ST Forum
Dec 3, 2010
Kindergarten teacher's caring ways
MY HEARTFELT thanks to Miss Serena Tan for her genuine interest in and love for the teaching profession.
Miss Tan was the form teacher of my daughter Megan Chew during her kindergarten 2 programme in Bethesda Kindergarten (Ang Mo Kio) this year.
Miss Tan displayed a high level of dedication and consistency in getting pupils to listen, see, think and do more, while instilling confidence and reinforcing concepts she taught during lessons and outside the classroom.
Earlier this year, when I raised concerns about Megan's academic and social development, Miss Tan listened to them with an open mind and was fervent in resolving the concerns through a positive and constructive approach.
She has left a positive impression on my daughter to an extent where Megan would constantly talk about activities and lessons that have enriched her learning experience.
Sarene Seet (Madam)
Friday, December 3, 2010
Friday, September 17, 2010
Target kids : "Speaking Good English"
ST Forum
Home > ST Forum > Story
Sep 10, 2010
SPEAKING GOOD ENGLISH
Target kids and service sector
I READ with much interest about the Speak Good English Movement's effort to improve the use of the language ('Getting it right - from the start'; Sept1). The campaign this year has chosen the most appropriate tagline - 'Get It Right' - to motivate Singaporeans to use good English at all times.
For one to speak good English with proper diction and grammar, one has to be trained from a young age, like from preschool. I urge the authorities to employ good English-speaking teachers for the young, so they can hear good spoken English from the start.
During my primary school days, oral English was part of our English lessons. It was during this period that we put into practice our reading and conversation skills. Sad to say, I do not see this being done in many primary schools today. That may be one reason why some of our children grow up speaking 'broken English'.
People in the service sector should be the ones to be targeted next - be it a small retail shop or a large outlet in one of the shopping centres. Many a time, we come across sales personnel who do not understand what their customers want. It is most frustrating having to repeat your request more than once.
Parents, too, should play a part in correcting their children and helping to speak the language well so that it is understood by all. In a family where one or both parents do not speak English, the older siblings could help correct the younger ones.
I was heartened to note that the Institute of Technical Education (ITE) College Central will be helping the movement by creating a guidebook for those working with preschoolers. Preschool is where the wrong usage starts, so once we get it right there, more than half the job is done.
I remember passing by a preschool in an HDB housing estate one day - I was shocked to hear a teacher giving instructions in improper English at the top of her voice. Preschool teachers should be trained well so they can properly nurture our young ones.
Fatmah Haji Mohamed Salim (Ms)
Home > ST Forum > Story
Sep 10, 2010
SPEAKING GOOD ENGLISH
Target kids and service sector
I READ with much interest about the Speak Good English Movement's effort to improve the use of the language ('Getting it right - from the start'; Sept1). The campaign this year has chosen the most appropriate tagline - 'Get It Right' - to motivate Singaporeans to use good English at all times.
For one to speak good English with proper diction and grammar, one has to be trained from a young age, like from preschool. I urge the authorities to employ good English-speaking teachers for the young, so they can hear good spoken English from the start.
During my primary school days, oral English was part of our English lessons. It was during this period that we put into practice our reading and conversation skills. Sad to say, I do not see this being done in many primary schools today. That may be one reason why some of our children grow up speaking 'broken English'.
People in the service sector should be the ones to be targeted next - be it a small retail shop or a large outlet in one of the shopping centres. Many a time, we come across sales personnel who do not understand what their customers want. It is most frustrating having to repeat your request more than once.
Parents, too, should play a part in correcting their children and helping to speak the language well so that it is understood by all. In a family where one or both parents do not speak English, the older siblings could help correct the younger ones.
I was heartened to note that the Institute of Technical Education (ITE) College Central will be helping the movement by creating a guidebook for those working with preschoolers. Preschool is where the wrong usage starts, so once we get it right there, more than half the job is done.
I remember passing by a preschool in an HDB housing estate one day - I was shocked to hear a teacher giving instructions in improper English at the top of her voice. Preschool teachers should be trained well so they can properly nurture our young ones.
Fatmah Haji Mohamed Salim (Ms)
Wednesday, August 4, 2010
Keep Teachers from Harm's Way..
ST Forum
Home > ST Forum > Story
Aug 3, 2010
Take stern action to keep teachers from harm's way
I READ last Friday's report ('Girl, 14, allegedly kicks her teacher') with a mixture of anguish and anger.
The secondary student in question allegedly harmed her English language teacher three times in one day - stomping on her foot, kicking her twice in the abdomen and then hitting her on the head. However, the punishment she received was surprising for an alleged offence as serious as assault - after she apologised to her teacher, she was 'given time off from school to reflect on her actions and assigned schoolwork to be completed at home'.
I write this letter to express my deep concern for today's teachers. The abused teacher suffered physical and emotional pain, and humiliation before an entire class. Obviously, teachers are not sufficiently protected from harm at the hands of students.
An employee who attacks his employer or colleague could be punished with dismissal from work. One might argue that the girl should be forgiven on account of her age; but to condone is not to forgive. What values are we imparting to students if we signal that the severity of the punishment does not match that of the offence?
If the penalty is too light, more students would be emboldened to commit similar acts. The accused already had a record of being rude to teachers and violent in school. No teacher should be exposed to such danger.
Teachers are made to take on many roles today, but being an outlet for a student's anger should never be one of them.
In a culture which expects teachers to devote themselves to caring for their students, guiding them and helping them to do well academically, let us also ensure that measures are in place to protect the teachers.
Wong Heng Tong
Home > ST Forum > Story
Aug 3, 2010
Take stern action to keep teachers from harm's way
I READ last Friday's report ('Girl, 14, allegedly kicks her teacher') with a mixture of anguish and anger.
The secondary student in question allegedly harmed her English language teacher three times in one day - stomping on her foot, kicking her twice in the abdomen and then hitting her on the head. However, the punishment she received was surprising for an alleged offence as serious as assault - after she apologised to her teacher, she was 'given time off from school to reflect on her actions and assigned schoolwork to be completed at home'.
I write this letter to express my deep concern for today's teachers. The abused teacher suffered physical and emotional pain, and humiliation before an entire class. Obviously, teachers are not sufficiently protected from harm at the hands of students.
An employee who attacks his employer or colleague could be punished with dismissal from work. One might argue that the girl should be forgiven on account of her age; but to condone is not to forgive. What values are we imparting to students if we signal that the severity of the punishment does not match that of the offence?
If the penalty is too light, more students would be emboldened to commit similar acts. The accused already had a record of being rude to teachers and violent in school. No teacher should be exposed to such danger.
Teachers are made to take on many roles today, but being an outlet for a student's anger should never be one of them.
In a culture which expects teachers to devote themselves to caring for their students, guiding them and helping them to do well academically, let us also ensure that measures are in place to protect the teachers.
Wong Heng Tong
Monday, May 17, 2010
ST Forum : Life of a Teacher..
May 15, 2010
Work-life balance? Here's one day in the life of a teacher
I AM often told how the Ministry of Education is easing teachers' workload, but I see little evidence of it.
My husband has been teaching in a neighbourhood school for several years. Despite the mantra of work-life balance, I see little of it in the lives of teachers. Here is a typical weekday routine for my husband:
•5am: Wake up and prepare for school.
•6am: Leave for school.
•7am: Arrive at school and perform morning duty (in a sense, 'guard duty').
•7.30am to 1pm: Regular teaching duties (including extra games for students who need more exercise during recess, which is part of the Holistic Health Framework that replaced the Trim and Fit scheme).
•1 pm to 1.30pm: Prepare for remedial lessons.
•1.30pm to 3.30pm: Conduct remedial lessons (my husband's school believes that to improve students' results, remedial lessons must be conducted daily).
•3.30pm to 5.30pm: Be present for the co-curricular activities he is in charge of.
•5.30pm to 6.30pm: Administrative work like keying in remarks on students for the mid-term report book).
•6.30pm to 6.45pm: Pack 36 books and piles of worksheets to take home and mark.
•6.45pm to 7.45pm: Travel home.
•7.45pm to 8.30pm: Eat dinner and rest.
•8.30pm to 1am: Continue with administrative work, such as marking books and worksheets, reviewing examination papers, and preparing programmes for the June school camp and Youth Olympic Games activities.
Weekends are hardly restful. I often ask him if the endless work is because he is singled out. That is not so, he tells me. His colleagues face the same punishing workload.
As I am writing this letter at 10am, my husband has developed a fever. But he is unable to seek medical attention as there is an oral examination in the afternoon.
I understand there is a need to be accountable to students' parents. But in this case, who is answerable to a teacher's family if anything happens to the teacher?
Aishah Quek (Ms)
Work-life balance? Here's one day in the life of a teacher
I AM often told how the Ministry of Education is easing teachers' workload, but I see little evidence of it.
My husband has been teaching in a neighbourhood school for several years. Despite the mantra of work-life balance, I see little of it in the lives of teachers. Here is a typical weekday routine for my husband:
•5am: Wake up and prepare for school.
•6am: Leave for school.
•7am: Arrive at school and perform morning duty (in a sense, 'guard duty').
•7.30am to 1pm: Regular teaching duties (including extra games for students who need more exercise during recess, which is part of the Holistic Health Framework that replaced the Trim and Fit scheme).
•1 pm to 1.30pm: Prepare for remedial lessons.
•1.30pm to 3.30pm: Conduct remedial lessons (my husband's school believes that to improve students' results, remedial lessons must be conducted daily).
•3.30pm to 5.30pm: Be present for the co-curricular activities he is in charge of.
•5.30pm to 6.30pm: Administrative work like keying in remarks on students for the mid-term report book).
•6.30pm to 6.45pm: Pack 36 books and piles of worksheets to take home and mark.
•6.45pm to 7.45pm: Travel home.
•7.45pm to 8.30pm: Eat dinner and rest.
•8.30pm to 1am: Continue with administrative work, such as marking books and worksheets, reviewing examination papers, and preparing programmes for the June school camp and Youth Olympic Games activities.
Weekends are hardly restful. I often ask him if the endless work is because he is singled out. That is not so, he tells me. His colleagues face the same punishing workload.
As I am writing this letter at 10am, my husband has developed a fever. But he is unable to seek medical attention as there is an oral examination in the afternoon.
I understand there is a need to be accountable to students' parents. But in this case, who is answerable to a teacher's family if anything happens to the teacher?
Aishah Quek (Ms)
ST Forum: Burning at will by preschool staff
May 14, 2010
Burning at will by preschool staff
I LIVE at Block 241, Jurong East Street 24. On the ground floor is a day-care centre and preschool. And just nearby are recycling bins as well as a pit to burn paper.
Yet, on Wednesday, I saw two staff members of the preschool burning what looked like old textbooks, handbooks and reams of paper.
I suggested to them that it would be better to recycle. But one of them replied that the papers were confidential in nature.
I approached the school and suggested the same to a teacher who was there. She promised that she would inform her colleagues to 'keep it in mind the next time'.
These teachers are supposed to be educating the young. Is it not hypocritical for them to teach the children about recycling when they don't practise what they preach?
Narrizan Khalil (Ms)
Burning at will by preschool staff
I LIVE at Block 241, Jurong East Street 24. On the ground floor is a day-care centre and preschool. And just nearby are recycling bins as well as a pit to burn paper.
Yet, on Wednesday, I saw two staff members of the preschool burning what looked like old textbooks, handbooks and reams of paper.
I suggested to them that it would be better to recycle. But one of them replied that the papers were confidential in nature.
I approached the school and suggested the same to a teacher who was there. She promised that she would inform her colleagues to 'keep it in mind the next time'.
These teachers are supposed to be educating the young. Is it not hypocritical for them to teach the children about recycling when they don't practise what they preach?
Narrizan Khalil (Ms)
Wednesday, April 28, 2010
Children with Autism - A Path to Work Life
Apr 28, 2010
CHILDREN WITH AUTISM
A Path to work life
Pathlight School's $34m campus has a store, cafe and industrial kitchen to expose them to work
By Leow Si Wan, ST
FROM 41 students just six years ago, enrolment at Pathlight School has jumped to more than 500.
A child may need to wait up to two years for a place, depending on his needs and the availability of a suitable class.
With demand for places growing, the school has turned its attention towards better preparing students for employment. Yesterday, it unveiled several initiatives at the official opening of its new $34 million campus in Ang Mo Kio.
One of these is a retail store that will showcase students' products, provide them with a source of income and expose them to a work culture.
Among the other facilities are an industrial kitchen and an expanded cafe, where its students can work. The kitchen is a training centre for students pursuing the Institute of Technical Education-approved certificate in baking.
Among the other facilities are an industrial kitchen and an expanded cafe, where its students can work. The kitchen is a training centre for students pursuing the Institute of Technical Education-approved certificate in baking. -- ST PHOTO: JOYCE FANG
CHILDREN WITH AUTISM
A Path to work life
Pathlight School's $34m campus has a store, cafe and industrial kitchen to expose them to work
By Leow Si Wan, ST
FROM 41 students just six years ago, enrolment at Pathlight School has jumped to more than 500.
The school, which caters to children with autism, a developmental disorder, has a waiting list, and receives more than 200 applications a year.
A child may need to wait up to two years for a place, depending on his needs and the availability of a suitable class.
With demand for places growing, the school has turned its attention towards better preparing students for employment. Yesterday, it unveiled several initiatives at the official opening of its new $34 million campus in Ang Mo Kio.
One of these is a retail store that will showcase students' products, provide them with a source of income and expose them to a work culture.
Among the other facilities are an industrial kitchen and an expanded cafe, where its students can work. The kitchen is a training centre for students pursuing the Institute of Technical Education-approved certificate in baking.
Among the other facilities are an industrial kitchen and an expanded cafe, where its students can work. The kitchen is a training centre for students pursuing the Institute of Technical Education-approved certificate in baking. -- ST PHOTO: JOYCE FANG
Note: Refer to earlier posting on Autism and Q&A with Pathlight President, Denise Phua:
Monday, April 12, 2010
Preschool Math lessons..
Can your children learn from these online-youtube math lessons?
I think they are pretty cool, especially if your preschool has access to the Net. I can easily see the children fronting these lessons with their headphones on, all lessons being bite-size versions.
Also, they can be quite useful for us to frame our own lesson plans for your class children. Check out these "Addition" and "Subtraction" lessons, and you will see what I mean:
Basic Addition lesson:
Basic Subtraction lesson:
Friday, March 26, 2010
The $26,000 mistake.. (and replies from Ministry, SEED)
This experience by an early childhood education aspirant shows the need to take on a course (any course) with your eyes open, and ask all questions, even silly ones, until you are satisfied that the course and the institute delivering it are exactly what you seek, in building your career. But as can be seen from the replies, all's not lost..
Mar 20, 2010
NO PRESCHOOL JOB AFTER MASTER'S
The $26,000 mistake
NO PRESCHOOL JOB AFTER MASTER'S
The $26,000 mistake
When I asked about career prospects, I was told by RTRC that graduates of this master's programme were qualified to be curriculum specialists and the programme was popular among preschools here. The cost of the programme was $26,000 without GST. With this information, and the notion of a possible career in early childhood education, I applied for the programme and was admitted.
However, after paying $26,000 and completing the two-year part-time master's programme with distinction, I was told by all preschools that I am not qualified to be a preschool teacher, let alone a curriculum specialist, or hold any management role in a preschool setting. This is because I do not have the basic teaching qualifications such as a certificate or diploma in early childhood education.
On further check, I found out from the Ministry of Community Development, Youth and Sports' (MCYS) childcare division that it would recognise the Master of Science (Early Childhood) qualification conferred by Wheelock College only at the diploma level and only after I fulfilled supervised practical modules of diploma programmes run by approved training agencies.
I also found out from MCYS that it does not recognise the Master of Science (Early Childhood) conferred by Wheelock College as a qualification to teach or supervise in preschools here. To work as a preschool teacher, I must pay additional fees and complete the diploma course.
I hope Seed Institute and MCYS can address the following:
•Why did RTRC offer a master's programme that is not even recognised at diploma level by MCYS?
•During my registration, why did RTRC lead prospective students like me - and especially those seeking a career change to early childhood education - into an expensive master's programme instead of introducing the fundamental certificate and diploma courses accredited for the preschool teaching profession?
•Why did MCYS and other government agencies not intervene to prevent such costly mistakes?
•Why are the additional requirements for graduates with a master's in early childhood education not highlighted in the training route for preschool teaching?
Madeleine Chang (Ms)
**********************************************
Mar 26, 2010
Preschool teachers need practical training
I REFER to the letter by Ms Madeleine Chang last Saturday, 'The $26,000 mistake'.
Early childhood teachers require a Diploma in Early Childhood Care and Education-Teaching (DECCE-T) and at least five GCE O-level credits including a B4 grade (or better) in English Language.
Tertiary-level early childhood qualifications which demonstrate that a candidate has undergone relevant practical training and acquired appropriate academic content are also acceptable. Teaching children requires both theoretical knowledge and practical skills. This information is available at www.childcarelink.gov.sg.
The Master of Science (Early Childhood Education) conferred jointly by Wheelock College and Seed Institute provides important academic grounding for those wishing to further their career in the early childhood sector as trainers and curriculum specialists. This course, however, does not provide a 300-hour practicum module, as most candidates already have basic qualifications in early childhood education. The practicum module ensures that would-be teachers are able to translate academic knowledge into practice in an early childhood setting.
To be a qualified preschool teacher, Ms Chang need not undergo the full DECCE-T course. She would only need to pass the practicum module.
We thank Ms Chang for her feedback and wish her well in her career in early childhood education.
Eugene Leong
Director, Child Care Division
Ministry of Community Development, Youth and Sports
===========================================
Mar 26, 2010
Seed Institute helping aspiring educator
I THANK Ms Madeleine Chang ('The $26,000 mistake'; last Saturday) for the opportunity to clarify on the value and intent of our master's programme.
The Wheelock College-Seed Institute Master of Science (Early Childhood Education) is an academic qualification that equips professionals, including those from other fields, with a strategic understanding of the industry.
To date, the course is into its sixth intake. We have seen a mix of students with prior early childhood education experience and qualifications, as well as those who do not have that but meet the academic entry requirements.
Our graduates have since been employed as curriculum specialists, trainers, business managers and franchise owners.
Our master's programme enables educators, industry professionals and mid-career professionals to better understand and develop young children and industry requirements.
Graduates who are keen to practise as a preschool teacher after the course can take an additional practicum module to be recognised as a qualified teacher. Briefing sessions are held before the start of our courses to help students understand the programme and how it can support their career aspirations in the industry.
We have contacted Ms Chang and are discussing with her how best we can support her in a career as an early childhood education professional.
Ho Yin Fong (Ms)
Academic Director
Seed Institute
Seed Institute helping aspiring educator
I THANK Ms Madeleine Chang ('The $26,000 mistake'; last Saturday) for the opportunity to clarify on the value and intent of our master's programme.
The Wheelock College-Seed Institute Master of Science (Early Childhood Education) is an academic qualification that equips professionals, including those from other fields, with a strategic understanding of the industry.
To date, the course is into its sixth intake. We have seen a mix of students with prior early childhood education experience and qualifications, as well as those who do not have that but meet the academic entry requirements.
Our graduates have since been employed as curriculum specialists, trainers, business managers and franchise owners.
Our master's programme enables educators, industry professionals and mid-career professionals to better understand and develop young children and industry requirements.
Graduates who are keen to practise as a preschool teacher after the course can take an additional practicum module to be recognised as a qualified teacher. Briefing sessions are held before the start of our courses to help students understand the programme and how it can support their career aspirations in the industry.
We have contacted Ms Chang and are discussing with her how best we can support her in a career as an early childhood education professional.
Ho Yin Fong (Ms)
Academic Director
Seed Institute
Monday, March 8, 2010
My ECE Assignments : Tracking my ECE Course Grades - Part 2..
To round off this topic of grades from my ECE course assignments, here's the final modules grades, which will again give you a good sense of the results you can expect for these assignments:ECE Course: Specialist Diploma in Preschool Education (SDPE)
Results : DPT modules
11. Language Arts for Young Children : B+
12. Science for Young Children : B+
13. Math for Young Children : B+
14. Creative Arts : Arts B+
and Music : A
15. Children’s Play : B
16. Educational Psychology : A
17. Integrated DAP : A
18. Practicum #2 : A+
12. Science for Young Children : B+
13. Math for Young Children : B+
14. Creative Arts : Arts B+
and Music : A
15. Children’s Play : B
16. Educational Psychology : A
17. Integrated DAP : A
18. Practicum #2 : A+
Results : DPL Modules
4. Supervision in the Use and Organisation of EC Resources : A
5. Leadership Studies : B
6. Practicum #3 : A
5. Leadership Studies : B
6. Practicum #3 : A
Refer to earlier posting for Part1 of the ECE modules grades (click below):
Saturday, February 6, 2010
GLEE -yes, that TV series..
Watching this new TV series, "Glee", one cannot help but be reminded by the "Creative Arts" module that was delivered by our erstwhile lecturer during our ECE course. 
Which lecturer was this?
Well, let's see if you can relate to this and figure out who we mean (from the first 2 episodes)..
http://www.youtube.com/watch?v=EoRarLC2298&feature=related
http://www.youtube.com/watch?v=p_mZiV69a3w&feature=related
This TV series brings memories of not just our ECE lessons from the past but also the children's concerts of the more recent. Try to catch one episode (StarWorld, CH18), and see if it rubs off on you in a similar manner? Who knows? You may end up with some new ideas for your next music&movement lesson, or even your next year-end concert for your own preschool..
Which lecturer was this?
Well, let's see if you can relate to this and figure out who we mean (from the first 2 episodes)..
http://www.youtube.com/watch?v=EoRarLC2298&feature=related
http://www.youtube.com/watch?v=p_mZiV69a3w&feature=related
This TV series brings memories of not just our ECE lessons from the past but also the children's concerts of the more recent. Try to catch one episode (StarWorld, CH18), and see if it rubs off on you in a similar manner? Who knows? You may end up with some new ideas for your next music&movement lesson, or even your next year-end concert for your own preschool..
Monday, January 25, 2010
Education Ministry resists calls to nationalise preschool education
By Hoe Yeen Nie, Channel NewsAsia 11 January 2010 2220 hrs
SINGAPORE: The Ministry of Education said it has no plans to nationalise preschool education. Responding to MP Josephine Teo in Parliament on Monday, Education Minister Dr Ng Eng Hen said such a move could lead to conformity and thus be counter-productive to the child's development.
SINGAPORE: The Ministry of Education said it has no plans to nationalise preschool education. Responding to MP Josephine Teo in Parliament on Monday, Education Minister Dr Ng Eng Hen said such a move could lead to conformity and thus be counter-productive to the child's development.
During a child's preschool years, teachers and parents agree that building social skills and confidence should get priority. But opinions differ on how this should be done.
Some parents said preschools should be brought into the public education system. Genevieve Loke, a parent said: "I think so. So that parents are guaranteed of the minimum standards offered by kindergartens and childcare." But opponents said this may not work in the best interests of the child, especially if this means having standardised assessments.
Patricia Koh, founder-director, Pat’s Schoolhouse, said: "If you start very early to teach children what the answers are in order for them to pass the exams or to be assessed, that's going to be very sad."
Education Minister Dr Ng Eng Hen said: "A nationalised pre-school sector would tend towards conformity which is not ideal. It would deprive parents the ability to choose from a variety of early childhood care and education models and operators that best fit the needs of their child."
The debate over nationalising the preschool sector is a long-standing one. Supporters feel that doing so will lower fees for parents and ensure some form of continuity when the child enters Primary One.
However, the Education Ministry said that such a move may lead to an over-emphasis on academic results and could in the long-run, dampen the child's interest in learning. So the ministry's position is to set broad guidelines and support the diverse options currently available. Dr Ng said: "Once you nationalise it, there is always a tendency to compare one kindergarten with the other, go to the extreme of asking us to rank kindergartens and how they perform and to then compare what teachers are, and that's that tendency."
“Our focus is one, to raise the teacher quality and to set general guidelines, broad parameters on the desired outcomes of education to avoid this issue of trying to make children ready."
Preschool fees can range from S$100 to S$1,500 a month. And asked by Bishan-Toa Payoh GRC MP Josephine Teo on whether fees could be made as affordable as primary school fees, Dr Ng said his ministry provides grants to low- and middle-income families to help them pay for preschool education. Financial assistance is also given out by MCYS to help families with their children's childcare fees. - CNA/vm
See previous postings on same topic:
Thursday, January 7, 2010
ChildAid 2009 Rocks!
With a cast of over 200 talented kids starting at 8 years of age, this ChildAid 2009 brought the house down with their performances!
Angelic voices, worldclass piano recitals, excellent renditions of Fame,
the list continues..
But when the 7 drummers started "chatting" amongst themselves, everyone was fingers-snapping and feet-stomping, bringing the new Resorts World Festive Theatre roof down..they were pure magic!
With such talents amongst our young, you get that warm sensation of "Yeah, our Singapore youth is in fine shape!" And all this, to support a worthy charitable cause, to boot. Outstanding.
I would gladly recommend all early childhood professionals to witness these mightily talented kids in our midst. You will not be disappointed, charitable cause aside.
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