In early May 2025, Dr Ho Ka Man Carman and Mr Lai Nok Hang Edward lead students from various ECE programmes on an in-depth learning tour to Singapore. The five-day itinerary incorporated a variety of academic exchange and creative activities, allowing students to learn about and experience Singapore's culture and educational features firsthand.
This tour included visits to numerous universities and kindergartens, providing an overview of the early childhood sector in Singapore. The group engaged in exchanges with teachers and students at the National Institute of Early Childhood Development and the Singapore University of Social Science (SUSS). They also visited several pre-schools and kindergartens to observe their facilities, learning corner designs, and pedagogies in multi-cultural settings.
Additionally, this trip showcased Singapore's cultural diversity and sustainability efforts by visiting notable tourist attractions. For example, the National Gallery Singapore — a prestigious revitalised heritage — hosted a Children’s Biennale during the visit. Other iconic cultural landmarks included Chinatown, Little India, and Merlion Park. Students also explored the garden city’s advanced technology and green initiatives through visits to Sentosa, Science Centre Singapore, Gardens by the Bay, Night Safari, and Jewel at Changi Airport.
This enriching and enjoyable experience provided students with valuable insights into Singapore’s innovative approaches to early childhood education, cultural diversity, and urban sustainability, inspiring them to incorporate these principles into their future teaching practices.
Students' Sharing
在這五天的交流行程中，我認識了新加坡幼兒教育的制度和文化內涵，更榮幸結識了熱愛幼兒教育的夥伴，彼此分享教學經驗及參訪心得。
我們走訪了多所當地的大學和幼稚園。其中，有大學設有專用的特殊教育需要 (SEN)課室、音樂室和模擬教學課室，設施相當完善。課程更安排幼教學生與幼兒在這些教室內互動實習。此外，PCF Sparkletots Preschool 的空間運用令我印象深刻：K1至K3的課室是連通的，學習角的玩具直接陳列於桌上或地面，每個角落皆根據一本繪本及開放式問題設計，引導幼兒多角度思考、激發想像力。 MOE Kindergarten 則設有沙池和嬉水區，促進幼兒多感官發展。我十分欣賞這些創新做法，並深受啟發。
眾所周知，新加坡是一個多元文化社會，匯聚不同種族的居民。與我們交流的大學生和幼稚園老師均有不少為印度和菲律賓裔，他們在學習與工作場域中展現出彼此尊重、關愛共融的精神。我觀察到新加坡的幼教重視「幼小銜接」，尤其著力協助能力有差異的幼兒融入主流教育。讓即將成為幼教老師的我，對此議題有了更深層的思考。
很高興能參與這次新加坡深度研習團，除了收穫滿滿的文化知識外，更有幸結識當地就讀幼兒教育的大專生，與她們交流學習。透過實地考察，我親眼目睹幼兒的學習環境，從中了解新加坡的幼兒教育制度、理念及職業生涯。
其中令我印象深刻的是一所私立幼兒學校，該校著重幼兒的多元智能發展。校方每天安排戶外活動時間，並提供寬敞的戶外空間供幼兒玩耍。幼兒還可以設計自己獨一無二的書架，學習執筆寫字和繪畫。
總括而言，這趟新加坡之旅不僅參觀了多間幼兒教育機構，還遊覽了魚尾獅公園、新加坡國立博物館和濱海灣花園等著名景點，讓我拓展了全球視野、增廣見聞，可謂不枉此行。
During this Singapore education exchange programme, I was deeply impressed by the country’s educational philosophy, which aligns with the skills required in the 21st century. It aims to enable students to navigate their own paths, fostering the development of personal abilities and creativity. This approach is consistently implemented from early childhood education to university.
Additionally, there is an emphasis on citizens’ well-being, as exemplified by the National Gallery’s initiative “Art X Wellness”, which promotes mental and emotional wellness through art appreciation.
I was also captivated by the design and concept of sustainability in Gardens by the Bay. The cycles of energy and water used in the park make it not just a tourist spot but also a place to learn about the impact of climate change and how adopting greener practices can help save the Earth.
The Science Centre Singapore, with its Ommi Theatre, was another highlight, featuring exhibits that integrate elements of technology and art. Interactive exhibits engage visitors with diverse and multi-sensory experiences. For example, some devices create silhouettes resembling butterflies as they rotate.
Singapore’s night view is also impressive, with light and shadow effects projecting the city’s highlights and history onto its buildings. This blend of modernity and cultural tradition offers a captivating experience that ignites visitors’ imaginations.
In summary, this trip to Singapore was very fulfilling. It allowed me to gain a deeper understanding of Singapore’s educational philosophy and experience the fusion of modern and traditional culture. I would like to take this opportunity to thank our lecturers for their guidance and care throughout the journey.
Acknowledgement
Source: Dr Ho Ka Man Carman, and Mr Lai Nok Hang Edward; Department of Early Childhood Education (ECE@EdUHK);
