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.
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。
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.
Meet Hannah Yong, the class teacher of Nursery 1 with a Bachelor of Science Degree with Psychology major and a Master’s Degree specialized in Early Childhood Education from the University of Melbourne. She has two years of international work experiences in the early childhood industry.
Hannah firmly believes that establishing collaborative relationships with families will maximize children’s learning outcomes.
In line with the Reggio Emilia-inspired approach that inspires EtonHouse’s teaching pedagogy, she believes that through providing children with aesthetic and stimulating learning environments, children will be intrinsically motivated to actively explore and learn.
“The Hundred Languages of Children” of the Reggio Emilia approach has played an important role in shaping Hannah’s teaching pedagogy as she believes that children express their ideas, understanding and artistic expressions in different ways and each way has its value and meaning behind it.
Delighted to work with children, Hannah is committed to provide children a safe and secure learning setting for them to thrive socially, emotionally, socially and academically.
她认为儿童是有能力的个体，教师应该为儿童提供适合的环境，发挥儿童的自主性，解放儿童天性，这与瑞吉欧教育理念不谋而合。她将音乐律动融入到幼儿生活中，提供不同材料和环境，利用不同的探究方式，激发幼儿对“一百种语言”的表达。“Stay hungry，stay foolish“是她的座右铭，为了提高自身专业性，何楠老师选择继续攻读学前教育学士学位，让我们一起期待她在接下来的教学生涯中能够学有所成。
Idah is born and breed in Singapore and has obtained her diploma in Early Childhood Education from a local institution, Ngee Ann Polytechnic. Growing up in a multi-cultural country naturally builds up her understanding and respect on the cultural differences, just like many other Singaporeans.
In line with the Reggio Emilia approach, she personally believes that teaching should be based on children’s needs and interests to make learning enriching and meaningful for them. As a facilitator of children’s learning, while building on the children’s interests and needs, she would ensure that learning experiences are developmentally appropriate and within the children’s zone of proximal development. This includes planning for the types of help offered to a child in sequence, instilling positive dispositions towards learning, encouraging a child to develop flexibility towards previously-formed stereotypes and to engage in collaborative learning.
She strives to be a good role model for the children under her care as research has proven that one of the ways that children learn is through modelling. While encouraging children to interact and play with each other lovingly and respectfully, She strongly believes that she too, has to be a positive role model, be it interaction with the children, fellow colleagues or the families that she works with.
Pursuing her studies in early childhood education came naturally to Yu Bin. Her strong passion in this field carried her through her education at Wheelock College, where she obtained her Bachelor of Science in Early Childhood Education. Following her degree, Yu Bin had the opportunity to work in a Reggio-inspired Preschool, before joining the EtonHouse family in 2018, up till today.
Yu Bin’s beliefs as an educator are heavily influenced by the values and principles of the Reggio Emilia approach. She views herself as a collaborator or co-constructor in children’s learning and discoveries. She believes that children are curious, competent and expressive individuals, who are actively seeking to make meaning and deepen their understanding of the world around them. She aspires to support children’s journey to discovering their individual passion and interest, unleashing their creative potential, and appreciating the true joy of learning.
Xin Rong comes from Singapore and obtained her degree in Early Childhood Education from Singapore Institute of Technology – Wheelock College. The collaboration between the two universities allowed her to learn from professionals in both Boston and Singapore. After learning about the Reggio Emilia approach in her diploma programme, Xin Rong was deeply inspired and appreciated the close working relationship between home, school, and community. Xin Rong strongly believes that every child has the right to learn, play, be happy, safe, loved, respected, and valued. Xin Rong’s working experience consists of working in local pre-schools that are inspired by Reggio Emilia.
Xin Rong is deeply passionate about literacy. She believes that every child has a story to share, and visual arts is an essential way to express oneself without inhibitions. She believes that every child is resilient, creative, and capable of constructing their own knowledge. Xin Rong feels that an environment should be intentionally planned and set up to support children’s learning and development to encourage their learning and development.
Xin Rong is inspired to create meaningful projects that children are interested in while weaving in lifelong skills and knowledge. Through her interactions with children, she is intentional in making sure that children are mindful, and demonstrate kindness to themselves, others, and the environment. Xin Rong is thankful for the opportunities to work and learn alongside children, families, and educators from diverse backgrounds and cultures.
Growing up, Anna has had several teachers whose guidance, patience and attitude towards teaching motivated her to become a pre-school teacher.
During her Diploma in Early Childhood Education, she was selected to participate in overseas study trips involving Vietnam and Taiwan. This exposure to the early childhood setting abroad convicted her to make a difference in the local setting. Her passion in the industry is further affirmed as a recipient of the Early Childhood Development Agency Training Award.
Basing her beliefs and teaching practices on the Reggio Emilia Approach, she views children as researchers, enquirers and co-constructors of their own knowledge. She takes the role of respectful and sensitive listener and observer of children’s unique voices. Knowing that the environment is the third teacher, she values the importance of intentional and purposeful materials provided to nurture the learning and development of children.
She desires to build strong, close relations with children and their parents to cultivate resilient, compassionate and inquisitive members of society.
Born a child of mixed race in Singapore, Sarah grew up with an appreciation for multicultural families.
Her language experiences with her grandparents and of learning Mandarin as a second language led her to major in Linguistics at Nanyang Technological University. Studying the stages of language acquisition evoked her curiosity about how language and other areas of development are connected. This spurred her to pursue the Professional Diploma in Early Childhood Care and Education at the National Institute of Early Childhood Development (City Campus) (formerly SEED Institute).
Sarah believes that each child is unique in their experience and perspective of the world. She aspires to support children in pursuing their interests, finding joy in learning, and growing confidence in themselves.