2. ABOUT YOUR CHILD’S PORTFOLIO
Introduction
This Portfolio contains records and documentation of your child’s development and
progress during his/her time at the centre. As observation, record keeping and
assessment are key roles in promoting early childhood education, bringing to greater
heights the development and enrichment of children’s lives, we aim to offer a rigorous
and holistic programme that adopts innovative teaching pedagogy in early childhood
education.
Mission, Pedagogical Principals and Approaches
At the YWCA Kindergarten and Child Development Centres, we believe that every child
is special; we see them all as God’s children placed in our care. Our pre-school
programme focuses on the holistic development of a child and aims to address and
optimize every child’s needs and potential. It is designed not just to teach numeric and
literacy skills, but also character building. We want our children not just to be
academically competent, but also to be gracious and loving individuals. Our Y kids will
be future leaders with a difference – they will be leaders who show love and
compassion. Our curriculum and programmes are designed with that philosophy in
mind.
3. Programme Overviews
Playgroup Level
Our Playgroup programme looks into the development of
expressive language, communication and vocabulary skills. Large
and fine muscles development is actively promoted alongside
personal, emotional and social development. Carefully structured
learning complements emergent experiences which supports
each child’s language and cognitive growth. A child in this level
begins to acquire increased awareness of his/her environment,
explore concepts and processes, learn sounds and letters of the
alphabet and develop interest in books and reading. The child’s
developing control and coordination of the small muscle increase
his/her ability to manipulate with materials and engages in early
pre-writing experiences.
4. Nursery level
At Nursery level, the emphasis shifts from emergent strategies to
purposeful acquisition and understanding of content, skills and
concepts. A child’s developing language competencies is now
more visibly used as a tool for learning and communication.
Reading, phonics and numeracy skills are introduced to promote
the child’s emerging capacity for language, skills and concept
learning. Physical skills are more sophisticated now, enabling the
children to take on greater challenges in physical pursuits. With
better control of the hand-wrist muscles and eye-hand
coordination, the child begins to engage in pre-writing and
writing experiences. Expectations for self- and socialdevelopment are prioritized resulting in greater autonomy and
independence, enhanced self-helped skills, emotional selfregulation, self-concept and confidence.
5. Kindergarten One
A child at K1 level is more confident and articulate in using
language to convey meaning, express and present his/her ides
and thoughts. Purposeful learning of vocabulary, phonics, reading
and writing skills are more extensive. In Math, the child continues
to gain enhanced understanding of mathematical processes and
concepts. The active infusion and use of science process,
technology and computer as the tool and context for learning
supports exploratory hands-on learning. Self- and socialdevelopment continues to be emphasized as the child exhibits
more sophisticated autonomous and self-regulatory behaviours,
and develop enhanced understanding of rules and social
etiquettes, rights and wrong, and appreciation for diversity in
values and cultures.
6. Kindergarten Two
With the considerable progress and advancement in language
and numeracy skills, a child at K2 level is now more proficient in
communication, reading and writing. He/she actively uses
acquired proficiency in literacy as the means for presenting
ideas, knowledge and as a tool for learning content, concepts and
skills. His/her increased social competency, confidence and
emotional maturity enable him/her to continue to work
collaboratively with teachers and peers. In such case, the child
actively engages in critical thinking and meaningful explorations
of ideas and concepts, problem
solving, inquiry, investigations, and research. By the end of the
year, the child will become an independent individual, a
confident and articulate communicator, a creative thinker and a
unique learner who is appreciative of the world.
7. DEVELOPMENTAL PORTFOLIO
AESTHETICS AND CREATIVE EXPRESSION
At this age, children are naturally spontaneous and exuberant in the ways they express their ideas
and feelings. We should therefore provide opportunities for children to express themselves
freely, as they invent, play, explore and refine ideas and feelings through a variety of media such
as dance, music and art.
Teacher’s Observation on Child:
Affix child’s photo here
Teacher’s Interpretation on Child’s Behaviour:
8. DEVELOPMENTAL PORTFOLIO
DISCOVERY OF THE WORLD
The focus of activities is on children’s emerging knowledge and understanding of their
environment, including both the natural and manmade world. The aim is that children will
recognise, make observations and express their views about their immediate surroundings.
Teacher’s Observation on Child:
Affix child’s photo here
Teacher’s Interpretation on Child’s Behaviour:
9. DEVELOPMENTAL PORTFOLIO
LANGUAGE AND LITERACY
Language plays a crucial role in the development of children’s thinking and learning. To nurture a
positive disposition towards language learning, children are exposed to meaningful language arts
activities such as role playing, singing, rhyming and reading. This will promote their interactive
skills in speaking, listening, reading and writing.
Teacher’s Observation on Child:
Affix child’s photo here
Teacher’s Interpretation on Child’s Behaviour:
10. DEVELOPMENTAL PORTFOLIO
MOTOR SKILLS DEVELOPMENT
Though motor skills development is a naturally evolving process, it should not be taken for
granted and ignored in pre-school education. In fact, it should be recognised as crucial to the
development of gross muscle and fine motor dexterity that will, in turn, affect children’s mastery
of self-help routines and skills in the other domains.
Teacher’s Observation on Child:
Affix child’s photo here
Teacher’s Interpretation on Child’s Behaviour:
11. DEVELOPMENTAL PORTFOLIO
NUMERACY
Through the use of manipulatives, pictures and symbols, children notice relationships between
sets and groups of things to be sorted, counted, shared, and represented. We focus on hands-on
experiences and the acquisition and use of appropriate language such as position words, number
words, names of shapes, and so on.
Teacher’s Observation on Child:
Affix child’s photo here
Teacher’s Interpretation on Child’s Behaviour:
12. DEVELOPMENTAL PORTFOLIO
SOCIAL AND EMOTIONAL DEVELOPMENT
Children need to make sense of their own ‘selves’ in relation to the world around them. They
learn the values and rules governing the society in which they live, and to develop socially and
morally acceptable behaviour. They have to learn how to cope with success and failure and to
confront and overcome their fears and anxieties.
Teacher’s Observation on Child:
Affix child’s photo here
Teacher’s Interpretation on Child’s Behaviour:
