By Oh Li Peng
Diversity in the classroom is a reflection of the world we live in. Every child comes with unique abilities, backgrounds, and challenges, and as educators, we have the privilege of nurturing an inclusive environment where all children feel valued.
In honour of World Down Syndrome Day on 21 March, true inclusion goes beyond policies and accommodations—it is about embracing differences, recognising potential, and fostering a sense of belonging for every learner.
In my second year of teaching, I was given the opportunity to support a Pre-Nursery child with Down Syndrome who was non-verbal. At the time, I was new to early childhood education, and when I first learned that I would be teaching him, countless questions ran through my mind: “Can I manage? Will I be able to meet his needs?” Despite my apprehension, I was eager to meet his parents and understand how best to support him.
Believing in each child
I reminded myself that children do not choose to be born with developmental needs. Everyone is unique and precious in the eyes of God. Although I lacked specialized training in this area, I knew I could take small but meaningful steps to create a safe and nurturing environment for him.
The first step was to pause and truly see the child beyond his challenges. Instead of focusing on what he struggled with, I looked for his strengths—what he enjoyed and how he communicated in his own way. I reminded myself that his behaviours were not intentional but a part of his journey. Seeking to understand the reasons behind his actions, I reached out to his parents, listened to their insights, and worked together to support him. I knew I needed to walk alongside him with patience and understanding.
Journeying with parents
Supporting this child also meant supporting his parents. Every parent carries hopes and dreams for their child and realising that their child has developmental needs can be an emotional and challenging journey of acceptance.
A simple phone call to share a moment—such as their child sharing a toy with a peer—brought comfort to his parents. It reassured them that we saw his progress and believed in his potential. These small gestures renewed their strength, filling them with hope and motivation to keep going on.
Sometimes, all it took was being there to listen, offering a kind ear and a friendly presence. It reminded me of the song “What a Friend We Have in Jesus”—a reminder that even the smallest acts of support can mean the world to those navigating an unexpected path.
These simple acts of support reassured the parents that their child is a beloved child of God and deserved the same love, care, and opportunities to grow, regardless of his developmental needs.
Inclusion is a collective effort
Could I do this alone? Definitely not—it takes a team. My fellow teachers—Xiaoping, Shu Chan, and Xi Zi—stood alongside me as we supported this child for three years. Their dedication made a meaningful difference, and together, we strived to create a warm and loving environment to support this child and his family.
This experience is a beautiful reminder that inclusion is never the work of just one person. It’s a shared journey built on kindness, collaboration and a belief in the potential of every child.
Recently, I witnessed another powerful moment of inclusion at one of our Little Seeds Preschools. During a water break, I noticed a child with Down syndrome sitting alone on a mat. Without hesitation, one of her classmates walked over, took her hand, and gently guided her to the table. Later, as she drank from her water bottle, her friend smiled and clapped, celebrating her progress with a simple act of kindness.
Later, when she lagged behind the group, another boy noticed and immediately went to guide her back. The kindness and empathy these young children demonstrated were so heartwarming. It was a powerful reminder that inclusion is nurtured from an early age, and though every child is different, each one can take small, meaningful steps toward acceptance and support.
Every child matters
As I reflect on this journey, I realised how much I have grown. I have gained a deeper sense of empathy, patience, and understanding. I have learned the importance of seeing things from others’ perspectives—especially understanding where parents are coming from and why they respond the way they do. It has taught me to be slower to judge and quicker to listen, always seeking to understand before reacting.
As an educator, I know that inclusion is not always easy, especially in a classroom full of diverse learners. But this experience reaffirmed my belief that every child deserves to feel valued and to have someone who believes in them. Inclusion is not just about accommodating children with developmental needs; it is about embracing their uniqueness, recognising their potential, and walking alongside them on their journey—because every child matters.
To find out more about our preschools, visit https://littleseeds.edu.sg/.
Oh Li Peng is Child Development & Early Intervention Mentor at Anglican Preschool Services
