as an educator. 

毕业于学期教育专业，在学前教育有9年的教学经验。

锦枝认为：华语源于生活，源于文化传承。让幼儿发现华语的“美”，汉字、诗歌、故事、戏曲、手工艺等，都承载着传统文化和价值观。教育不是灌输，而是点燃火焰。以幼儿为中心和建构主义的教育学，让幼儿在关系驱动的环境中通过自我导向和体验学习。幼儿是积极的学习者，不拘一格的教学方式，因材施教，能够让他们保持对华文华语的兴趣，为未来的需要奠定基础。

三十年前来自中国，在新加坡加入幼教十二年。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）。