We recognise the social and cultural diversity of families and its impact on parenting practices. That is why we believe in consultation, collaboration and negotiation.
We have an open-door policy where family members are encouraged to spend time in the classrooms, especially during pick-up and drop-off times. There is also a shared dining area where families can join their children for breakfast. The children often end up playing “host”, introducing their family members to others!
From emails, face-to-face conversations and phone calls, to informal notes and classroom blogs, we employ multiple communication channels in order to cater to the varied preferred communication modes of family members.
Our children and their families come from all walks of life. We recognise and embrace this diversity.
One of the areas our teachers closely examine is how love, care and concern are expressed within each family. For example, to a crying child who tripped and scraped a knee, one might offer a hug; another might say that it is a small matter and ask the child to get up; while another might buy a toy to pacify the child.
Our teachers are trained to objectively consider what each response tells us about a family’s values, for it is through empathy that trusting relationships can be formed.
We are mindful that a child may have more than one primary caregiver in the family, and this can include parents, grandparents, uncles, aunts and domestic helpers. Interactions with each caregiver can provide a holistic perspective of the child’s life, and the potential impact on growth and development.
Teachers and parents are both experts on the child in their own right. In addition to daily face-to-face conversations facilitated by our open-door policy, the centre allocates uninterrupted time to meet with each family thrice a year. These parent-teacher meetings enable two-way conversations about the child’s development, and result in a co-constructed image of the child that helps both parties work better as partners. The centre seeks to communicate through both formal and informal channels.
photographs, videos, samples of children’s literacy, pictorial and art works
phone calls, discussions and workshops
newsletters, notes, messages and signs