Teachers

Islander - Ms Kylie

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. 

Islander - Ms Pan Ming He

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。

Islander - Ms Joscelin

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.

Islander - Ms Zeng Hanyu

曾韩玉(Zeng Hanyu),来自中国,拥有新苗师范学院的大专文凭及新跃大学的华文教育学士学位,在学前教育有超过10年的教学经验。她现任Islander的华文课程协调员,并获颁2020年杰出学前母语教师奖。

她相信:幼儿是有能力的学习者,他们通过不同的方法建构知识,并用一百种语言表达自己。而作为一名华文教师,既要倾听幼儿的声音,与他们建立良好的关系,鼓励他们探索世界,也要不断反思,探索华文教学的新途径。

Islander - Ms Hannah Yong

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.

Islander - Ms He Nan

何楠老师毕业于学前教育专业,同时拥有湖北大学教育系本科学历,曾在中国湖北大学附属幼儿园任职。为了加强自身业务能力,何楠老师相继取得了“中国舞蹈家协会教师资格证”和“蒙特梭利教师资格证”。在中国拥有三年主题方案和两年蒙特梭利教学经验,为了开拓学前教育视野,她开始关注国外教育理念,于2016年前往新加坡。在经历了2年多华文教学工作后,2018年底加入伊顿教育集团,并在2020年华语儿歌创作表演比赛中荣获“三等奖”。

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。

Islander - Ms Idah

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.

Islander - Ms Huang

黄嘉碧从中国来到新加坡,出于对幼儿教育的热爱,在Champion Mindset教育学院完成了幼儿教育大专学历。在读书期间,同时在新加坡一所幼儿园兼职老师,学习与实践同步进行,研究与实践了很多主题教学经验。她毕业后加入了伊顿集团,开始研究并实践瑞吉欧探究式教学方法。几年来,通过不断的学习、实践,发现探究学习是尊重幼儿成长的一种教育方式。爱和尊重是贯穿教育始终的,对幼儿的自然发展表示尊重,为他们的发展提供适宜的精神与物质环境。她还非常认同环境是幼儿的第一位老师,环境可以引起幼儿好奇心,引导他们思考而自主进行探究和学习,从而培养学习的兴趣。她还经常以故事书和歌曲等形式激发幼儿对华文的兴趣,引导幼儿用不同的方式来表达自己的想法、感受。

Islander - Ms Yu Bin

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.

Islander - Ms He Rui

出于对幼儿的喜爱,何睿老师在陕西省西安文理学院完成了学前教育本科学历,在读书期间分别在两所西安市的省级示范园实习约四个月,在这里何睿对幼儿教育事业有了更深层次的认识。

毕业之后,她怀着满腔热血来到新加坡开始了全新的教育旅程,在双语教学的环境下,通过主题教学为第一所幼儿园的幼儿在华语方面打下了坚实的基础,深受家长喜爱。 同时,何睿也更加强烈的感受到了幼儿强大的表现力和创造力,并不断为他们创造机会发挥个人才能;在这期间,她根据幼儿的学习能力和经验不断改进教学方法,主张尊重幼儿,以幼儿为学习的主导来推进学习活动,取得不错的效果。

四年之后,何睿有幸加入伊顿集团,成为Islander的一分子,开始研究并实践瑞吉欧探究式教学方法,在这里,打开了她教育事业的另一重天空,通过各种方式的探索她不断发现探究式教育在幼儿身上反射出的光芒,感受到每位幼儿都是有能力的个体,他们有“一百种语言”来表达自己。随着时间的变化她的教育理念也逐渐完善,她会聆听每一位幼儿的倾诉和需求,充分尊重幼儿,在生活和学习方面都把幼儿当作独立的个体对待,观察幼儿的兴趣然后加以引导,采用不同的方式让幼儿更好的表达自己;在此基础上,她也会向幼儿介绍部分中国历史文化故事和汉字等,激发幼儿学习华语的兴趣。

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.

Islander - Ms Xu Liping

徐莉萍老师在中国上海完成了五年的学前教育专业之后,带着自己对教学活动的热忱来到了新加坡,成为一名学前教育工作者。

在长期从事教育工作的过程中,徐老师研究包括了主题教学法、方案教学法等教学方式。在最近几年的教学中,徐老师将重点放在瑞吉欧教学理念的探究活动中,通过学习、尝试、总结等方法积累了一套经验。她强调孩子自主性的学习,充分重视儿童的兴趣,并加以引导。也认同孩子们具有巨大的潜能和求知欲,拥有天生的艺术才能。教育的目标不是单独传授知识信息或复制思想,而是促进幼儿思考;知识可以有多种表现形式,应鼓励幼儿用“一百种语言”来表达他们的计划、想法和理解,绘画、音乐、雕塑等皆可。

同时作为一名华文教师,徐老师也致力于向孩子们介绍华文知识和传统的华人文化,并激发孩子对学习、使用华语的兴趣。

Islander - Ms Anna

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.

Islander - Ms Sarah

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.

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