The Dulwich Pedagogy Papers: Chapter Three
Chapter Three: A Window into Your Children’s Classrooms – Our Early Years Classrooms
At the College, we believe that learning is most effective when it has a clear purpose, is designed to fit the needs of our students and is related to real life as experienced by them. Learning should also be personalised and delivered through a positive relationship. These principles guide us in creating outstanding early years learning spaces that foster holistic development and prepare our students for the future.
Our early years learning spaces are designed with a clear purpose in mind: to nurture curiosity, creativity, and a love for learning. Each area within our classrooms serves a specific educational goal, whether it’s developing fine motor skills, encouraging imaginative play, or fostering early literacy and numeracy. By providing a variety of purposeful learning environments, we ensure that every child can explore and engage in meaningful activities that support their individual growth.
"Education is the most powerful weapon which you can use to change the world."
– Nelson Mandela
We understand that children learn best when they can connect new knowledge to their existing experiences of the world around them. Our classrooms are dynamic and flexible, allowing for the adaptation of learning activities to meet the diverse needs and interests of our students. Teachers use a range of hands-on, interactive materials and real-world applications to make learning relevant and engaging. Bringing the children’s stories, backgrounds and passions into the classroom makes the learning more engaging.
"Tell me and I forget. Teach me and I remember. Involve me and I learn."
– Xunzi
Recognising that each child is unique, we personalise learning experiences to cater to individual strengths, interests, and learning styles. Our teachers observe and assess each child’s progress, using this information to tailor instruction and provide targeted support.
"The more that you read, the more things you will know. The more that you learn, the more places you'll go."
– Dr Seuss
Relationships are at the heart of effective learning and our teachers regard the creation of these relationships as their primary responsibility. Our early years classrooms are warm, welcoming spaces where children feel safe, valued, and connected. Teachers build strong, positive relationships with each child, fostering a sense of trust and belonging. Collaborative activities and group projects help children develop social skills, empathy, and the ability to work effectively with others. This relational approach creates a supportive community where every child can thrive.
"The greatest sign of success for a teacher…is to be able to say, 'The children are now working as if I did not exist.'"
– Maria Montessori
Dual Language
In the multicultural context of Singapore, providing a dual language Chinese-English experience is essential for our early years students. Bilingualism not only enhances cognitive development but also helps children appreciate and navigate the diverse cultural landscape of their environment.
Our dual language programme is designed to be culturally relevant and inclusive, reflecting the rich heritage of our students and the broader community. By incorporating both Chinese and English into daily activities, we create an immersive language environment that supports language acquisition and cultural understanding. Children are exposed to stories, songs, and traditions from many cultures, fostering a deep appreciation for diversity and a sense of global citizenship.
Research shows that bilingualism offers numerous cognitive and social benefits. Children who learn two languages from an early age tend to have better problem-solving skills, greater cognitive flexibility, and enhanced memory (Zosh et al., 2018). Additionally, bilingualism promotes social skills by enabling children to communicate with a wider range of people and understand different perspectives. Our dual language programme helps children develop these important skills, preparing them for success in an interconnected world.
Our approach to early years education is informed by the latest research and best practices in the field. According to the Early Years Foundation Stage (EYFS) framework, effective early childhood education should be child-centred, developmentally appropriate, and focused on fostering a love for learning. We integrate these principles into our teaching methods to ensure that our students receive a high-quality education that supports their overall development.
Play is a fundamental aspect of early childhood education. Research by Zosh et al. (2018) highlights the importance of playful learning in supporting young children’s development across various domains. Our classrooms incorporate a range of play-based activities that promote cognitive, social, and emotional growth.
"Play is the highest form of research."
– Albert Einstein
Reflective Pedagogy
Reflective pedagogy is another key component of our approach. This involves teachers continuously reflecting on their practices and making adjustments to better meet the needs of their students. According to the Finnish National Agency for Education (2018), reflective pedagogy helps educators create more effective and responsive learning environments. Our teachers engage in regular professional development and collaborative planning sessions to ensure that they are using the most effective teaching strategies.
Our early years programme includes outdoor learning experiences where children explore nature, engage in physical activities, and learn about the environment. Outdoor play is essential for physical development and provides opportunities for hands-on, experiential learning.
For us at the College the incorporation of well researched educational enhancements is part of our early years education we believe it can enhance learning experiences and support the development of essential skills. Here’s how these new ideas would happen in classrooms from the point of view of the children:
"When I work on my projects, my teacher and friends give me feedback right away. This helps me understand what I did well and what I can improve. I also get to give feedback to my friends, which helps me learn even more."
"We often work in groups to solve problems and create things together. I learn a lot from my friends, and we help each other understand new ideas. It’s fun to share what we know and see how our ideas come together."
At Dulwich College (Singapore), our commitment to purposeful, adapted, personalised, and relational learning spaces, combined with the benefits of a dual language Chinese-English experience and the integration of digital affordances, ensures that our early years students receive a holistic and enriching education. By fostering a love for learning and an appreciation for cultural diversity, we prepare our children to thrive in a rapidly changing world.
References
Principles of the EYFS - Birth To 5 Matters
The Early Years Foundation Stage Principles
