The Iteach Principles In Preschools

The iteach principles is a guideline to make the most out of learning and teaching in preschools. They believe that children are “curious, active, and competent learners” (Ministry of Education,2012) and the iteach principle is designed according to how children learn best. Hence most preschool follows this guideline to ensure that quality learning is given to our kids.
In center A, the teacher gave all of the kids blocks of different colours, shape, and sizes to play with. She also handed out a piece of paper which had animals and objects made up of the different blocks. She told the kids to try and see if they can gather the blocks to form the animal or object. While the kids are doing this, she leaves them to try. Only when a child ask
The book describes the life of a postman and the different mails he sends to different people. The teacher relates it to the real life postman in Singapore. She describes to the children that postman wears a blue uniform and rides on a blue scooter. She then asks them to look out of the window where the mailbox was located and told them that mails are dropped there by the postman. She also asked questions like “Have you ever seen daddy or mummy going down with a key to open the letterbox and check if Mr. Postman has left any mail there? Should we all be nice to Mr. postman when we see him because they help to deliver our letters safely?” The kids then share their experience of seeing the postman at the void deck of their house or how their parents would bring them down to open and check the letterbox. This is inline with the MOE principles of “Authentic learning through quality interaction” (MOE,2012) The teacher relates the book to the real life example of what is seen in our daily life. The children will then have a deeper understanding of what the different occupation are about, how things work in real life and the next time they see a postman they will know what they are doing. Under the MOE principles of iteach is says that “Children should be given opportunities to interact with object, the physical environment and people in context that are real, relevant and meaningful to them. This helps to optimize
The teacher writes the example on the first box and asked the children to fill up the rest of the boxes. Some of the child went up to the the teacher and told her that they didn’t know how to write. She then drew dotted lines for a few boxes and asking them to try. When a child is wrong, she points out their mistake and ask them to try again. This is inline with the MOE guideline of “Teachers as facilitators of learning.” (2012) Teachers should encourage learning by prompting children to think deeper and find the answer on their on. They should only be there to guide them and give them suggestions. Teacher should know the different developmental stage of each child and their different needs. The teacher guided the children by first showing an example and when the child still can’t do it she continues to give guidance by drawing dotted lines so that the child can slowly pick it up. When a child makes mistake the teacher says assure the child that is it alright and with constant effort they can do it. This even builds up the perseverance of a child and inculcate important values such as