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)
Showing posts with label MCYS and News Articles. Show all posts
Showing posts with label MCYS and News Articles. Show all posts
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)
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, 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, October 29, 2009
PCF adjusts salary ranges
Sep 13, 2009 
PCF aims to recruit talent 10 min-->
Biggest kindergarten operator adjusts salary ranges to match market rates, By Mavis Toh, ST
Teachers with a basic degree start off with at least $2,100, while the monthly pay of diploma holders will range from $1,300 to $2,720. -- ST PHOTO: ASHLEIGH SIM
SINGAPORE'S largest kindergarten operator has come up with a package to align its staff's pay with market rates. This will help recruit and retain talent as the PAP Community Foundation (PCF) expands in the next five years.
Deputy Prime Minister and Defence Minister Teo Chee Hean said this on Saturday at the official opening of PCF Punggol East Sparkletots Infant & Child Care Centre.
PCF, which now runs 250 kindergartens and 33 childcare centres islandwide, recently completed a salary harmonisation exercise to ensure that salary ranges are in line with the market's.
A kindergarten principal with an early childhood education degree will get a monthly salary of between $2,300 and $4,375, depending on experience, ability and performance.
Teachers with a basic degree start off with at least $2,100, while the monthly pay of diploma holders will range from $1,300 to $2,720. Childcare teaching staff too will receive up to $300 more, to reflect the more demanding work.
Mr Teo said: 'There are many childcare centres. We want to make sure we follow the market, so that we can attract good quality teachers and childcare minders to provide good quality education.'
The industry has been plagued by low pay, making it difficult to retain staff.Mr Teo has assured parents that fees for PCF centres will remain affordable. For instance, its childcare centres - which cater to children aged two months to six years old - now charge a median fee of about $450 monthly.
In the next five years, PCF will open another 40 childcare centres. All new centres will be in the heartland to provide services from infant care to childcare and even student care. This is in line with the Ministry of Community Development, Youth and Sports' plan to add 200 new childcare centres in the next five years to meet the rising demand.
Besides boosting numbers, PCF will review its curriculum to provide substantial content and innovative teaching methods. Some kindergartens will even implement innovations like integrating the use of Lego toys into the curriculum.
Ms Teng Siew King, 29, quit her accounting job last month to work in a childcare centre. She took a 40 per cent pay cut. 'I really want to work with children. I'm glad that the childcare industry is getting more recognition,' she said.
Read the full story in Sunday's edition of The Straits Times
(Thanks to Pragash for bringing this info to us)
Wednesday, October 21, 2009
Legislate Preschools..Are You Kidding?
Email from George Lee 
Happy weekend!
to Josephine Teo - Centric/YDU/SISEU
cc Vivian Balakrishnan, Ng Eng Hen
date Sat, Oct 17, 2009 at 6:34 AM
cc Vivian Balakrishnan, Ng Eng Hen
date Sat, Oct 17, 2009 at 6:34 AM
subject Legislate preschooling..Are you kidding?
Dear Mrs Teo,
A quick note to thank you for putting some sense into the argument of legislating preschooling, in the recent article in The Straits Times (dtd 10 Oct '09).
If every community issue which shows a 2.5% deviation from the population (in this case, 1 child out of 40 not receiving preschooling) is met with a solution that involves legislation, our Parliament will be rife with issues of all and sundry.
The so-called expert group may have confused the need to sharpen the arrowhead, ie 1 unified body for preschools, with the wood, and thus dragged in the lowering of compulsory school age and putting preschools under the government as the cure-all prescription for some of the preschool ills.
Together with Mrs Ng Gim Choo of EtonHouse espousing the need for children to be children (at 2 to 6 years of age) before the rigours of formal education kicks in, you have shown the need to not get caught up with the symptoms but to get to the "root cause".
I therefore thank you for lending your wisdom in that important article on preschooling, as the Chairman of the Education GPC.
regards,
George Lee (early childhood educator and parent)
Reply from Josephine Teo - Centric/YDU/SISEU
to George Lee
cc Vivian Balakrishnan, Ng Eng Hen
date Sat, Oct 17, 2009 at 7:31 AM
cc Vivian Balakrishnan, Ng Eng Hen
date Sat, Oct 17, 2009 at 7:31 AM
subject Re: Legislate preschooling..Are you kidding?
Thank you, George, for sharing your views.
It is healthy in a debate on important issues to have a diversity of views.
Whichever part of the spectrum we stand, I'm glad to see so many taking a very strong interest in early childhood education and caring to give their views on ways forward.
Thank you, George, for sharing your views.
It is healthy in a debate on important issues to have a diversity of views.
Whichever part of the spectrum we stand, I'm glad to see so many taking a very strong interest in early childhood education and caring to give their views on ways forward.
Happy weekend!
Saturday, October 17, 2009
Preschool Education should be MOE's baby : ST Forum
Preschool education should be MOE's baby (ST: 16Oct09) 
I REFER to last Saturday's report, "Should preschools be 'nationalised'?".
With the Ministry of Education overseeing the preschool education sector, continuity from early childhood education to primary school level will be guaranteed.
I REFER to last Saturday's report, "Should preschools be 'nationalised'?".
With the Ministry of Education overseeing the preschool education sector, continuity from early childhood education to primary school level will be guaranteed.
Research has shown that education should start at a preschool level as children are most receptive at a young age. Preschool education will then serve as the foundation to primary education.
In addition, if preschool education were to come under the MOE, it would raise public awareness on the importance of early childhood education. Consequently, more research would be dedicated to it and more focus placed on it.
This would lead to a rise in the quality of preschool education, meaning better teacher qualifications and better curriculum development. It could also lead to a moderation in the cost of preschool education, and this would make it more accessible to more families, especially those from the lower income strata.
Preschool education should be nationalised and made compulsory.
Its curriculum units would have to be structured around the existing kindergarten curriculum framework as developed by the MOE. At the same time, it would give all children coming from diverse economic backgrounds equal opportunities to quality preschool education.
Its curriculum units would have to be structured around the existing kindergarten curriculum framework as developed by the MOE. At the same time, it would give all children coming from diverse economic backgrounds equal opportunities to quality preschool education.
In time, Singapore could be the leading educational pioneer in preschool education in the region. If Singapore's ultimate goal is to cultivate an industry of critical thinkers for the fast changing economy, our nation will need to recognise the development of our young and start their education early.
Samantha See (Ms)
Comments:
NYJC4
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Yesterday, 11:08 AM
Please, give the kids a break. I can imagine tuition for tots, already.Leading educational pioneer in preschool ed? Kids learn best by play! Don't stick them in a school, given them some elbow room, some breathing space! Ms See sounds a bit confused. 'industry of critical thinkers'? For whatever that means.
Stormrider65
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Yesterday, 01:20 PM
Our entire world, in particular developing and developed countries, are in population decline.Think China is 'booming' with children? That is because it has exceeded its 'critical population'; any couple giving birth to one child on any day in any hospital of any province propels the country's populatin by leaps and bounds. India is facing that problem.However, as a whole, humans are fast becoming comfortable to the notion of 'fewer children' and 'lesser burden. Why? Because as technology speeds up, things get heated up faster, with larger amount of elements being squeezed into a smaller time and space unit. Pressure goes up and mental stress keeps humans away from procreating.Singapore is one 'fine' example of such a '21st-century' illness. From day one of our 'ten years education' - Primary 1, we are fed and instilled and imparted with knowledge and informaton, round after round. On top of it, we are told to aim high and imrpove and excel and achieve. Things got worse when we step into our small, limited labour market and working force, where we have to fight with foreign talents from all over the world. And these do not include setting up families and buying a house and securing finances for generating the next generation, as well as maintaining a critical amount in our CPF for our retiring and post-productive lives.Please, spare our children the lifeless and meaningless lives we Singaporean adults are living. Give them some empty space, a couple of toys, several colours around them, abundance of sunshine and breeze, and let them PLAY with all their might, for the moment they step into a concrete building called 'school', and a brightly-lit room called 'classroom;, they may forever NOT have the chance to play and laugh and run anymore, for the rest of their lives.P.S.: if the entire above chunk of words don't enlighten you, my bottomline statement is - don't even *think* that adults know what children should have and need. In all truthful sense, children are in fact here to teach these adults how to *think*.
suakusuaku
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Yesterday, 08:02 PM
Let preschool kids spend as few hours as possible in a formal learning environment. They should associate learning/reading to something pleasurable like in the company of their parents. Once they like learning, the battle is won. The rest depends on nature
NYJC4
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Yesterday, 11:08 AM
Please, give the kids a break. I can imagine tuition for tots, already.Leading educational pioneer in preschool ed? Kids learn best by play! Don't stick them in a school, given them some elbow room, some breathing space! Ms See sounds a bit confused. 'industry of critical thinkers'? For whatever that means.
Stormrider65
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Yesterday, 01:20 PM
Our entire world, in particular developing and developed countries, are in population decline.Think China is 'booming' with children? That is because it has exceeded its 'critical population'; any couple giving birth to one child on any day in any hospital of any province propels the country's populatin by leaps and bounds. India is facing that problem.However, as a whole, humans are fast becoming comfortable to the notion of 'fewer children' and 'lesser burden. Why? Because as technology speeds up, things get heated up faster, with larger amount of elements being squeezed into a smaller time and space unit. Pressure goes up and mental stress keeps humans away from procreating.Singapore is one 'fine' example of such a '21st-century' illness. From day one of our 'ten years education' - Primary 1, we are fed and instilled and imparted with knowledge and informaton, round after round. On top of it, we are told to aim high and imrpove and excel and achieve. Things got worse when we step into our small, limited labour market and working force, where we have to fight with foreign talents from all over the world. And these do not include setting up families and buying a house and securing finances for generating the next generation, as well as maintaining a critical amount in our CPF for our retiring and post-productive lives.Please, spare our children the lifeless and meaningless lives we Singaporean adults are living. Give them some empty space, a couple of toys, several colours around them, abundance of sunshine and breeze, and let them PLAY with all their might, for the moment they step into a concrete building called 'school', and a brightly-lit room called 'classroom;, they may forever NOT have the chance to play and laugh and run anymore, for the rest of their lives.P.S.: if the entire above chunk of words don't enlighten you, my bottomline statement is - don't even *think* that adults know what children should have and need. In all truthful sense, children are in fact here to teach these adults how to *think*.
suakusuaku
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Yesterday, 08:02 PM
Let preschool kids spend as few hours as possible in a formal learning environment. They should associate learning/reading to something pleasurable like in the company of their parents. Once they like learning, the battle is won. The rest depends on nature
Tuesday, October 6, 2009
Falling English Standard in Schools : Education Minister
Raise standard of English: Ng Eng Hen
A language institute will pool resources at national level, could eventually cater to teachers in other countries
Neo Chai Chin 05:55 AM Sep 18, 2009, Today Online
IT HAS been a long-standing issue punctuated by periodic media reports of bad English usage and the Speak Good English Movement's efforts.
Yesterday, Education Minister Ng Eng Hen issued the challenge to all teachers for the year ahead: Raise the standard of English.
In his keynote address at the Ministry of Education Work Plan Seminar, the most important speech in the annual education calendar, Dr Ng not only stressed the need to speak better English, he said Singapore can aim to be an English teaching hub for Asia.Language ability is "an important skill that we must cultivate in our students for this globalised world", where those able to communicate their ideas and convince others will have a competitive edge, he said.
"While most teachers are proud of our standards in, say, Maths and Science, we are less enamoured of our standard of English. This is a sensitive subject and I'm not raising it to demoralise teachers and students, but to signal that we should begin concerted efforts to raise the standard of English."
One of the building blocks for teachers will be an English Language Institute of Singapore - a recommendation of the English Language Task Force, itself newly set up by MOE in June, with Senior Minister of State (Education) S Iswaran as adviser and director-general of education, Ms Ho Peng, as its head.Dr Ng said the institute will pool resources at the national level and could eventually cater to English language teachers "in the region and beyond".
Progress is starting to show, with programmes such as Strategies for English Language Learning and Reading (Stellar) introduced to all Primary One classes this year and to be phased in at all levels by 2014. It aims to develop better speakers through the use of show-and-tell, role-play and dramatisation, and schools attest that Stellar students speak with more confidence.
Grammar is also taught more explicitly now, said Ms Jeyalaxmy Ayaduray, a teacher of 29 years who guides a cluster of schools in Literature-driven English programmes. Through exposure to books such as Sing To The Dawn, she sees Secondary One Express students' writing "getting more descriptive, with less paucity of ideas when they write".
Another boost will come next year: A new English Language curriculum for Primary One and Two students, as well as at the Secondary One Express and Normal (Academic) levels. It will focus on developing oral confidence, grammar knowledge and a love for reading, said an MOE spokesperson.For more senior students, a new subject called English Language and Linguistics was launched at six junior colleges and schools this year.
But Singapore's bilingual policy has served it well, and curriculum time for mother tongue languages will not be cut, assured Dr Ng.In a landscape where the proportion of Primary One students from English-speaking households has spiked in the last 25 years, however, getting students to use and appreciate their mother tongues should garner as much emphasis as test results, he said.
Today, English is the dominant home language for the majority of Primary One pupils - and in Malay households, the figure has grown from 27.7 per cent in 2005 to 35 per cent.
"We need to face these challenges for mother tongue languages squarely," said Dr Ng, who advocated the use of innovative approaches such as podcasts."If our students are put off by their mother tongue languages when they leave schools, then I think we have failed in our efforts."
A language institute will pool resources at national level, could eventually cater to teachers in other countries
Neo Chai Chin 05:55 AM Sep 18, 2009, Today Online
IT HAS been a long-standing issue punctuated by periodic media reports of bad English usage and the Speak Good English Movement's efforts.
Yesterday, Education Minister Ng Eng Hen issued the challenge to all teachers for the year ahead: Raise the standard of English.
In his keynote address at the Ministry of Education Work Plan Seminar, the most important speech in the annual education calendar, Dr Ng not only stressed the need to speak better English, he said Singapore can aim to be an English teaching hub for Asia.Language ability is "an important skill that we must cultivate in our students for this globalised world", where those able to communicate their ideas and convince others will have a competitive edge, he said.
"While most teachers are proud of our standards in, say, Maths and Science, we are less enamoured of our standard of English. This is a sensitive subject and I'm not raising it to demoralise teachers and students, but to signal that we should begin concerted efforts to raise the standard of English."
One of the building blocks for teachers will be an English Language Institute of Singapore - a recommendation of the English Language Task Force, itself newly set up by MOE in June, with Senior Minister of State (Education) S Iswaran as adviser and director-general of education, Ms Ho Peng, as its head.Dr Ng said the institute will pool resources at the national level and could eventually cater to English language teachers "in the region and beyond".
Progress is starting to show, with programmes such as Strategies for English Language Learning and Reading (Stellar) introduced to all Primary One classes this year and to be phased in at all levels by 2014. It aims to develop better speakers through the use of show-and-tell, role-play and dramatisation, and schools attest that Stellar students speak with more confidence.
Grammar is also taught more explicitly now, said Ms Jeyalaxmy Ayaduray, a teacher of 29 years who guides a cluster of schools in Literature-driven English programmes. Through exposure to books such as Sing To The Dawn, she sees Secondary One Express students' writing "getting more descriptive, with less paucity of ideas when they write".
Another boost will come next year: A new English Language curriculum for Primary One and Two students, as well as at the Secondary One Express and Normal (Academic) levels. It will focus on developing oral confidence, grammar knowledge and a love for reading, said an MOE spokesperson.For more senior students, a new subject called English Language and Linguistics was launched at six junior colleges and schools this year.
But Singapore's bilingual policy has served it well, and curriculum time for mother tongue languages will not be cut, assured Dr Ng.In a landscape where the proportion of Primary One students from English-speaking households has spiked in the last 25 years, however, getting students to use and appreciate their mother tongues should garner as much emphasis as test results, he said.
Today, English is the dominant home language for the majority of Primary One pupils - and in Malay households, the figure has grown from 27.7 per cent in 2005 to 35 per cent.
"We need to face these challenges for mother tongue languages squarely," said Dr Ng, who advocated the use of innovative approaches such as podcasts."If our students are put off by their mother tongue languages when they leave schools, then I think we have failed in our efforts."
Thursday, September 17, 2009
"Today/Voices" article - MCYS replies
Mon, Sep 14, 2009 at 9:52 AM, Patricia ANG wrote:
Dear Mr Lee
Please refer to your email dated 7 September 2009 sent to DrVivian Balakrishnan, Minister for Community Development Youth and Sports(MCYS), highlighting your article titled "Why leave us out" in TODAY on 3Sep 09.
2 The Ministry recognises the important role of early childhood educators in nurturing and moulding the future of our young children and has sought to provide that recognition through various avenues. Together with the Association for Early Childhood Educators, Singapore (AECES) the Ministry had organised the annual Child Care Seminars for the child care industry. In the past few years, the seminar event was the platform for thegiving out of the Early Childhood Teachers Award. Child care centres operators/ supervisors were invited to nominate their exemplary teachers for the award.
These efforts dovetail with our on-going collaboration with public and private agencies to create platforms and channels to profile theearly childhood profession. This year the Ministry collaborated with the Singapore Workforce Development Agency (WDA), the Ministry of Education(MOE) and key child care organisations and agencies to promote and enhance the professional image of early childhood educators, and position the early childhood sector as an industry of choice.
3 Since 2008, together with the MOE, who oversees the kindergarten sector, MCYS had put in place supporting measures and schemes to award grants, bursaries and scholarships to enable early childhood educators to upgrade their professional qualifications in early childhood care and education. These measures would invariably translate to enhanced professionalism, prospects and recognition for our early childhood educators.
4 We will continue to press on with efforts to give early childhood educators the recognition they deserved. The AECES has indicated that from next year it will be recognising all early childhood educatorswith a special dedication on Teachers' Day.
5 Once again, we would like to thank you for your feedback.
Yours sincerely
Lee Kim Hua
Director
Family Services Division for Permanent Secretary
Ministry of Community Development, Youth and Sports
Patricia Ang (Ms) / Senior Family Services Officer / (Embedded image Family Services Division (FSD), Ministry of Community Development, Youth and Sports
George Lee to Patricia ANG
date Mon, Sep 14, 2009 at 4:00 PM
subject Re: "Today" newspaper on the 'missing' Early Childhood Educators
Sep 14 (2 days ago)
Dear Mr Lee and Ms Ang,
Whilst I can see the efforts made by MCYS to bring forth a positive image for early childhood educators, as described in your reply, I don't think the public at large can see that same positive image on a day as significant as "Teachers' Day", precisely because the TV and print advertisements were totally quiet on ECE.
That was the point I was making. And I don't think it takes that much more effort for MCYS and/or MOE to include us, to be frank.
While AECES should be lauded for taking a step in the right direction next year (and given their vested interest, they should have done so, regardless), I would hope that the government itself, via MCYS, would pay a similar public recognition to us, which would mean a lot more not just to us but to the community at large (read: parents).
But I thank you for your reply, on behalf of Dr Balakrishnan, all the same.
warm regards,
George Lee
Dear Mr Lee
Please refer to your email dated 7 September 2009 sent to DrVivian Balakrishnan, Minister for Community Development Youth and Sports(MCYS), highlighting your article titled "Why leave us out" in TODAY on 3Sep 09.
2 The Ministry recognises the important role of early childhood educators in nurturing and moulding the future of our young children and has sought to provide that recognition through various avenues. Together with the Association for Early Childhood Educators, Singapore (AECES) the Ministry had organised the annual Child Care Seminars for the child care industry. In the past few years, the seminar event was the platform for thegiving out of the Early Childhood Teachers Award. Child care centres operators/ supervisors were invited to nominate their exemplary teachers for the award.
These efforts dovetail with our on-going collaboration with public and private agencies to create platforms and channels to profile theearly childhood profession. This year the Ministry collaborated with the Singapore Workforce Development Agency (WDA), the Ministry of Education(MOE) and key child care organisations and agencies to promote and enhance the professional image of early childhood educators, and position the early childhood sector as an industry of choice.
3 Since 2008, together with the MOE, who oversees the kindergarten sector, MCYS had put in place supporting measures and schemes to award grants, bursaries and scholarships to enable early childhood educators to upgrade their professional qualifications in early childhood care and education. These measures would invariably translate to enhanced professionalism, prospects and recognition for our early childhood educators.
4 We will continue to press on with efforts to give early childhood educators the recognition they deserved. The AECES has indicated that from next year it will be recognising all early childhood educatorswith a special dedication on Teachers' Day.
5 Once again, we would like to thank you for your feedback.
Yours sincerely
Lee Kim Hua
Director
Family Services Division for Permanent Secretary
Ministry of Community Development, Youth and Sports
Patricia Ang (Ms) / Senior Family Services Officer / (Embedded image Family Services Division (FSD), Ministry of Community Development, Youth and Sports
George Lee to Patricia ANG
date Mon, Sep 14, 2009 at 4:00 PM
subject Re: "Today" newspaper on the 'missing' Early Childhood Educators
Sep 14 (2 days ago)
Dear Mr Lee and Ms Ang,
Whilst I can see the efforts made by MCYS to bring forth a positive image for early childhood educators, as described in your reply, I don't think the public at large can see that same positive image on a day as significant as "Teachers' Day", precisely because the TV and print advertisements were totally quiet on ECE.
That was the point I was making. And I don't think it takes that much more effort for MCYS and/or MOE to include us, to be frank.
While AECES should be lauded for taking a step in the right direction next year (and given their vested interest, they should have done so, regardless), I would hope that the government itself, via MCYS, would pay a similar public recognition to us, which would mean a lot more not just to us but to the community at large (read: parents).
But I thank you for your reply, on behalf of Dr Balakrishnan, all the same.
warm regards,
George Lee
Monday, September 7, 2009
AECES replies to Today-Voices..
'We hear you'
Special dedication for them on Teachers' Day next year
Letter from Christine Chen President, Association for Early Childhood Educators Singapore 05:55 AM Sep 07, 2009
I REFER to "Why leave us out" (Sept 3).
We early childhood educators are a special breed who are often forgotten. It is in this belief of building foundations for learning that we carry out our professional responsibilities quietly and tenaciously, reassuring each other that indeed, we make a difference. We give without expecting any return but being affirmed once in a year - like what Mr George Lee has said - would indeed help.
Mr Lee's letter gave the Association for Early Childhood Educators Singapore an opportunity to reflect. As such, in 2010, the association will indeed affirm all early childhood educators with a special dedication on Teachers' Day for the important role that they play, not only in "foundation building", but also nation building.
http://www.todayonline.com/Voices/EDC090907-0000031/We-hear-you
Special dedication for them on Teachers' Day next year
Letter from Christine Chen President, Association for Early Childhood Educators Singapore 05:55 AM Sep 07, 2009
I REFER to "Why leave us out" (Sept 3).
We early childhood educators are a special breed who are often forgotten. It is in this belief of building foundations for learning that we carry out our professional responsibilities quietly and tenaciously, reassuring each other that indeed, we make a difference. We give without expecting any return but being affirmed once in a year - like what Mr George Lee has said - would indeed help.
Mr Lee's letter gave the Association for Early Childhood Educators Singapore an opportunity to reflect. As such, in 2010, the association will indeed affirm all early childhood educators with a special dedication on Teachers' Day for the important role that they play, not only in "foundation building", but also nation building.
http://www.todayonline.com/Voices/EDC090907-0000031/We-hear-you
Thursday, September 3, 2009
"Why leave us out?" - Voices, Today
Why leave us out?
Pre-school teachers should be included in Teachers' Day
Letter from George Lee
05:55 AM Sep 03, 2009
SEPT 1 was Teachers' Day and it was heartening to see advertisements in print and on television, exhorting the virtues of the teaching profession.
But these inevitably talked about primary, secondary and tertiary educators. What about us, the early childhood educators?
Do we not count as educators in the eyes of the Education Ministry and the other relevant authorities? After all, do we not preside over the critical years of growth, as by the age of five, a child has already developed 92 per cent of an adult brain?
Do we not teach the young ones with the same degree of dedication and inventiveness as a primary or secondary school teacher? Many would argue, and justifiably so, that early childhood educators indeed do more than a typical teacher - on top of teaching, they provide the crucial care these two- to six-year-olds need, while their parents are busy at work, holding up the economy of this country.
Doesn't this fact alone justify a small advertisement on Teachers' Day by the Ministry of Community Development, Youth and Sports, the ultimate gatekeepers of the more than 750 childcare centres in Singapore?
There are approximately 6,000 preschool teachers in Singapore. Don't we merit some recognition?
Why make us feel like the "poor cousins" of this noble profession of teaching?
Url in TodayOnline:
http://www.todayonline.com/Voices/EDC090903-0000059/Why-leave-us-out?
For completeness, this was the original letter that was sent to the Today newspaper on 01Sept:
Why treat us like the 'poor cousins' of the teaching profession?
Today, being Teachers' Day, it is heartening to see advertisements in both the print and TV media, exhorting the virtues of the teaching profession. But they inevitably relate these virtues to primary, secondary and tertiary educators.
But what about us, the early childhood educators?
Do we not count in the eyes of the ministries as educators?
Do we not preside over the most critical years of a growing human being, when by the age of 5, a child has already formed 92% of an adult brain?
Do we not teach the young ones to the same degree of dedication and inventiveness as a primary or secondary school teacher?
Many would argue, and justifiably so, that the early childhood educators are indeed doing more than a typical teacher by the mere fact that, on top of teaching, they are providing the crucial care that the 2- to 6-year olds need, while their parents are busy holding up the economy of this country.
Doesn't this fact alone justify a small advertisement in the papers today by MCYS, who are the ultimate gatekeepers of the over 750 childcare centres (or approximately 6000 preschool teachers!) in this country, to recognise us?
Why make us feel like the 'poor cousins' of this noble teaching profession, whenever we open the daily papers every Teachers' Day?
Pre-school teachers should be included in Teachers' Day
Letter from George Lee
05:55 AM Sep 03, 2009
SEPT 1 was Teachers' Day and it was heartening to see advertisements in print and on television, exhorting the virtues of the teaching profession.
But these inevitably talked about primary, secondary and tertiary educators. What about us, the early childhood educators?
Do we not count as educators in the eyes of the Education Ministry and the other relevant authorities? After all, do we not preside over the critical years of growth, as by the age of five, a child has already developed 92 per cent of an adult brain?
Do we not teach the young ones with the same degree of dedication and inventiveness as a primary or secondary school teacher? Many would argue, and justifiably so, that early childhood educators indeed do more than a typical teacher - on top of teaching, they provide the crucial care these two- to six-year-olds need, while their parents are busy at work, holding up the economy of this country.
Doesn't this fact alone justify a small advertisement on Teachers' Day by the Ministry of Community Development, Youth and Sports, the ultimate gatekeepers of the more than 750 childcare centres in Singapore?
There are approximately 6,000 preschool teachers in Singapore. Don't we merit some recognition?
Why make us feel like the "poor cousins" of this noble profession of teaching?
Url in TodayOnline:
http://www.todayonline.com/Voices/EDC090903-0000059/Why-leave-us-out?
For completeness, this was the original letter that was sent to the Today newspaper on 01Sept:
Why treat us like the 'poor cousins' of the teaching profession?
Today, being Teachers' Day, it is heartening to see advertisements in both the print and TV media, exhorting the virtues of the teaching profession. But they inevitably relate these virtues to primary, secondary and tertiary educators.
But what about us, the early childhood educators?
Do we not count in the eyes of the ministries as educators?
Do we not preside over the most critical years of a growing human being, when by the age of 5, a child has already formed 92% of an adult brain?
Do we not teach the young ones to the same degree of dedication and inventiveness as a primary or secondary school teacher?
Many would argue, and justifiably so, that the early childhood educators are indeed doing more than a typical teacher by the mere fact that, on top of teaching, they are providing the crucial care that the 2- to 6-year olds need, while their parents are busy holding up the economy of this country.
Doesn't this fact alone justify a small advertisement in the papers today by MCYS, who are the ultimate gatekeepers of the over 750 childcare centres (or approximately 6000 preschool teachers!) in this country, to recognise us?
Why make us feel like the 'poor cousins' of this noble teaching profession, whenever we open the daily papers every Teachers' Day?
Tuesday, May 19, 2009
10 Signs of a Great Preschool..
10 Signs of a Great Preschool
4) The classroom is decorated with children’s original artwork, their own writing with invented spelling, and stories dictated by children to teachers.
If your child is between the ages of 3 and 6 and attends a child care center, preschool, or kindergarten program, the National Association for the Education of Young Children (NAEYC) suggests you look for these 10 signs to make sure your child is in a good classroom.
1) Children spend most of their playing and working with materials or other children. They do not wander aimlessly, and they are not expected to sit quietly for long periods of time.
2) Children have access to various activities throughout the day. Look for assorted building blocks and other construction materials, props for pretend play, picture books, paints and other art materials, and table toys such as matching games, pegboards, and puzzles.
3) Children should not all be doing the same thing at the same time. Teachers work with individual children, small groups, and the whole group at different times during the day. They do not spend all their time with the whole group.
4) The classroom is decorated with children’s original artwork, their own writing with invented spelling, and stories dictated by children to teachers.5) Children learn numbers and the alphabet in the context of their everyday experiences. The natural world of plants and animals and meaningful activities like cooking, taking attendance, or serving snack provide the basis for learning activities.
6) Children work on projects and have long periods of time (at least one hour) to play and explore. Worksheets are used little if at all.
7) Children have an opportunity to play outside every day. Outdoor play is never sacrificed for more instructional time.
8) Teachers read books to children individually or in small groups throughout the day, not just at group story time.
9) Curriculum is adapted for those who are ahead as well as those who need additional help. Teachers recognize that children’s different background and experiences mean that they do not learn the same things at the same time in the same way.
10) Children and their parents look forward to school. Parents feel secure about sending their child to the program. Children are happy to attend; they do not cry regularly or complain of feeling sick.
Also ask if the program is accredited by NAEYC. NAEYC accredited programs complete a rigorous self-study and external review to prove that they meet standards of excellence in early childhood education.
Want more information?
Send a self-addressed, stamped, business size envelope to:NAEYCBox 5171509 16th Street, N.W.Washington, DC 20036You’ll receive a complimentary brochure entitled "A Good Preschool for Your Child."
Wednesday, March 25, 2009
New Accelerated Diploma in ECE from MCYS..
This is the new Accelerated Diploma on ECE by MCYS, involving the shorter period of 700hrs of training, rather than the new 1200hrs.
This must be the best time for people to get into ECE ..with so much money being put in by the 'garmen'. Even those who might just want to try out ECE, and getting paid too! Know anyone? Pass this info along..the ECE field needs more committed professionals like us..
Contacts for more details are below: (btw, Poly Diploma or Degree is reqd for entry)
24 Mar 09
To : Child Care Centre Operator/ Supervisor
WSQ Professional Diploma in Early Childhood Care and Education - Accelerated(PDECCE-Accelerated)
The Ministry of Community Development, Youth and Sports (MCYS) would like to thank all who had attended the briefing session held on 2 Mar 09 at the NTUC Auditorium Centre on the MCYS' Accelerated Conversion TrainingProgramme. Since the briefing, we have received many requests for furtherdetails on the accelerated programme.
2 MCYS has appointed RTRC Asia as the programme manager to conduct thePDECCE-Accelerated and to administer the disbursements from WDA. The first intake has been scheduled for May 2009 with an intake of 40. Trainee teachers would need to be employed by a child care centre prior to class commencement and will undergo 3 days of classroom learning (9 am to 5 pm)and 2 days of practicum at the child care centres per week. The course duration is approximately 12 months.
3 PDECCE-Accelerated comes under the auspices of the WDA's SkillsProgramme for Upgrading and Resilience or SPUR for short. As such, employers only have to pay $700 after 90% of funding from WDA. Participating childcare centres will receive a monthly stipend of 80% of the trainee teacher'sbasic salary, subject to a cap of $1,000. As the employer, the child care centre will be required to top up the balance of the trainee's salary.
4 A set of Frequently Asked Questions is attached for your reference. We will be uploading these onto our Child Care Link. For more information or clarification on the PDECCE-Accelerated course, please contact the representatives from RTRC, Asia, Ms Lydia Cheong at 6332-0685 or email atcheongmc@rtrc-asia.com or Ms Pauline Quek at 6332-0687 or email atquekmh@rtrc-asia.com.
This must be the best time for people to get into ECE ..with so much money being put in by the 'garmen'. Even those who might just want to try out ECE, and getting paid too! Know anyone? Pass this info along..the ECE field needs more committed professionals like us..
Contacts for more details are below: (btw, Poly Diploma or Degree is reqd for entry)
24 Mar 09
To : Child Care Centre Operator/ Supervisor
WSQ Professional Diploma in Early Childhood Care and Education - Accelerated(PDECCE-Accelerated)
The Ministry of Community Development, Youth and Sports (MCYS) would like to thank all who had attended the briefing session held on 2 Mar 09 at the NTUC Auditorium Centre on the MCYS' Accelerated Conversion TrainingProgramme. Since the briefing, we have received many requests for furtherdetails on the accelerated programme.
2 MCYS has appointed RTRC Asia as the programme manager to conduct thePDECCE-Accelerated and to administer the disbursements from WDA. The first intake has been scheduled for May 2009 with an intake of 40. Trainee teachers would need to be employed by a child care centre prior to class commencement and will undergo 3 days of classroom learning (9 am to 5 pm)and 2 days of practicum at the child care centres per week. The course duration is approximately 12 months.
3 PDECCE-Accelerated comes under the auspices of the WDA's SkillsProgramme for Upgrading and Resilience or SPUR for short. As such, employers only have to pay $700 after 90% of funding from WDA. Participating childcare centres will receive a monthly stipend of 80% of the trainee teacher'sbasic salary, subject to a cap of $1,000. As the employer, the child care centre will be required to top up the balance of the trainee's salary.
4 A set of Frequently Asked Questions is attached for your reference. We will be uploading these onto our Child Care Link. For more information or clarification on the PDECCE-Accelerated course, please contact the representatives from RTRC, Asia, Ms Lydia Cheong at 6332-0685 or email atcheongmc@rtrc-asia.com or Ms Pauline Quek at 6332-0687 or email atquekmh@rtrc-asia.com.
Thursday, March 19, 2009
Degree Courses supported (and paid) by MCYS
Info about the Degree courses in ECE supported (and paid for) by MCYS, with contacts for further enquiries, below :
13 Feb 2009
To: Child Care Operators/ Supervisors
MCYS SCHOLARSHIP (DEGREE) for Child Care/ Pre-school Teachers - 2009
The Ministry of Community Development, Youth and Sports (MCYS) has always placed considerable emphasis on the quality of early years education. Over the years, the child care sector has seen a progressive movement in the overall quality of early years education in Singapore. MCYS, together with the Ministry of Education (MOE), have put in place the following supporting measures, such as bursaries for diploma courses, curriculum resources, grants to fund innovation and the purchase of teaching and learning resources
2 In 2009, MCYS will continue its efforts towards professionalising the child care sector by offering Scholarships for child care teachers to attain higher qualifications. We are now pleased to invite child care centres to nominate teacher(s) for the Scholarships, which are offered for the following degree programmes/ intakes:-
Training Institution Programme Intake
National Institute of Education (NIE)Bachelor of Education (Early Childhood Education)July 2009
Regional Training and Resources Centre, Asia (RTRC Asia)Bachelor of Education (Early Childhood Education)April 2009August 2009Bachelor of Science in Early Childhood EducationOctober 2009
3 For course details, please visit their respective websites www.nie.edu.sg or www.rtrc-asia.com
4 We have enclosed an information sheet on the B Ed (Early Childhood Education) by NIE, application form, general terms and conditions and FAQs on the Scholarship for your reference and nomination. Your completed nomination form, with relevant supporting documents, should reach us by 6 March 2009.
5 For further clarifications, please contact the following officers:-
Ms Joanne Quek Tel: 6354 8616 Email: quek_yueng_san@mcys.gov.sgMs Eleanor Lim Tel: 6354 8929 Email: eleanor_lim@mcys.gov.sg
13 Feb 2009
To: Child Care Operators/ Supervisors
MCYS SCHOLARSHIP (DEGREE) for Child Care/ Pre-school Teachers - 2009
The Ministry of Community Development, Youth and Sports (MCYS) has always placed considerable emphasis on the quality of early years education. Over the years, the child care sector has seen a progressive movement in the overall quality of early years education in Singapore. MCYS, together with the Ministry of Education (MOE), have put in place the following supporting measures, such as bursaries for diploma courses, curriculum resources, grants to fund innovation and the purchase of teaching and learning resources
2 In 2009, MCYS will continue its efforts towards professionalising the child care sector by offering Scholarships for child care teachers to attain higher qualifications. We are now pleased to invite child care centres to nominate teacher(s) for the Scholarships, which are offered for the following degree programmes/ intakes:-
Training Institution Programme Intake
National Institute of Education (NIE)Bachelor of Education (Early Childhood Education)July 2009
Regional Training and Resources Centre, Asia (RTRC Asia)Bachelor of Education (Early Childhood Education)April 2009August 2009Bachelor of Science in Early Childhood EducationOctober 2009
3 For course details, please visit their respective websites www.nie.edu.sg or www.rtrc-asia.com
4 We have enclosed an information sheet on the B Ed (Early Childhood Education) by NIE, application form, general terms and conditions and FAQs on the Scholarship for your reference and nomination. Your completed nomination form, with relevant supporting documents, should reach us by 6 March 2009.
5 For further clarifications, please contact the following officers:-
Ms Joanne Quek Tel: 6354 8616 Email: quek_yueng_san@mcys.gov.sgMs Eleanor Lim Tel: 6354 8929 Email: eleanor_lim@mcys.gov.sg
Sunday, March 1, 2009
Ensuring Quality of Preschool Education : MCYS
Multi-pronged approach ensures quality of preschool education
ST Forum 25 Feb 09
I REFER to the letter last Thursday, 'Beef up monitoring of childcare centres' by Mr Kuan Weng Chi. Mr Kuan feels more should be done to ensure the delivery of quality preschool education.
We agree that the provision of quality preschool programmes is important. Instead of prescribing specific curriculum, we seek to provide, through our licensing requirements and the Ministry of Education (MOE)'s 'Nurturing Early Learners' framework, directions on the desired outcomes of preschool education, and how these can be translated into quality learning activities. This allows for diversity in the teaching methods and development approaches to cater to the needs of different children. Parents can then select a service that best meets their preferences and expectations.
Minimum standards are ensured through our licensing system, which covers all aspects of childcare provisions, such as the physical environment, safety, health, hygiene, nutrition, staffing and programmes. The Ministry of Community Development, Youth and Sports (MCYS) requires each childcare centre to develop its own philosophy of care for children, and a set of developmentally-appropriate practices in the areas of pedagogy and curriculum. Centres are also required to employ qualified teachers to implement the programmes. Recently, we had further raised the minimum requirements for preschool teachers.
MCYS also conducts unannounced visits regularly to centres to ensure compliance with licensing requirements and that quality and care standards are maintained.
Our multi-pronged approach aims to bring about better quality of preschool education. But there is always scope for improvement, and we review our approaches on a regular basis. In doing so, we will take Mr Kuan's feedback into consideration.
Lee Kim Hua
Director
Family Services Division
Ministry of Community Development, Youth and Sports
Childcare centres monitored for quality
ST Forum : 26 Feb 09
I REFER to last Thursday's letter, 'Beef up monitoring of childcare centres'. Every childcare centre is licensed by the Ministry of Community Development, Youth and Sports. The licensing framework is well-established and sound. Areas of assessment include physical environment, safety, health, hygiene, staff training and qualifications, programme and curriculum.
These dimensions are consistently and closely monitored and the licensing process is a rigorous one. Centres are awarded six-, 12- or 24-month licences in accordance with the ministry's well-rounded assessment of the centre's performance. Newly set-up centres are awarded a 12-month licence.
The assessment criteria have, over the years, gone through reviews, and as childcare operators will attest, been instrumental in driving overall improvements in the operations of childcare centres. Last month, the ministry further revamped licensing standards.
To encourage individuality, flexibility is accorded to each centre to run its programme, and to position its service in line with its philosophy of early childhood education while being guided by the ministry's licensing standards, and the Ministry of Education's framework for kindergarten curriculum.
From the business standpoint, this also allows product differentiation. The varied models and differing focuses offer families more choices for the care and education of their young ones. This gives operators motivation for self-improvement and provides avenues for research and development. Opportunities for learning from one another, for the betterment of the field, abound.
Families have different needs and preferences. Parents should capitalise on the multitude of programmes available, to select one that best caters to their needs and their educational and developmental goals for their children. It is important that, in making this choice, parents consider a centre with a philosophy of care that parallels their personal values and ideals, as differing views may result in disagreements over dissimilar expectations.
Ultimately, proper delivery of the programme depends on the quality of the preschool teachers, who are in direct contact with the children and their families. As an organisation, we are strong proponents of both ministries' initiatives in raising the standards of preschool teachers, and we work hand in hand with them towards achieving the same goal.
Chairman,
Association of Private Childcare Organisations (APCO)
ST Forum 25 Feb 09
I REFER to the letter last Thursday, 'Beef up monitoring of childcare centres' by Mr Kuan Weng Chi. Mr Kuan feels more should be done to ensure the delivery of quality preschool education.
We agree that the provision of quality preschool programmes is important. Instead of prescribing specific curriculum, we seek to provide, through our licensing requirements and the Ministry of Education (MOE)'s 'Nurturing Early Learners' framework, directions on the desired outcomes of preschool education, and how these can be translated into quality learning activities. This allows for diversity in the teaching methods and development approaches to cater to the needs of different children. Parents can then select a service that best meets their preferences and expectations.
Minimum standards are ensured through our licensing system, which covers all aspects of childcare provisions, such as the physical environment, safety, health, hygiene, nutrition, staffing and programmes. The Ministry of Community Development, Youth and Sports (MCYS) requires each childcare centre to develop its own philosophy of care for children, and a set of developmentally-appropriate practices in the areas of pedagogy and curriculum. Centres are also required to employ qualified teachers to implement the programmes. Recently, we had further raised the minimum requirements for preschool teachers.
MCYS also conducts unannounced visits regularly to centres to ensure compliance with licensing requirements and that quality and care standards are maintained.
Our multi-pronged approach aims to bring about better quality of preschool education. But there is always scope for improvement, and we review our approaches on a regular basis. In doing so, we will take Mr Kuan's feedback into consideration.
Lee Kim Hua
Director
Family Services Division
Ministry of Community Development, Youth and Sports
Childcare centres monitored for quality
ST Forum : 26 Feb 09
I REFER to last Thursday's letter, 'Beef up monitoring of childcare centres'. Every childcare centre is licensed by the Ministry of Community Development, Youth and Sports. The licensing framework is well-established and sound. Areas of assessment include physical environment, safety, health, hygiene, staff training and qualifications, programme and curriculum.
These dimensions are consistently and closely monitored and the licensing process is a rigorous one. Centres are awarded six-, 12- or 24-month licences in accordance with the ministry's well-rounded assessment of the centre's performance. Newly set-up centres are awarded a 12-month licence.
The assessment criteria have, over the years, gone through reviews, and as childcare operators will attest, been instrumental in driving overall improvements in the operations of childcare centres. Last month, the ministry further revamped licensing standards.
To encourage individuality, flexibility is accorded to each centre to run its programme, and to position its service in line with its philosophy of early childhood education while being guided by the ministry's licensing standards, and the Ministry of Education's framework for kindergarten curriculum.
From the business standpoint, this also allows product differentiation. The varied models and differing focuses offer families more choices for the care and education of their young ones. This gives operators motivation for self-improvement and provides avenues for research and development. Opportunities for learning from one another, for the betterment of the field, abound.
Families have different needs and preferences. Parents should capitalise on the multitude of programmes available, to select one that best caters to their needs and their educational and developmental goals for their children. It is important that, in making this choice, parents consider a centre with a philosophy of care that parallels their personal values and ideals, as differing views may result in disagreements over dissimilar expectations.
Ultimately, proper delivery of the programme depends on the quality of the preschool teachers, who are in direct contact with the children and their families. As an organisation, we are strong proponents of both ministries' initiatives in raising the standards of preschool teachers, and we work hand in hand with them towards achieving the same goal.
Chairman,
Association of Private Childcare Organisations (APCO)
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, December 3, 2008
ST Forum : "Govt recognises role of preschool teachers"
MCYS replies to article posted here last week:
Govt recognises role of preschool teachers
02Dec08, ST Forum
I REFER to Mr How Weng Kong's letter last Thursday, 'Preschool teachers do so much: Parent'
[ http://childrenareourfutureteachthemwell.blogspot.com/2008/11/st-forum-preschool-teachers-do-so-much.html ]
Mr How suggested that the Government help to raise the salaries of pre-school teachers and provide additional financial assistance to enable childcare centres to employ more support staff.
The Ministry of Community Development, Youth and Sports recognises the important role played by preschool teachers in the development of young children and has been working with the Ministry of Education to progressively raise the academic and professional qualification requirements of preschool personnel.
However, the Government does not determine the salaries of preschool teachers, as they are employed by childcare centres which are business entities. Nevertheless, the higher qualification requirements for preschool teachers should help to raise teacher salaries.
The childcare subsidy has also been increased since Aug 17 to enable childcare centres to pay higher salaries to teachers, while maintaining the affordability of childcare services for parents.
Further, the Government will grant bursaries and scholarships to preschool personnel who wish to upgrade themselves. These measures should translate to better remuneration and recognition for preschool teachers.
We thank Mr How for his comments and feedback.
Lee Kim Hua
Director Family Services Division
Ministry of Community Development, Youth and Sports
Govt recognises role of preschool teachers
02Dec08, ST Forum
I REFER to Mr How Weng Kong's letter last Thursday, 'Preschool teachers do so much: Parent'
[ http://childrenareourfutureteachthemwell.blogspot.com/2008/11/st-forum-preschool-teachers-do-so-much.html ]
Mr How suggested that the Government help to raise the salaries of pre-school teachers and provide additional financial assistance to enable childcare centres to employ more support staff.
The Ministry of Community Development, Youth and Sports recognises the important role played by preschool teachers in the development of young children and has been working with the Ministry of Education to progressively raise the academic and professional qualification requirements of preschool personnel.
However, the Government does not determine the salaries of preschool teachers, as they are employed by childcare centres which are business entities. Nevertheless, the higher qualification requirements for preschool teachers should help to raise teacher salaries.
The childcare subsidy has also been increased since Aug 17 to enable childcare centres to pay higher salaries to teachers, while maintaining the affordability of childcare services for parents.
Further, the Government will grant bursaries and scholarships to preschool personnel who wish to upgrade themselves. These measures should translate to better remuneration and recognition for preschool teachers.
We thank Mr How for his comments and feedback.
Lee Kim Hua
Director Family Services Division
Ministry of Community Development, Youth and Sports
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