Teachers

Annette has extensive administrative and secretarial experience supporting the C-Suite for over 10 years. She then made a mid-career switch to pursue her passion working with young children. She is ACEY-trained (Advanced Certificate in Early Years) and holds a Montessori Teaching Assistant Certificate. Being a firm believer of life-long learning, she also plans to further her studies to improve her professionalism.

The children are her biggest motivation. Her belief is to love and respect each infant and toddler as a unique individual. She exemplifies this by applying the 3Rs (Respectful, Responsive and Reciprocal) in her daily interactions with the infants. She makes it her goal
to make every child’s learning experience a positive and joyful experience. Annette also believes that there are many ways to teach and likewise, many ways for children to learn by encouraging them in the 100 languages of expressions.

Annette advocates for play-based, inquiry learning and understands its critical importance to young children. She looks forward to meeting your children and working in partnership with you to create many meaningful learning experiences at EtonHouse Garden School by the Bay.

Hi there! You can call me Sophie and I am currently pursuing a degree in Childhood and Early Years Studies. I have been in this industry for the past 8 years now! 

In the heart of my teaching philosophy, there lies a belief that when one teaches, two learn. This powerful adage encapsulates the essence of the reciprocal approach cherishes. I prioritize and value co-learning, where both your child and I are engaged in a dynamic exchange of ideas, insights, and experiences together. This principal aligns with the intrinsic nature of the teacher-child relationship where I also believe that children learn best from individuals they like and trust. Their minds are most receptive when they are in an environment of warmth, when they feel valued, understood, and supported. As an educator, this understanding guides my approach where I strive to build not just an academic rapport, but a genuine connection with each child. One that is founded on empathy and mutual respect. 

In practice, this means much more than teaching and leading a class.. It means becoming a fellow explorer, ready to embark on learning journeys side by side with the children.. Through our time together, I wish to impart the invaluable lesson that learning is a lifelong endeavor, one that is not confined to academics and the four walls of a classroom but in the interactions, conversations, explorations, and relationships we share!

This interplay of teaching and learning underlines the importance of relationships. To create an environment where learning thrives, cultivating a strong, positive bond with each child is paramount. When they know and trust that I genuinely care about their thoughts, their interests, and their progress, they open up, they trust, and they engage. This bond amplifies their learning experience, giving them the confidence to express their ideas, ask questions, and think critically. 

As we embark on our memorable journey together, I am thankful and deeply appreciative to be a part of your child’s path to success. I can’t wait to foster the partnership we will have to create an extraordinary collaboration between home and school in nurturing a deep enthusiasm for learning. 

Rexi acknowledges the significance of early childhood development, with a focus on nurturing children’s love for learning and their overall well-being. Treating each child as a capable individual, she perceives her role as an educator to be centered around fostering holistic growth. Her educational philosophy draws inspiration from a blend of educational approaches including Reggio Emilia, Concept-based Inquiry, Play-based learning, Constructivism, and Nature Education. Rexi’s approach involves tailoring teaching strategies to meet individual children’s needs, strengths, and interests, ensuring that learning experiences are engaging and relevant. She prioritizes the importance of play in cognitive and social development, creating an environment that encourages imaginative play, hands-on exploration, and open-ended activities. With a commitment to nature-based learning, Rexi seeks to integrate environmental literacy and awareness into her teaching, addressing global issues such as Climate Change. Rexi also strives to cultivate resilient learners, promoting a positive attitude towards learning and a growth mindset, empowering children to tackle challenges and become critical thinkers. Alongside academic growth, she focuses on social and emotional development, fostering a secure and supportive classroom community where her children develop interpersonal skills, empathy, and self-awareness. Recognizing the significance of family involvement, she aims to maintain transparent communication with parents to enrich the learning experience of the children. Through a dedication to reflective practice, she continually refines her teaching methods to cater to the evolving needs of her students. 

In summary, her teaching philosophy is centered around empowering children’s curiosity, nurturing their social-emotional well-being, and offering meaningful learning experiences that lay a robust foundation for their ongoing developmental journey.

With a decade of teaching experience under my belt, and now entering my third year in EtonHouse, my journey as an educator has been one of continuous growth, reflection, and refinement. These years of experience, coupled with my time spent here, have significantly deepened and reinforced my fundamental beliefs and practices in education. At the heart of my teaching philosophy lies a steadfast conviction: that children are innately capable and competent learners, poised to flourish when provided with an environment that nurtures their natural curiosity and thirst for knowledge. Thus, I strive to make learning as fun as possible as children learn through play.

I hold the firm conviction that every child possesses inherent capabilities, competence, and creativity. In my capacity as an educator, I am committed to the facilitation and nurturing of each child’s individual potential and unique learning preferences. My pedagogical approach involves providing ample resources and strategically integrating diverse learning methodologies to empower children to realise their utmost capabilities.

Central to my teaching philosophy is the belief that children possess an intrinsic drive to learn and explore. They are not empty vessels waiting to be filled with information; rather, they are active participants in their own learning journey. This perspective underscores my commitment to creating a learning environment that empowers students to take ownership of their education. By offering them opportunities to engage in meaningful, hands-on experiences, I seek to spark their curiosity, encourage critical thinking, and cultivate a love for learning that extends far beyond the classroom walls.

This quote from Nelson Mandela – “Children of today are the leaders of tomorrow” is a quote that I keep close to my heart. I believe that it is my responsibility to teach and equip them with the right skills, attitude and mindset to prepare them for the future. Thus, I will do my utmost best to help shape and inspire children to give back to society in the future. More than children being leaders tomorrow, it is also my belief that children are leaders today.

Thus, I aspire to not only guide and inspire my students but also to contribute to the larger mission of fostering responsible, engaged, and compassionate individuals who are well-prepared to thrive in an ever-changing world.

Hello, my name is Hannah. I’m thrilled to introduce myself as a passionate preschool teacher with a deep commitment to nurturing young children.

I started my journey as an early childhood educator in 2017 where I taught at a Reggio-Inspired preschool. This inspired me as an educator where children learn in a natural environment and gain experiences as they interact with the world around them. Over the years, I found my passion working in collaboration with them. I always believe that the environment is the third teacher, and that when children are given the opportunity to be active participants in their learning environment, they will develop the skills needed for lifelong learning to be successful community members. What drives me as an educator is being able to make an impact in the lives of the children and witnessing the spark of understanding in their eyes, which is something I cherish. My patient and adaptable approach ensures that every child feels safe, valued and supported in the classroom. I am also currently pursuing my Bachelor’s degree in Early Childhood Education.

My teaching philosophy revolves around creating an inclusive environment where each child’s strengths are celebrated. I strongly believe that children learn through play and inquiry as they are active and curious learners. I hold on firmly to the image of the child, that they are competent, capable and unique individuals who are to be respected and have voices of their own. I believe that parents and the wider community are integral components in the children’s learning process.

Beyond the classroom, I enjoy outdoor activities such as hiking, jogging and being in nature, appreciating the world around me. I also enjoy watching movies and spending time with my family and friends.

I consider myself an enthusiastic and culturally responsive educator with 7 years of teaching experience. Over this time, I’ve had the privilege of working with children in diverse contexts, which has given me insights into the various ways children learn. These experiences have helped me cultivate a versatile skill set that enables me to effectively respond to each child’s unique needs.

At the core of my teaching philosophy is the firm conviction that children are innately curious learners, capable of constructing their understanding of the world.

As an educator, I actively take on the role of a co-constructor, dedicated to creating a positive and inclusive learning environment. My primary goal is to establish a safe and encouraging space for children to explore, inquire, and create.

Beyond the classroom, I am a passionate advocate for sustainability, and this dedication is seamlessly integrated into my teaching. I aim to inspire children to consider the impact of their daily choices on the environment and empower them to take steps toward a cleaner and greener world.

I firmly embrace the saying, “It takes a village to raise a child.” Recognising the pivotal role of community in a child’s development, I prioritise building strong home-school partnerships. I value the diverse experiences families bring into the classroom and wholeheartedly embrace cultural diversity. My commitment to cultural sensitivity ensures that I create an inclusive and respectful learning environment where each child feels seen, understood and valued.

In summary, my teaching philosophy revolves around fostering a love for learning, nurturing curiosity, and empowering children to be active learners. With my extensive experience, dedication to sustainability, and profound appreciation for community and cultural sensitivity, I am committed to building a positive learning environment where every child can thrive at their own pace and in their own ways.

Drawing inspiration from Constructivism, play-based learning, and inquiry-based learning, Han Qi’s teaching philosophy centres around empowering children to never be afraid to ask questions, follow their curiosities, and express their ideas, interests, and opinions. Each day, children are learning more and more about the vast big world around them. Like adults, children may also find some learning processes challenging. This is why Han Qi sees the role of being a supportive and encouraging partner to children as imperative to their development in becoming resilient and persevering learners. When children see learning as an exciting, challenging, and rewarding process, each day will become a joyful adventure to them. Ultimately, Han Qi envisions for children to view learning as a lifelong endeavour. Hence, as an educator, Han Qi strives to make learning a playful, enjoyable, and meaningful experience.

As part of her teaching approach, Han Qi seeks to interact with children authentically and meaningfully as they go about their daily routines in school. This derives from her belief that forging warm and trusting relationships with children are the fundamental building blocks for them to thrive. It is when children feel safe and loved that they feel comfortable enough to engage in hands-on explorations, take time to observe their surroundings, indulge in their curiosities, and ask questions. All these contribute to the playful learning experiences that bolsters their holistic development. Moreover, Han Qi also believes that children are more receptive to learning when it aligns with their interests and curiosities. Thus, she always seeks to incorporate each individual child’s interests and curiosities into their environment through conversations, books, songs, and other classroom materials. With this, children also feel that they are active contributors to their own learning environment and experiences.

In line with Bronfenbrenner’s ecological systems theory, Han Qi values the unique knowledge, prior experiences, and family culture that each child brings into the classroom. All these are powerful facets that add depth to a child’s development. With this, Han Qi also firmly believes in maintaining frequent and transparent communication with the families of her students to better understand them and her students.

Han Qi strives to cultivate a seamless home-school partnership – a collaboration between the significant caregivers in a child’s lives. Han Qi also recognises that children learn from their interactions and experiences with their families as much as they do with their educators. Together, Han Qi and children’s families can embark on a fulfilling journey together to nurture and support children’s holistic development.

何楠老师毕业于学前教育专业，同时拥有湖北大学教育系本科学历，以及新加坡新跃社科大学学前教育学士学位。为了加强自身业务能力，她相继取得了“中国舞蹈家协会教师资格证”和“蒙特梭利教师资格证”。

除此之外，何楠老师拥有三年主题方案教学和两年蒙特梭利教学经验，并曾就职于湖北大学附属幼儿园。为了开拓学前教育视野，她开始关注国外教育理念，于2016年前往新加坡。在经历了2年多华文教学工作后，2018年底加入伊顿教育集团至今，已拥有多年的华文瑞吉欧探究教学经验。并在2020年新加坡“小小拇指”华语儿歌创作表演比赛中荣获“三等奖”，2021年参与伊顿《华族传统文化的语言》书本中的案例探究项目，以及2023年的伊顿教育集团与中国校区合作的全球课堂项目。

她认为儿童是有能力的个体，教师应该为儿童提供适合的环境，发挥儿童的自主性，解放儿童天性，这与瑞吉欧教育理念不谋而合。她将音乐律动融入到幼儿生活中，提供不同材料和环境，利用不同的探索方式，激发幼儿对“一百种语言”的表达。

宋饶老师作为一个重视与孩子建立深厚友谊的教师，她深信建立坚固而信任的关系对于有效教学至关重要。

在她的教室里，她注重培养一个学生不仅能学到知识，而且还能感受到联系和信任的环境。她明白这些关系是积极和成功的教育经历的基石。她真诚地相信，当学生感受到支持和理解时，他们更愿意拥抱学习，实现他们的全部潜力。

此外，宋饶老师对学习中自我探索的概念充满激情。她认为赋予学生理解自己和他们独特优势的能力对于推动他们的教育之旅至关重要。鼓励自我发现培养了对学习的热爱，超越了教室的界限，为学生终身的好奇心和成长做好准备。

作为一名教育工作者，她对成为一个注重温暖、信任和全面学习方式的教育模式的前景感到兴奋。期待她的合作将对学生的成长和发展产生积极的影响。

杨光老师毕业于学前教育专业，曾在中国从事幼教行业6年，于2019至今，一直在新加坡从事幼教行业，拥有丰富的教学经验，熟练掌握普通话技能，具备良好的职业道德素养，与全球化的视角。

教育理念
1.合作教学，教师与幼儿合作对某一问题进行探究，要以幼儿为主导，鼓励幼儿发现问题，提出问题，并能独立解决问题。
2.建构“提问”“引导”“开放性”的探索，来挖掘幼儿的学习潜能（好奇心、创造性，可塑性）。
3.注重个性化教学，根据幼儿的不同需求和能力，量身定制教学计划。同时尊重幼儿的个性和差异，鼓励幼儿发挥自己的特长和优势。
4.设置弹性课程计划，依据幼儿的表现与反馈灵活的调整课程计划已实现教育目标。
5. 注重培养幼儿的多元化视野，使幼儿了解不同文化和社会背景，从而能够更好地适应全球化的社会环境。
6.重视“倾听”，营造一个多种感官（包括视觉、嗅觉、触觉）的“倾听”环境。使幼儿充分的展现“一百种语言”。

林老师毕业于马来西亚世纪学院学前教育专业，在新加坡已有两年的方案教学经验。因欣赏意大利瑞吉欧教育理念，于2023年加入伊顿教育集团，担任华文老师。

身为教师，她秉持着“不给孩子强制指令，让他们自由发挥，答案没有永远的对和唯一性”的原则，引导儿童在华文活动中自由探索，以此激发幼儿主动学习华文的兴趣。这恰巧与瑞吉欧的教育理念几乎一致，作为教育者需要尊重儿童，相信儿童的能力。而教师的角色也只是引导者、聆听者和记录者，孩子才是主动的学习者和探索者。在学习的过程中教师负责引导孩子探索，逐渐形成自己鲜明的个性，并帮助儿童建立终生的学习技能。只有当我们充分的相信他们的能力，并提供足够丰富的材料和表达机会、时间，孩子们必定能绽放出属于他们自己的光彩。