eNews‘Celebrating 15 years of excellence in education’Newsletter Issue 1 - April 2010

Welcome to theNewsletter!
Message from Mrs Ng Gim Choo, Group MD"We should remember that there is no creativity
in the child if there is no creativity in the adult:
the competent and creative child exists if there
is a competent and creative adult.

Contents
Message from the MD(Rinaldi, 2006, p120)

1

EtonHouse’s 15th Anniversaryarticle by John Cooley’2
Glimpses from the past3

Reggio Conference

4

Singapore Roundupl Broadrick

5l Vanda6l Orchard

7-8

l Newton9l Outram10l 764 Mountbatten

11

China

12

India

13

Indonesia

14T

his quote by Carlina Rinaldi from Reggio
Emilia in Italy echoes the significance ofadults in the teaching and learning of young
children. It also stresses the importance ofqualified and passionate early childhood
educators in the creation of high quality
educational provision. It is also creates thedifference in the way children feel about theirschool and their teachers.
Fifteen years ago, when I started EtonHouse, I was
inspired by the enthusiasm and excitement thatmy 4 year old daughter demonstrated while going
to pre-school in England. So much so, that she
wanted to go to school every day, even on
weekends and holidays. I then resolved todevelop a similar environment in a pre-school in
Singapore and the first EtonHouse centre at
Broadrick campus opened its doors to children
and parents on the 12th of March 1995.
Today, the smile I see on children's faces when
they walk into our schools, their excitement when
they share with their friends and teachers theirexperiences after their school breaks, the energy
and vibrance I can feel every time I walk into aclassroom makes me very happy and gives me agreat sense of comfort and motivation. At thesame time, it also motivates me to continue
making EtonHouse a better place for all teachers,
staff, parents and children.
It has been a long and arduous journey for us andyet a very rewarding one. Today there are 25

EtonHouse schools and pre-schools in the Asia Pacificregion and we are proud of each one of them. It is thehard work that each individual puts in and has put in forso many years that has contributed to where we aretoday. It is also the support of the parents and families
and the children that makes EtonHouse what it is todaya dynamic learning community of global citizens who
are always eager to learn new things, explore newfrontiers and establish new standards of excellence ineducation.
The recent Reggio Children conference co-hosted by
EtonHouse, the very first conference of its kind in Asia
saw over 350 delegates from 15 different countries
coming together for truly inspirational series of talks
delivered by representatives of Reggio Children and theInternational Network of Reggio Children. It was a novel
experience for a lot of us and made as reflect on theinfinite capacities of children as thinkers,
communicators, researchers, writers, painters,scientists, architects and many more endlesspossibilities. It all depends on the environment and thesocial context that they are brought up in and our imageof them as competent and capable individuals.
On that note, I would like to thank and congratulate eachone of you for your passion and hard work in engaging
with children and supporting their development and forbeing a part of the 15th anniversary celebrations for
EtonHouse. There is indeed always more to do fromhere on but together as collaborators and co-creators ofours and our children's future, I am sure the journey will
be a rewarding and enjoyable one, one that is full ofchallenges and possibilities.
I hope you enjoy reading the first quarterly newsletter ofthis very special year.
Warm regards,
Ng Gim Choo
Reference: Rinaldi, C. (2006). In Dialogue with Reggio Emilia:
Listening, Researching and Learning1

Sustainable Thinking inth
EtonHouse's 15 Anniversary Year
By John Cooley, Executive Principal, EtonHouse SingaporeAs you will be now be well aware, 2010 marks a significant
milestone in a success story that is EtonHouse - a story thatbegan humbly on the Broadrick site in Singapore on March
12, 1995 and has since continued as an expanding narrative
throughout China, India and Indonesia - and more recently,
Malaysia, Japan and Korea.
For the founding and ongoing vision, continuing drive, expansion
and depth of curriculum integrity, EtonHouse is very much the midteen child of Mrs. Ng Gim Choo, the school system founder andDirector. Also of vital importance to this 15 years of growth andsuccess have been Mrs Ng's fellow Directors, Mr Jimmy Oh and Mr
Ng Hark Seng.
The theme of this 15th anniversary year is that of 'Sustainability', aperfect area of focus as EtonHouse consolidates its placethroughout the entire Asian region, and seeks to address thegreatest environmental, cultural, social and economic challenge
facing humankind this century.

is not a matter of choice that weembrace sustainability as an underlying
curriculum concept; it is a matter of theutmost necessity and urgency if we areto meet the challenges of the future.

As David Suzuki, the great Canadian-Japanese environmentalist
has stated in his advice to teachers on a sustainable curriculum(featured in the latest edition of IB World, the magazine forInternational Baccalaureate Schools worldwide):This is why EtonHouse in Singapore isdoing its very best to add to these drops
in the metaphorical bucket. EachCentre has embarked on a range ofgreen projects and initiatives that will
engage every child, every member ofstaff and hopefully, as it progresses,
every family. By each of us simply
getting on with the task of making acontribution to a more sustainable
world, no matter how individuallyinsignificant, collectively, we become aforce that is potentially irresistible.

'It has to start from kindergarten (and earlier) whether you'reteaching history, mathematics or social studies, there has to be anunderlying ecological perspective. It's simple stuff children lovenature. …it's genetic that we have an innate need to be with otherspecies. If you show an infant a spider or a snake, they don't recoil inhorror. They want to reach out and touch it… If you see a childwatching an egg hatch, or a caterpillar pupa emerge as a butterfly,
you don't have to teach them a thing. They just watch.
Individuals know that what they do is pretty trivial. But each one of
us is a drop in the bucket, and if there are enough drops, we can fill
any bucket. We've got to get on with changing the way we live.’
EtonHouse, Reggio Emilia-inspired educators and IB schools
worldwide recognise the importance of David Suzuki's message. It

Therefore EtonHouse very much looks
forward to the celebration of its 15th
anniversary year throughout theremainder of 2010, with a sustainability
focus that will resonate from its
classrooms and playgrounds into the
local community and into the next 15
years (and beyond) of our planet's
future.
John Cooley2Glimpses from the past

10th Anniversary – EtonHouse Walkathon

Mr. Jimmy Oh (Chairman-EtonHouse) with Mrs. Ismail from MCYS

Mrs. Yu-Foo Yee Shoon (Minister of State for MCYS) with Joy Evans(then Broadrick Principal) and Mrs. Ng Gim Choo (Managing Director, EtonHouse)

Celebrating 14 successful years - EtonHouse Motivation day

Mrs. Ng Gim Choo (Managing Director, EtonHouse) welcoming
Low Guat Tin, Associate Professor at NTU/NIE.

15th

Anniversary-Reggio Emilia Conference

Speakers from Reggio Children

EtonHouse team at the conference3Reggio Children comesto Singapore:
By Heather Conroy, Senior Director of Pedagogy, EtonHouse Pre-Schools— Teacher as researcher. Teachers as observers anddocumenters of the children's ongoing learning see theirrole differently to transmitters of known facts. Teachers as
researchers co-construct thinking with children as theirpartners; they mentor and coach learners, rather thaninstruct and inform. The experience of studying their
documentation, enhances teachers in being more
intentional about their interactions with children.
It was therefore with much excitement that EtonHouse coconvened with AECES (the Association for Early Childhood
Educators in Singapore), the first Reggio Children's conference
to be held in the Asia Pacific region. Held 4-6th March,conference key note speakers, Amelia Gambetti and Emanuela
Vercalli, travelled directly from Italy to share with over 350
delegates, the principles guiding the work of the world
renowned infant/toddler centres and pre-schools of Reggio
Emila. Speakers from the Reggio Emilia International network
richly extended the dialogue in terms of sharing their own workin exploring the principles of Reggio Emilia within their own
settings of Australia, Korea, Sweden and the United States.

Speakers from the Reggio Children International Network

EtonHouse pre-schools in Singapore have been working with theinspirations offered by the pre-schools of Reggio Emilia for someyears now e.g.

— Children have a right to play; to have a say in matters that affectthem; to make choices. We have attempted to establishclassrooms that are more responsive to children' s right to behands-on-learners; that offer real choices to explore a diverse
range of concepts with a wide variety of materials.

Hailed by Newsweek, as producing some of the best preschools in the world, Reggio Emilia continues to be a source ofinspiration to early childhood educators across the world interms of research based pedagogy and inspirational learning
environments for young children. Delegates from Australia;
China; Hong Kong; India, Indonesia, Malaysia; New Zealand;
Taiwan; Thailand and Vietnam; attended the 2.5 day
conference held at the Novotel, Clarke Quay. The conference
was opened by the Italian Ambassador Anacleto Felicani andwas also attended by Professor Ostelio Remi, Director of the
Italian Cultural Institute, Singapore.

— Image of child as a competent thinker and communicator. We
value children's expression across a wide variety of 'languages'
drawing, painting, sculpting with clay and wire.

— The cognitive challenges of working with diverse materials (the100 languages of children). Each language has its own symbol
systems or code for making meaning e.g. the visual arts is alanguage of line, shape, colour, symmetry and form.

— Documentation as a means of making children's learning andour teaching visible to others. At EH, class teachers maintainwall documentation which presents, through photographs ofchildren engaged in the process of learning, children's
comments and conversations, as well as teacher
analysis/reflection, the thinking involved in current inquiry
topics. Our newsletters and portfolios endeavour to capture thequality and complexity of children's thinking both as individual
learners and as valued contributors to the group learning
process.

Heather Conroy welcoming H.E. Ambassador
Anacleto Felicani

Amelia Gambetti and Emanuela Vercalli from Reggio Children

4Singapore Roundup- Broadrick
International Mindedness, Culture
and The International Baccalaureate
Primary Years Programme
The IBO Mission Statement:“The PYP promotes International mindedness in order to develop
inquiring, knowledgeable and caring people who help create abetter and more peaceful world through intercultural
understanding and respect.
An effective PYP school has an inclusive ethos which values andreflects the diversity of cultures and perspectives within andbeyond the school community.

THIRD CULTURE KIDS Are your children
TCK's?

An internationally minded person actively demonstrates a
responsibility and commitment to making a difference in the world”.
Standard A2 from the IBO Programme Standards and Practices
states that a prerequisite of an IB School is that “The school
promotes international-mindedness on the part of the adults andthe students in the school community”.

This is an increasingly common and modern phenomenon. We
really notice “culture” only when we find ourselves out of ourfamiliar cultural element. Third Culture Kids or Trans-Culture
Kids, who are sometimes also called Global Nomads, "refers tosomeone who, as a child, has spent a significant period of time inone or more culture(s) other than his or her own, thus integrating
elements of those cultures and their own birth culture, into a third
culture." Since the term was coined by sociologist Ruth Hill
Useem in the 1960s, TCKs have become a heavily studied global
subculture. TCKs tend to have more in common with one
another, regardless of nationality, than they do with non-TCKs
from their own country. (Wikipedia)

In 1968 when the IB was developed, international mindedness wasseen as a key ingredient in how education could bring cultures
together and create a more peaceful world. Today it is more
important than ever. It is not just conflict resolution that can benefit
from greater understanding, but industry, communications, what
we buy in our supermarkets and what we wear on our backs.
Through international-mindedness, the IB teaches students to takeresponsibility.

At EtonHouse Broadrick we see a lot of Third Culture Kids.

A key ideal of the PYP is that Internationalism must pervade all
aspects of school life and be manifested inAttitudes of the students and staffThe school climate



The Curriculum.

A Third Culture Kid

We cannot however leave internationalism to chance. Like aniceberg the majority of culture is below the surface. We must
explore not only the surface culture of food, music, dress, drama,
crafts, dance, literature, language, celebrations and games, but wemust dig deeper and delve into courtesy, conversational patterns,
personal space, attitudes towards elders, concepts of cleanliness,social interaction, body language, notions of modesty, rules ofconduct, courtship practices, ideals of child rearing and so on. If welimit ourselves to the former concept of surface culture we may leadourselves to superficial appreciations that may in fact reinforce
stereotypes rather than creating awareness of global issues andchallenges.

Is a person who has spent a significant part of theirdevelopment outside their birth culture.

May be a person of mixed nationality parentage, living inanother (3rd) country/culture.



Builds relationships to all of the cultures while not having “fullownership” of any.

Integrates aspects of birth culture and the new culture intocreating a unique third culture.

May possess some cultural dissonance. A TCK will possessa different view of their heritage culture compared with a childbrought up in that culture.



Perhaps the most famous TCK today is the American
President Barack Obama.

“Culture is like the sum of special knowledge that accumulates inany large united family and is the common property of all its
members” Aldous Huxley Novelist, Humanist and Pacifist.

‘Kathy Short, a mentor of the PYP and an American Professor ofCulture, states that “All learners, adults and children, must explore
their own cultures before they can understand why culture matters in
the lives of others”. She further adds that a curriculum that is truly
international offers all of us, educators and students, the best
chance to enrich and transform our lives and our views of the world.

Culture affects all our lives and until we understand ourselves,
how then can we understand others?
Ellen Fielder, VP Curriculum - EH Broadrick

5

Singapore Roundup- Vanda
What do we want to be?

Educator's Learning Journey
Towards the end of 2009 we, the educators at EtonHouse Vanda,
established some time to reflect on our pedagogy to determine how
close our values and beliefs about teaching and learning were inalignment with our current practice. Upon reflection, we perceived aneed for some deeper thinking …we initiated a further process oflooking in, looking out, reflecting and pondering …why in the past
was our teaching so restricted? Attending classes, personal study,
research, and attending professional development as a group with
Heather Conroy, our Senior Director of Pedagogy, provided us withdeeper understanding of how learning and teaching could develop.

An educator who builds on children's knowledge and interestI believe strongly in the teacher as a researcher. It is importantfor me to read and develop my knowledge about pedagogy
and to upgrade myself in terms of qualifications andprofessional development.

I am a facilitator, educator, motivator and role model to thechildrenI am a friend and partner at work to my colleagues

Someone who provides my best at work be it in teaching orother centre responsibilities, is tolerant towards others, gives
support to others and displays professionalismAn educator who inspires the children to always think forthemselves & others and be interested in finding out andlearning more.

Experiences that we value

We began to re-shape our professional development to provide
teachers with multiple opportunities to connect new ideas with what
they already knew, reflecting on our practice within a cycle ofobservation, analysis, documentation/reflection and planning. It
was important to us that children's rights are respected; that children
use a hundred languages to share their ideas, thoughts and feelings.
In collaboration with the children as our partners in the learning andteaching process, we changed our thinking to be more aware oflooking for possibilities, working on challenges, using mistakes as alearning experience (and persisting with those challenges)

Building relationships with children, parents and colleagues
based on respect, trust and open communication



Thinking together with others in collaborative partnership,
engaging in dialogueConstantly updating oneself with new ways of thinking aboutteaching

Active sharing among teachers, brainstorming in small groupsProfessional development
strategies

Actively seeking feedback from others so as to constantly
improve and challenge my own thinking

Regular communication with parents and colleagues to build
relationships

sharing of ideas/teaching

What is the identity of the school?


A cosy work and school environment where everyone feelspart of the family and looks forward to coming to school

investigating our ideas, and inventing solutions to 'problems’

Learning and teaching is visible to all

Through professional dialogue we took a step back to look deeply
into our mindsets to redefine our roles as educators. At the beginningof the year, we demonstrated our commitment to the process of
thinking about practice into a collective statement - our Declaration ofIntent. The declaration stands as our 'mirror' through which we see
our work.

Children and teachers are self-motivated in their learning

Sharing of information and knowledge happens frequently
among teachers, parents and children
As part of recent centre visits, our Declaration received much
positive feedback in terms of making our intensions visible.
Declaration of Intent
This declaration serves as the collective voice of our teaching andauxiliary staff. We have each reflected on our own practice toestablish the following statements that will guide our thinking andpractice throughout the year.

6Singapore Roundup- Orchard
Heather Conroy - Senior Director of PedagogyChildren as sophisticated thinkers andcommunicators:

Our teaching within EH preschools is driven by 8 key principles that
inform the work that we do with and for children. These principles
provide a guiding framework within which we make decisions
about curriculum design; the establishment of our learning
environment and interactions we hope to establish between
teachers, children and parents. These principles draw inspirationfrom the educational project of Reggio Emilia, in northern Italy.

Loris Malaguzzi, the founder of the preschools and infant toddler
centres in Reggio Emilia proposed that children have a 'hundred,a thousand languages' with which to share their ideas withothers. We acknowledge, with deep respect, the many different
ways that children communicate their thinking to others throughthe process of drawing; painting; writing; composing music;
exploring drama; sculpting with clay and wire, and construction
to name but a few.

Image of child:

The pedagogy of listening:

At EH, we see children as strong and powerful learners, actively
contributing to their own learning process; observing; exploring;
hypothesizing and forming theories about how the world works. We
acknowledge the child as a holder of rights the right to play, to berespected; to be supported in achieving their potential; to have a
say in matters that affect them.

Observation and listening with great sensitivity to children's
ideas, thoughts and theories, supports teacher's in building
understanding about each child's learning. Listening is also atime of silence of reflection and analysis as teachers analyse
observational data, they are able to project, to make informed
decisions about the 'next step' in curriculum development.

We are committed to high quality:

Educators as researchers:
When we practice the pedagogy of listening, observing withcareful attention children's abilities, understandings anddispositions, educators become researchers of the learning
process. As teachers study their documented notes incollaboration with colleagues, they have the possibility of
studying and refining their teaching to best respond to children's
thinking.

Pedagogical documentation:
In Reggio Emilia, they understand documentation as a processof making visible the traces of the learning/teaching encounter.
Documentation thus creates collaborative communities; forongoing dialogue between child, parents and colleagues.

The view we have of children is present in all that we do…in the way
we present materials…the way we maintain our spaces and eventhe food that we serve…
Wurm, J.P. (2005). Working in the Reggio way.
St Paul; MN: Redleaf Press.

7

7

Singapore Roundup- Orchard
How do young children learn?
We believe play and (rich) conversation form a rich context forlearning to take place. Children construct or build personal
meaning with and from significant others in their environment. The
preschool then forms part of a system of relationships (child; family
and the wider community). Curriculum must acknowledge theunderstandings (prior knowledge) that children bring with them toany learning encounter. 'Teaching' then becomes a process ofbuilding connections between what children already know andunderstand and what they desire to further explore.
What can be learned about a child's deep thinking, when we study
excerpts of their conversations:
To the question posed by the adult: How do you learn?
C (5) stood up confidently and rolled her hands down from head toknee... I am me this is me… that is first, I am one. Then you haveyour heart - that is second; then your brain, third. These three work
together to help you learn.

ORCHARD contribution
Orchard reflection on the EH guiding principles as they impact onpractice:
The work of the educators in Reggio Emilia serves as a mirror for
us to find out who we are, our own identity. At Orchard wecontinue to re-visit and explore these values on an ongoing basis.
These reflections support our work; strengthening ourprogramme and establishing a school of our time. We strive tocreate a democratic citizenship where diversity and perspectives
are valued and /visible to others in all that we do.
Anne VD, Pre-School Director, EH Orchard

The environment as 'third' teacher:Children have a right to a respectful and aesthetically beautiful
environment, where materials are presented in such a way as toinvite thoughtful engagement.
Educators aim to create
relationships within the environment (between children andchildren; children and ideas; children and materials)

Through collaborative dialogue, EH Orchard educators
established a published statement reflecting their (shared)
image of child (how they see children and their learning). This
statement provides a thinking space for teachers to re-visit their
day to day interactions in response to their belief statement.

Alliances with parents:
We strive to form close relationships with parents, based on open
communication, trust and respect for each other's contribution to
the young child's learning. We seek to explore ways that parents
can actively participate in their child's experience at preschool.

At EtonHouse Orchard, we see a child who:
is uniqueis rich in potential
l is capable
l is a person with rights and responsibilities
l is active
l is a collaborator
l is making meaning
l is a contributor to the community
l is growing and learning
l is creative
l offers new perspectivesll

Quotes from Orchard educators:
As we re-visited our image of child, (I felt) supported in my
ongoing work with children …for all considerations and decisions
as we establish our class environment.
How individuals view children…how our personal views affect our
teaching and attending to children is something to continually revisit.
Listening to individual voices...it reinforced for me the need togive children time to communicate their ideas and desires.

8Singapore Roundup-Newton
Off to a Good Start!
Newton has gotten off to a good start this year. The school opened
its doors early January to lots of laughter and children running inthrough the gates eager to be back at school. They have enjoyedmeeting up with their old friends and getting to know new friends.
Classes are full and enjoyable places to be. We are pleased toreport that even the youngest of our children have settled quickly
and are doing very well. As the first term draws to a close, we arelooking forward to opening up two new classes at the Pre-Nurserylevel for the start of Term 2.
On a sad note we say goodbye to our Kitsune (Foxes) class. These
are the Japanese children who graduated K2 last year and havereturned to our school for the first term while they await the
beginning of the Japanese school year in April. Farewell and goodluck Kitsune.

The critical aspect of this project is that it is not to be reminding
children of what to do, but rather that it becomes embedded in
the children’s learning and so they begin to remind the teachers /adults of what to do. It is hoped that children will transfer thisknowledge learnt at school to the home environment and withthe support of the parents at home the message will spreadfurther.
Going hand in glove with this the learning also engages children
in being socially responsible and tolerant of cultural andindividual differences. While these appear to be rather adultnotions in their concept, it is remarkable to listen to children's
very knowledgeable views on the subject.
Children havepresented assemblies using greetings, sung songs and given
information in a number of languages. They have engaged incelebrations from other cultures and they have listened tostories, baked food and learnt about trends and traditions ofother lands.
In maintaining a sustainable environment we are off to a goodstart in not only taking responsibility for our environment but also
looking after each other with understanding, sharing andtolerance for all. Well done children!

Across all of the EtonHouse schools this year there is a focus on'Going Green'. This involves the three Rs of REDUCE, REUSE andRECYCLE. At Newton we are in our 3rd year of a whole school
approach to this project. Each class decides on one thing toconcentrate on in their own classroom, whether it is to remember toswitch off the lights, use less paper, re-use plastic bottles or torecycle materials. The school's recycle bins are used to separate
waste material and are then placed in a collection bin provided by
the National Environment Agency. We have encouraged internet
communication to reduce the amount of paper used, Aunty
Jasmine in the kitchen has been asked to reduce and recycle foodcans used and the office staff has been asked to turn off their air
conditioner when not in use.

9Singapore Roundup- Outram
Promoting sustainability in 2010
and beyond
At EtonHouse Outram, we began our year with 'Sustainability' as acentral focus. This focus has translated to awareness and positive
behaviour and has become embedded in our daily curriculum androutines.
Here are some examples of children actively demonstratingawareness and responsibility towards supporting, sustaining andsaving the environment.
The K2 children are nurturing a garden in their classroom. The
children can be seen watering the plants and nurturing them as
they remove dead leaves. They demonstrate their knowledge

Our Nursery 2 planting team

about the benefits of having plants in the class as Kai shares “plants
Teachers share their culture and behaviour with children to

give us oxygen!” and Shernice adds “the green bits are important!”

further support their work towards sustaining the 'green'
Our children are encouraged to make suggestions and problem

environment. One of the teachers introduced a celebration

solve as to how we can reduce waste in the centre. The K2 class has

called Tu- B'shvat, which means the day that marks the beginningevaluated our use of tissue, David shared “we don't need to useof the “Jewish New Year for Trees”. Tu B'shvat marks thetissue for fruits, we can re-use our bowl!” This initiative from ourbeginning of spring in Israel. It is also a celebration of connecting

students has saved many tissue papers from being wasted andto our own inner-selves, to the social world of human beings andembedded the good habit in the children's routine of using reto the natural world and its resources. One of the traditions on
this holiday is that school children plant trees in honour andusable bowls/plates. They now often remind our guests too!

appreciation of trees.
Our role model Yi Ting can be seen setting this example for her
Ms Iris wanted to share this planting experience with thepeers as she washes her bowl and then carefully adds her fruit into
the bowl.

Zoologist N2 Team. The teacher shared this unique planting

She said “I only want 4 today” which captures theexperience with the children for whom it was a meaningfulchildren evaluating portions so as not to waste food. The children

cultural exchange, a hands-on learning experience which helped

demonstrating such roles and responsibilities leave positive

the children gain a deeper understanding of the concept ofimpressions on the younger children in the centre.

saving trees. This planting experience strengthened theirconnection to the planet and other living things. It also initiateddialogue and exchange of ideas and taught the children that weare connected in so many ways and saving the Earth is a shared
responsibility.

10

Singapore - 764 Mountbatten
Reggio Reflections

The Reggio Experience at
764 Mountbatten

The following are some reflections from the teaching andlearning team on their participation in the Reggio conference:“The dialogue sessions were inspiring and deepened my

In early March, the teaching and learning team at 764 attended theunderstanding and thinking of the Reggio Emilia approach to early

Reggio Emelia Conference conducted over 2.5 days at Novotel

childhood education – I particularly welcome the challenge forHotel. The conference, organised by EtonHouse Education Centre

further thinking about the potential of the child, the organisation and(EEC) and the Association for Early Childhood Education

quality of the physical environment and the promotion of theSingapore (AECES) was attended by over 350 early childhood

collaboration amongst and between staff and families.... I believe that

educators from the Asia Pacific region.

a deeper understanding of these elements of the Reggio philosophy
will make me more effective in leading the Teaching and Learning
Team in the areas of pedagogical practices and curriculum content.”– Josephyne Ho, Preschool Director“I have struggled often enough thinking if along with being a teacher
I am also a guide, facilitator, friend and co-learner all the while
keeping the interests of the children in mind. This Reggio conference
has helped me realise that learning is a life long journey and is notgoing to happen overnight. It has strengthend my belief that thechildren and I will grow stronger as a learning team with every
passing day. ” Priya Deoruhkar, Class Teacher“…….. I believe that educators should always create a meaningfulenvironment for the children, where they are allowed to share their
feelings, impressions with one another…. And I think that it isimportant that educators continuously communicate and document
children’s experiences at school. Hence, educators should keep onbuilding an attitude of learning and embracing the values ofAn important aspect of this conference was a visit to Reggio-

collaboration.”

inspired schools in Singapore, in which our school opened its
doors to some 40 participants from Singapore, Korea, Australia,– Jesslyn Chen, Assistant Teacher

Hong Kong and Vietnam . A sharing session was held where we“Taking time to reflect, slow down the pace.... Rethink the inter-shared our teaching and learning philosophy and an inquiry project

relationships between children, parents, colleagues and society atwith the visitors. The visit ended with a tour of our physical indoor

large... relationships within children's immediate environment -and outdoor environments where the visitors had the opportunity toresources, materials, spaces, people.”view our on-going projects with the children through their work on
display, as well as through documentations of the children's– Bey Hwee Kiang, Class Teacher

learning and thinking.
I thank and congratulate Ms. Dawn Ng, Ms. Charlotte Choy, Ms. Bey
Hwee Kiang and Ms. Samantha Morier who helped facilitate thisvisit which was a successful and valuable learning experience
for all.

11

China - EtonHouse Suzhou
Milestones always seem to be the perfect time to stop, reflect and toplan for the future. As EtonHouse celebrates its 15th anniversary in
Singapore it's hard to not think back on our own beginnings andadventures here in Suzhou and in China. The school isapproaching its 7th year and there is indeed a lot to think about,celebrate, plan for and enjoy.
When we look around our campus, complete with tennis andbasketball courts, swimming pools, Science labs and more rooms
than we know what to do with, it seems difficult to imagine that webegan our journey in much humbler surroundings. When we
opened in August 2003 we occupied a handful of rooms in a
Chinese Middle School building. It was old, cold, cracked andlifeless but it didn't take long to turn it into a vibrant, welcoming
school full of excitement and enthusiasm. We learnt early in Chinathat it isn't the body that makes a school, it is its heart.
As the years went by we were bursting at the seams the school was
not only full of children but parents and community members too.
Every corner was a place of learning and celebration an art
exhibition in the library, a mattress with cushions in the corridor
acting as a reading “corner”, a pile of rubbish between a wall and afence turned into a blossoming garden of sunflowers, regularlywatered, weeded and measured by our Reception students.

Above all though we had, in our old cracked building, created acommunity a truly international community where students,
parents, local and expatriate staff worked together to help,
support and understand one another and to learn together.
This attitude has followed us to our new building and it is thisspirit of community forged by learners, young and old(er),coming together in a new country, learning a new language andexperiencing new adventures that remains the heart of theschool. As we look to a future full of new challenges it is good toknow that this spirit and feeling of community continues.

12IndiaVivero International Pre-school
PUNE

Serra International AUNDH,
PUNE“There are no seven wonders of the world in the eyes of a child.
There are seven million” urges Serra International. Serra
provides world-class Pre-School learning to parents of young
pre-schoolers in and around Aundh - Pune. “Early years are
crucial, because they determine whether your child becomes apassive or an active learner. We work to ensure that children are
well prepared to enter the world of formal primary education -- anarea which many parents believe is full of challenges.” said
Ashwini Deshmane, Principal of Serra International, Aundh, is asenior and respected Educationist with 22 years of experience.
In the second unit of the academic year, Serra Pre-nursery andNursery children explore a range of rhymes and stories. The unit
will be culminated by celebrating Literacy week from 5-8 April
2010 where children will dress up as their favourite book
characters.

“Truly International … with children from 13 nationalities” claims
Vivero Pune Centre, which is leading by example having introduced
a crucial paradigm shift in early childhood education in Pune city.
Children are exploring farm animals and the local fire station andhad a successful concert on 18-19 March 2010. Here are someencouraging words shared by Vivero parents:

Founder parent Mr. Sushil Chawla says “My daughter Seher
instantly recognizes the white bungalow of the school building andpoints at it as 'My school VIVERO'. She loves spending time here
and is excited about going to school.”“Anna loved Vivero. The school was fresh and fun and theadministrators, teachers and staff truly cared for the students'
wellbeing. It was a bright spot in our Pune experience” said Heather
Davison, mother of Anna Davison who was with us in KII and is now
studying at Webster Elementary in Urbandale, Iowa, USA.

Reggio Conference:
Members of the Edvance India team Anshul Arora, Archana
Jamdar, Shalini Mukerjee and Monisha Pandit had the privilegeof attending the three-day the Reggio Conference held at
Singapore by EtonHouse and AECES. The team felt inspired,said Archana Jamdar Head Pedagogy “Using powerful images
and dialogues about children in the infant toddler centre and thepre-schools, the experts - Amelia Gambetti and Emanuela
Vercalli, helped us revisit our belief about young children and theteaching learning processes. The images made us think, ponder,
question, examine and rejoice at some of our cultural values andunderstandings about young children.”Vivero International Pre-school
POWAI, MUMBAI
The second Vivero International pre-school has now opened
for admissions in the second centre situated at Hiranandani
Gardens - a township in Powai, a northern suburb of
Mumbai, India. The response has been tremendous and theenrolled children and the teaching team are waiting eagerly
for the session to begin in June 2010.

13

Indonesia
An inquiry into foodTo maintain the focus on 'inquiry' in our work, at EtonHouse Jakarta,
we try to always start with a question e.g. in this case what do wereally know about food? This question keeps, in the teacher's mind
in particular, that inquiry-learning should be about exploration,
discovery and thinking.
The children had discussed food previously“What do you know about food?” asked Miss Jade.
“Tofu,” said Juvincia. “Makes I tall.”“Yes!” said Miss Jade, “it makes you tall.”“Carrots,” said Richard, “for your eyes.”“Rice,” said Emir, “it gives you energy.”“So you don't get sleepy.” said julian.
Nathan (Pre N), Miss Tasia, Gabriel (N1), and Rina were all socurious to feel the Rambutan. “It has hair!” said Miss Tasia.

Living in a big city, like Jakarta, many of the children seemed tohave little experience in actually growing food.
The next day the whole pre-school came together to experience
the rambutan harvesting.
This incidental experience provided for the children a real hands
on opportunity to 'harvest' a familiar fruit for eating. We can see
through their language their sharing and enthusiasm toparticipate.
This experience can be followed up by inviting children to draw,
or represent their thinking in another 'language' (other than oral
speech). This opportunity to re-visit the experience e.g. drawing,
invites children to reflect and think again about their learning“I want to try!” said Owen (K2), who was watching the men harvesting
the rambutan. “I can use the ladder!”““ Where does our food come from?” asked Miss Jade.
“I go to the mall.” said Anya.
“I go to the supermarket and then put it in the car and then take ithome.” said Matthew.
“Where does the supermarket get the food from?” asked Miss
Jade. No one seemed to know. “Does anyone know where we getapples from?” asked Miss Jade.
“The tree!” said Nathan.
“Yes,” said Miss Jade, “so, some of our food comes from the trees.”
From the children's sharing, the teacher ascertained that children
had many theories e.g. food comes from the mall; and that theyknew we ate for a 'purpose' (other than being hungry). In inviting
children's expression of prior knowledge, adults gain a better
understanding of how to build bridges to new understandings.
“Now, me!” said Amanda, who was watching Owen.
“I want to try! I want a red one because
they are sweet!”14