Children at Small Wonder @ Nordcom II, a SPARK-certified centre, learn to distinguish between appropriate and inappropriate behaviours. For example, being kind to friends and taking turns are encouraged, while not sharing toys is discouraged.
Positive behaviours are indicative of healthy social and emotional development (SED). At the centre, this is nurtured through carefully designed environments and age-appropriate teaching aids.
AT THE KINDERGARTEN LEVEL
Each kindergarten class has a ‘Calm-Down Corner’ equipped with stress balls and strategy cards. Here, children can unwind when they have emotional outbursts or exhibit other challenging behaviours. A visual schedule charting the day’s activities in chronological order is also prominently displayed on classroom walls, providing structure and predictability for the children.
Children who are upset or stressed can retreat to the Calm-Down Corner.
“Preparing children ahead of time helps them anticipate what’s next, without causing anxiety,” says kindergarten teacher Ms Punitha Rada Krishnan. “Predictability gives a sense of security and is empowering for children. They can go about confidently preparing for the next activity, allowing smoother transitions between activities.”
To further support SED, teachers create individual reward charts for each child to encourage positive behaviours and independence. Children are responsible for tracking their progress by affixing pictures to the Velcro tabs upon completing tasks, such as finishing meals on their own.
“As children fill in their charts, it motivates them to make positive choices which build their confidence and independence,” notes Ms Punitha. “We also use positive reinforcement and validation to strengthen such behaviours, which assures them of our support.”
Visual aids such as classroom rules charts help children understand what is expected of them.
AT THE TODDLER LEVEL
Charts with simple visuals and rules (e.g. “listening ears”, “indoor voice”) set clear expectations for younger children. “We observed that over time, they internalise the rules and remind their peers to follow them,” says toddler teacher Ms Donita Jen Menore.
She regularly reads storybooks like Feet Are Not for Kicking and Hands Are Not for Hitting to the children to reinforce positive behaviours. To create a more immersive experience, story dramatisation and role-play using props, such as finger puppets, are incorporated into lessons.
Using props reinforces children’s learning of good and bad behaviours.
“Dramatisation allows toddlers to explore and process their feelings. It provides the context for them to take turns using the materials and negotiate with their peers,” explains Ms Menore. “By relating to the story characters, children learn to make sense of their emotions, recognise their feelings, and express them in a safe environment.”
