Q&A WITH
Early Years Educator, My First Skool at 6 New Punggol Road
Principal, Little Seeds Preschool (St. John’s-St. Margaret’s)
Did you know? In the first three years of a child’s life, over one million neural connections form in the brain every second. During this crucial period, early experiences and environments shape their cognitive, language and social-emotional growth. This is particularly true of the child’s relationships with their primary caregivers, including parents and educators.
Caregivers must provide a nurturing environment that meets the child’s individual needs and interests, says Ms Karyn Phua, a lecturer at the National Institute of Early Childhood Development (Temasek Polytechnic Campus). “It is about understanding and appreciating that a child develops at a pace unique to them,” she explains. “Rushing them to achieve quick results beyond what they are capable of may impact their curiosity and motivation to learn and create stress.”
Read on for tips to support children from birth to age three — from Ms Phua and early childhood educators, Ms Annie Tan (My First Skool) and Ms Sherlyn Ho (Little Seeds Preschool).
Close parent-infant attachments are characterised by respectful, responsive and reciprocal caregiving.
WHAT MATTERS MOST DURING THE FIRST THREE YEARS?
Annie: Provide a safe play space. Be responsive, cultivate secure attachments, and create a rich language environment.
Sherlyn: Each conversation supports children’s holistic development and well-being. Be present in your interactions — it makes children feel valued and appreciated.
Karyn: A safe and stimulating space includes age-appropriate toys, textures and colours to enrich sensory experiences. Allow children to move and explore to nurture their curiosity and develop problem-solving skills.
WHAT ARE SOME KEY CONSIDERATIONS WHEN PLANNING BABY- AND TODDLER-FRIENDLY ACTIVITIES?
Annie: Engage children in interactive activities like peek-a-boo or action songs. Provide choices and respect their decisions to build independence and confidence. Provide materials reflecting diverse cultures.
Sherlyn: Young children need sensory stimulation to learn about the world around them. Provide hands-on experiences using objects and materials with varied textures. Observe their responses and adjust the activities where needed.
Karyn: Provide experiences to engage the five senses — sight, touch, auditory, taste and smell. Be flexible to meet children’s needs and preferences. Modify activities and instructions to suit your child’s pace and developmental level. Promote autonomy and a positive attitude towards learning by encouraging exploration and decision-making.
Mdm Annie Tan, Early Years Educator, My First Skool at 6 New Punggol Road.
ANY TIPS ON HOW TO STRENGTHEN ADULT-CHILD BONDS?
Annie: Respond promptly to your child’s cues. For example, imitate an infant’s sounds and actions during play. Acknowledging their communication efforts builds trust. Establish routines for stability and security to strengthen emotional bonds. And enjoy activities together — shared happiness is a powerful connector.
Sherlyn: Speak to children at their eye level for respectful communication. Show empathy when they cry. It matters to them when you listen and understand their feelings.
Karyn: Give children your undivided attention during routines. Divided attention could leave them feeling isolated or confused. Be sensitive to their cues. Balance interactive activities and calming moments to avoid overstimulation. Match the child’s pace, as rushing them to learn or achieve certain milestones could negatively impact your bond with them.
HOW DO WE SET LIMITS AND GUIDE BEHAVIOURS IN INFANTS AND TODDLERS?
Annie: Be consistent and patient. Children need time to learn appropriate behaviours. If a toddler bites, respond firmly by saying, “We don’t bite; biting hurts”, then redirect them to another activity. Use simple, one-step directions with gestures (e.g. “Please put the ball in the box”). Praise specific behaviours when they follow instructions (e.g. “Thank you for putting the toys back. You did a great job cleaning up!”). Model positive behaviours and describe your actions (e.g. “I’m putting the toy away so that you can play again next time”). This helps children mimic prosocial behaviours.
Sherlyn: When a child throws a tantrum, start by understanding the situation. Did the child have enough time to move to the next activity or leave a play area? Acknowledge and validate their feelings (e.g. “I know you are feeling angry because we have to leave the playground”). Children can only develop emotional awareness when we verbalise the emotions. Offer options or choices (e.g. “We can come back to the playground. Would you like to come back in the afternoon or tomorrow?”). Show them how to express their needs appropriately (e.g. “If you would like more time, you can say, ‘More time, please.’”). Affirm the child when they display appropriate behaviours in similar situations. Be consistent, patient and calm throughout the process.
Ms Sherlyn Ho, Principal, Little Seeds Preschool (St. John’s-St. Margaret’s).
WHAT SHOULD PARENTS DO TO TREAT AND ENGAGE EDUCATORS AS PARTNERS?
Karyn: Respect and value each party’s role in the child’s life. Maintain open and regular communication to share insights about the child’s experiences. Joint activities, such as reading programmes, can equip parents to support their children while strengthening parent-educator relationships.
Sherlyn: As parents, you have your own needs, and your challenges may be influenced by your home situation. Talk to educators so that they understand your challenges, developing shared goals for the family and preschool. At my centre, parents are invited to read to the class weekly and participate in their children’s inquiry projects. Some even serve as ‘experts’, conducting sessions that further enrich the children’s learning.
