Question : "Should preschool teachers be wiping bums and noses of their charges?"
Last month, in the midst of our class lesson, a lecturer suggested that preschool teachers should not be wiping bums and noses of their class children, as this part of her duties detracts her from being a more effective early childhood teacher. And it deters preschool teachers from continuing to be in this profession because this is an "unglamorous" part of the job..screwing up her nose as she spoke.
With my jaw on the ground, I said to her,
"In one quick sentence, you have managed to make all of us early childhood teachers resent what we have been doing all these years because you think cleaning bums is beneath us."
Various views were shared and argued, but in yesterday's Forum page, a mother has this to say and it couldn't come at a more opportune time, for us to reflect on:
What makes a great pre-school teacher
I WELCOME the increasing calls to 'professionalise' pre-school teaching by providing better pay and training for teachers.
But I am concerned about the attitude that pre-school teachers should not 'waste' their time on tasks like wiping bottoms and feeding children.
The argument is that these tasks lower the prestige of pre-school teachers and distract them from their more important role of teaching. As a parent of two pre-schoolers, I believe that such an attitude reveals a misunderstanding over the way young children learn.
Educating pre-schoolers cannot be equated to imparting lessons to older children. Pre-school children do not differentiate between an 'educator' and a
'caregiver'. They learn best from adults who are prepared to relate to them in a caring and personal way.
Those who aspire to be pre-school teachers must be prepared to meet the children's developmental needs, whether that involves singing the alphabet song or wiping runny noses.
Pre-school teaching is not just about disseminating information, but also about developing the whole person.
The teacher should not have an attitude that certain tasks are beneath her because of superior education or pay.
With the right attitude, pre-school teachers have a wonderful opportunity to impart life lessons beyond mere book learning. That would make the difference between a well-trained pre-school teacher and a great one.
Boey Shee Lye (Ms)
Thursday, January 22, 2009
Sunday, January 11, 2009
Philip's Music-module song : "Spotlight"
I have been going through the weekend with this song circling in my head like a buzzing bee, as introduced to us by Philip, our Music-module lecturer.It's called "Spotlight" by American Idol finalist, Jennifer Hudson.. enjoy it (with lyrics):
And here's the full 'live' video:
Thursday, January 8, 2009
Open Letter to Minister Dr Vivian Balakrishnan
to: Minister Dr Vivian Balakrishnan
date :Wed, Jan 7, 2009 at 9:46 AM
subject: Childcare Name Needs Serious Makeover to Improve Image
"Childcare" Name Needs Serious Makeover to Improve Image
An Open Letter to Minister Dr Vivian Balakrishnan, from the eyes of a happy preschool child :
"Dear Honourable Minister Sir,
I came to my childcare centre this morning with my Mum, under our usual gloomy monsoon January sky. But I was greeted with a shining wide smile from my Teacher Jen, who took my temperature to ensure that I am healthy, so that I do not accidentally bring the naughty HFMD virus with me into my class and spread it to my friends.
I had a hearty breakfast to start the day, patiently assisted by my teacher, because I am only 3 years old, you see, and I am still struggling to hold my spoon properly. I know my teacher is teaching me self-help skills that will be soimportant to me when I grow up.
In class today, another boy called me a name which I did not like. My teacher asked him politely to say sorry to me and in so doing, helped me build up my self-esteem, which Mum said is very important to me if I want to grow up to be a successful man, and not be bullied.
My teacher then read a wonderful story to me about the tortoise and the hare. It was so funny and I laughed out loud. Silly hare, to be sleeping before crossing the finishing line!
Teacher Jen gave us different colours to mix today and I now know where the orange colour comes from. I love painting and she gave me 3 extra sheets of blank whitepaper today to paint, while she sat on the side watching me. I know she is observing me. Maybe she wants to see how good I am with holding my paint brush so that she can find new things for me to do, scaffold me and in so doing, help me grow even more.
She also showered me today and calmly nudge me to sleep during my nap time. Sleeping is growing, she said.
In the afternoon, my Chinese teacher came to my class and told us another story in Chinese. I can only understand a bit of what she said but I know I will learn Chinese quickly because Teacher Jen said the first step to learning a new language is to listen first. Teacher Jen then brought us to play with blocks. This is my favourite part of the day because I can make a train with my blocks, or even build an aeroplane. I can imagine and dream big, she said.
Soon, it was time to go home, and yes, Mum fetched me,right on cue, as she said she would.
It was another happy day for me at my childcare centre.But wait a minute, why is it called "childcare"? With all the learnings I have gained today, I think all childcare centresshould be changed to "EduCare Centres" to show that I am being educated so well and cared for so lovingly by my Teacher Jen.
Maybe then, my Teacher Jen will not be mistaken as as a nanny anymore. She was my educator today, first and foremost, who also happened to care for me.
Please consider this change of name, Minister Sir, so that everyone in this early childhood education field can get their much overdue recognition. Afterall, am I not the future of this country and isn't the early childhood years crucial to my growth, development and success in my adult life?"
Yours playfully but seriously,
Liu Yi Dao, 3 years and 3 months old.
Reply from the Minister:
Dr Vivian Balakrishnan@mcys
to : glee
cc: NG Mie Ling@mcys
date: Wed, Jan 7, 2009 at 10:11 AM
subject: Re: Childcare Name Needs Serious Makeover to Improve Image
Reply
Dear Mr Lee,
Thank you for the imaginative open letter and the suggestion on chaning the name.We will consult the other stakeholders in this sector. I am also mindful that the term "childcare" was not invented by us, but one that has evolved into common usage.
However, your more important point is that this is really about education rather than just child minding.
Best wishes for a Happy New Year.
date :Wed, Jan 7, 2009 at 9:46 AM
subject: Childcare Name Needs Serious Makeover to Improve Image
"Childcare" Name Needs Serious Makeover to Improve Image
An Open Letter to Minister Dr Vivian Balakrishnan, from the eyes of a happy preschool child :
"Dear Honourable Minister Sir,
I came to my childcare centre this morning with my Mum, under our usual gloomy monsoon January sky. But I was greeted with a shining wide smile from my Teacher Jen, who took my temperature to ensure that I am healthy, so that I do not accidentally bring the naughty HFMD virus with me into my class and spread it to my friends.
I had a hearty breakfast to start the day, patiently assisted by my teacher, because I am only 3 years old, you see, and I am still struggling to hold my spoon properly. I know my teacher is teaching me self-help skills that will be soimportant to me when I grow up.
In class today, another boy called me a name which I did not like. My teacher asked him politely to say sorry to me and in so doing, helped me build up my self-esteem, which Mum said is very important to me if I want to grow up to be a successful man, and not be bullied.
My teacher then read a wonderful story to me about the tortoise and the hare. It was so funny and I laughed out loud. Silly hare, to be sleeping before crossing the finishing line!
Teacher Jen gave us different colours to mix today and I now know where the orange colour comes from. I love painting and she gave me 3 extra sheets of blank whitepaper today to paint, while she sat on the side watching me. I know she is observing me. Maybe she wants to see how good I am with holding my paint brush so that she can find new things for me to do, scaffold me and in so doing, help me grow even more.
She also showered me today and calmly nudge me to sleep during my nap time. Sleeping is growing, she said.
In the afternoon, my Chinese teacher came to my class and told us another story in Chinese. I can only understand a bit of what she said but I know I will learn Chinese quickly because Teacher Jen said the first step to learning a new language is to listen first. Teacher Jen then brought us to play with blocks. This is my favourite part of the day because I can make a train with my blocks, or even build an aeroplane. I can imagine and dream big, she said.
Soon, it was time to go home, and yes, Mum fetched me,right on cue, as she said she would.
It was another happy day for me at my childcare centre.But wait a minute, why is it called "childcare"? With all the learnings I have gained today, I think all childcare centresshould be changed to "EduCare Centres" to show that I am being educated so well and cared for so lovingly by my Teacher Jen.
Maybe then, my Teacher Jen will not be mistaken as as a nanny anymore. She was my educator today, first and foremost, who also happened to care for me.
Please consider this change of name, Minister Sir, so that everyone in this early childhood education field can get their much overdue recognition. Afterall, am I not the future of this country and isn't the early childhood years crucial to my growth, development and success in my adult life?"
Yours playfully but seriously,
Liu Yi Dao, 3 years and 3 months old.
Reply from the Minister:
Dr Vivian Balakrishnan@mcys
to : glee
cc: NG Mie Ling@mcys
date: Wed, Jan 7, 2009 at 10:11 AM
subject: Re: Childcare Name Needs Serious Makeover to Improve Image
Reply
Dear Mr Lee,
Thank you for the imaginative open letter and the suggestion on chaning the name.We will consult the other stakeholders in this sector. I am also mindful that the term "childcare" was not invented by us, but one that has evolved into common usage.
However, your more important point is that this is really about education rather than just child minding.
Best wishes for a Happy New Year.
Wednesday, January 7, 2009
My ECE Assignments : Language Arts
"My ECE Assignment" series is meant to demystify ECE and make it a more pleasurable endeavour for those of us who are willing to commit to it :
(A) Class : N2 Class size: 12
(B) Goals:
1. to teach the children to listen to the 3-letter words of “Boy”, “Man”, “Cow” and
“Axe”.
2. to encourage the children to speak these four words.
3. to have the children read these four words written on the whiteboard.
4. to have the children write these four words on their own piece of paper, together
with a drawing and colouring exercise to round off this learning experience.
(C) Activity Steps to achieve these Goals:
1. The N2 children will be asked to put on their shoes, and prepare to be taken out of the Centre, in an orderly fashion of 2 rows.
2. The class teacher will be bringing along a large canvass mat for the children to sit on.
3. All the children will be seated in front of the Centre’s side-wall painting, under the shelter of a walkway.
4. The class teacher will initiate the beginning of a story-telling session, the story being “Jack and the Beanstalk”. The children will see the character of Jack ‘coming alive’ when the teacher points to the wall-painting. As the teacher talks through the story, both the pictures in the book and on the wall painting will be used to stimulate and capture the interest of the children.
5. When the first run of the story-telling finishes, the teacher will now ask the children to listen and pick out the words “Boy”, “Man”, “Cow” and “Axe” from the second run of the story-telling.
6. This time, as the four words are told as part of the story (and emphasized by the teacher for each word), the teacher will write these words on the whiteboard by her side.
The children will be asked to say aloud these four words, as the teacher points to them, thus enabling speaking and reading.
7. The teacher will then ask 2 boys to stand by his side at the front. The teacher will ask one boy to put on a large man-sized shirt to show he is a man, while the other boy puts on a boy-sized tee-short to show that he is a boy. Laughters and giggles from the children will show their enjoyment of this little activity to help the children remember the word, “Man” and “Boy”. Both the cow and axe pictures will be shown from the storybook.
8. To round out this learning experience, the children will be asked by the teacher to write these four words on their own piece of paper. Each child will be encouraged to draw and colour their favourite part of the story on the bottom half of their paper.
(D) Time:
Total of 40 minutes, comprising :
5 minutes for the children to put on their shoes, and walk to the side-wall area.
20 minutes for the story-telling, writing of the 4 words on the whiteboard and the Man/Boy activity.
10 minutes for the children to write, draw and colour.
5 minutes to gather themselves and return to their classes in the Centre.
(E) Materials :
1. Large canvass mat
2. Portable whiteboard
3. “Jack and the Beanstalk” tall-book.
4. Large man-sized short and boy-sized tee-shirt
5. Blank paper, pencils and colour pencils for each children
(F) Space/Environment :
This learning experience will be held outside the Centre, in front of the side-wall with the “Jack and the Beanstalk” painting. The area is quiet between 10.00am and 11.30am, even though it is part of the common corridor/walkway.
(G) Documentation :
The paper/work sample used by each child will be the basis of the documentation for this learning experience. It will document:
(i) the child’s ability to listen (thus identify) the four chosen words
(ii) the child’s ability to write these four words
Adding to this is the child’s drawing and colouring of his favourite part of the story that he was listening to, which will thus enhance his connection to these four words.
Module : Language Arts
Individual Assignment : Learning Goals of an Integrated Literacy Learning Experience
Integrated Literacy Learning Experience
Individual Assignment : Learning Goals of an Integrated Literacy Learning Experience
Integrated Literacy Learning Experience
(A) Class : N2 Class size: 12
(B) Goals:
1. to teach the children to listen to the 3-letter words of “Boy”, “Man”, “Cow” and
“Axe”.
2. to encourage the children to speak these four words.
3. to have the children read these four words written on the whiteboard.
4. to have the children write these four words on their own piece of paper, together
with a drawing and colouring exercise to round off this learning experience.
(C) Activity Steps to achieve these Goals:
1. The N2 children will be asked to put on their shoes, and prepare to be taken out of the Centre, in an orderly fashion of 2 rows.
2. The class teacher will be bringing along a large canvass mat for the children to sit on.
3. All the children will be seated in front of the Centre’s side-wall painting, under the shelter of a walkway.
4. The class teacher will initiate the beginning of a story-telling session, the story being “Jack and the Beanstalk”. The children will see the character of Jack ‘coming alive’ when the teacher points to the wall-painting. As the teacher talks through the story, both the pictures in the book and on the wall painting will be used to stimulate and capture the interest of the children.
5. When the first run of the story-telling finishes, the teacher will now ask the children to listen and pick out the words “Boy”, “Man”, “Cow” and “Axe” from the second run of the story-telling.
6. This time, as the four words are told as part of the story (and emphasized by the teacher for each word), the teacher will write these words on the whiteboard by her side.
The children will be asked to say aloud these four words, as the teacher points to them, thus enabling speaking and reading.
7. The teacher will then ask 2 boys to stand by his side at the front. The teacher will ask one boy to put on a large man-sized shirt to show he is a man, while the other boy puts on a boy-sized tee-short to show that he is a boy. Laughters and giggles from the children will show their enjoyment of this little activity to help the children remember the word, “Man” and “Boy”. Both the cow and axe pictures will be shown from the storybook.
8. To round out this learning experience, the children will be asked by the teacher to write these four words on their own piece of paper. Each child will be encouraged to draw and colour their favourite part of the story on the bottom half of their paper.
(D) Time:
Total of 40 minutes, comprising :
5 minutes for the children to put on their shoes, and walk to the side-wall area.
20 minutes for the story-telling, writing of the 4 words on the whiteboard and the Man/Boy activity.
10 minutes for the children to write, draw and colour.
5 minutes to gather themselves and return to their classes in the Centre.
(E) Materials :
1. Large canvass mat
2. Portable whiteboard
3. “Jack and the Beanstalk” tall-book.
4. Large man-sized short and boy-sized tee-shirt
5. Blank paper, pencils and colour pencils for each children
(F) Space/Environment :
This learning experience will be held outside the Centre, in front of the side-wall with the “Jack and the Beanstalk” painting. The area is quiet between 10.00am and 11.30am, even though it is part of the common corridor/walkway.
(G) Documentation :
The paper/work sample used by each child will be the basis of the documentation for this learning experience. It will document:
(i) the child’s ability to listen (thus identify) the four chosen words
(ii) the child’s ability to write these four words
Adding to this is the child’s drawing and colouring of his favourite part of the story that he was listening to, which will thus enhance his connection to these four words.
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