This article was first published in Beanstalk
When designed well, a preschool’s physical environment can be a canvas for children’s learning. It reflects the authentic learning that is taking place and evolves in response to their growing curiosity, creativity and holistic development. One preschool that has such dynamic learning spaces is St. James’ Church Kindergarten (Gilstead), winner of the 2023 ECDA Outstanding Centre for Teaching & Learning Award.
Keeping it open
The centre’s design philosophy stems from its image of the child as capable and competent individuals who can contribute to their own learning. Children are always involved in the building process, from planning discussions to the physical setup.
Principal Mrs Ruth Gamo-Bilon elaborates, “Our outdoor spaces, such as the playground, water play area and sand pit, are designed with open-ended elements that encourage children to continuously change and evolve their play experiences. This sparks their interest and engagement, creating a fun setting for the development of physical skills, social interactions and problem-solving abilities.”
Every term, each class conducts an inquiry-based project to explore topics of interest. The children conduct investigations across various preschool spaces, out of which new learning environments and play experiences have emerged. For example, the centre’s edible herb garden arose from an inquiry into different herbs and spices. Other projects saw children discovering creative uses for loose parts, such as making a marble run from pipes, extension tubes and tape, or transforming one of the rooms into a string laser maze.
“Our curriculum encourages children to collaborate, innovate and co-create,” says Mrs Gamo-Bilon, adding that parents are invited to participate in their children’s projects. “We value each person’s potential by encouraging constant growth and change, fostering a culture where every idea and voice is heard, and every individual thrives.”
Change leads to growth
In implementing this curriculum, educators play the roles of observer, collaborator and facilitator. “It requires empowering educators to try new things and use the environment as a medium for experimentation and expression,” says former centre principal, Ms Eudora Tan, who is now Executive Principal, Early Childhood Development Centres (Kindergartens), Anglican Preschool Services.
“By observing how children interact and engage with the learning spaces, educators will know what piques the children’s interest. They can then adjust their teaching practices according to the children’s wonderings and inspire them to think deeper.”
She notes, “Some of the children’s projects do not last beyond a year due to the lifespan of materials, or because children outgrow them as they develop new skills and abilities. We welcome this short life cycle as it makes space for new projects to occur organically.”
“My favourite project was making the laser maze. My friends used wooden pegs to connect the strings, but some dropped, so I tied the strings with knots. We also made a big one for children in school to play too! It was so fun! – Serah David, 6
Serah David, 6
Ready to innovate?
Ms Eudora Tan offers three tips to educators:
- Encourage risk-taking. Celebrate the process and not just the product or success.
- Pay attention. Introduce changes to the learning spaces according to children’s interests.
- Be flexible. Create a timetable that allows for unhurried exploration and free movement.
Learn more about St. James’ Church Kindergarten (Gilstead)’s innovative approach at go.gov.sg/2023-ecda-awards-tnl-sjck
To find out more about our preschools, visit https://www.anglicanps.edu.sg
