SPARK Quality Rating Scale (0-6)

Singapore Preschool
Accreditation Framework
Quality Rating Scale

(0 – 6)
Contents
Foreword 3
Messages 4
Introduction 6
Singapore Preschool Accreditation Framework 7

Section A (0 – 6) Section C (4 – 6)
Criterion 1: Leadership Criterion 6: Resources
1.1 Strategic Leadership 13 6.1 Teaching and Learning Environment and Resources 49
1.2 Curriculum Leadership 15 6.2 Collaboration with Parents 51
6.3 Collaboration with Community 53
Criterion 2: Planning and Administration
2.1 Strategic Planning 17 Criterion 7: Curriculum
2.2 Programme Structure and Implementation 19 7.1 Holistic Development and Integrated Approach to Learning 55
2.3 Administration 21 7.2 Aesthetics and Creative Expression 57
7.3 Discovery of the World 59
Criterion 3: Staff Management 7.4 Language and Literacy 61
3.1 Induction and Deployment 23 7.5 Motor Skills Development 63
3.2 Professional Development and Performance Appraisal 25 7.6 Numeracy 65
3.3 Staff Well-being 27 7.7 Social and Emotional Development 67
Section B (0 – 3) Criterion 8: Pedagogy

Criterion 4: Early Years Learning Environment 8.1 General Principles for Pedagogy 69
4.1 Physical Environment and Resources 31 8.2 Assessment for Children’s Learning and Development 71
4.2 Family Involvement 33
Glossary 72
Criterion 5: Early Years Learning and Development Score Sheet 74
5.1 General Principles for Pedagogy 35 Reliability and Validity of the Quality Rating Scale 78
5.2 Social and Emotional Development 37 References 80
5.3 Early Language and Pre-literacy Development 39 Acknowledgements 82
5.4 Physical Development 41
5.5 Aesthetics and Creative Expression 43
5.6 Early Numeracy and Natural Environment 45
Copyright © 2019, Early Childhood Development Agency, Singapore 2

Foreword
It is my pleasure to introduce the Quality Rating Scale (0-6), a comprehensive quality improvement
guide for preschool programmes for children aged six and below.
First developed at the Ministry of Education in 2011, and updated by the Early Childhood
Development Agency (ECDA) in 2017, the Singapore Preschool Accreditation Framework (SPARK)
and the accompanying Quality Rating Scale (QRS) has been used to guide quality improvements for
preschool programmes for children aged between four and six years. In 2018, ECDA developed the
0-3 section of the QRS, to cover programmes for younger children aged three and below. This year, we
have integrated the 0-3 section with the QRS-Update into a single instrument, the QRS (0-6).

To integrate these two components, ECDA worked closely with our overseas consultants, Professor
Iram Siraj and Professor Linda Hestenes, as well as local experts to ensure alignment and content
validity of QRS (0-6). Both sections also underwent extensive field and pilot testing with preschools,
as well as psychometric analyses to ensure the validity and reliability of the scale.
We invite preschools to use SPARK and the QRS (0-6) to continually improve their programmes and
provide a quality preschool experience for their children. With this, more of our children can enjoy a
good start in life.
Eugene Leong
Chief Executive
Early Childhood Development Agency
2015 - August 2019

Messages
Globally, early childhood education and care (ECEC) has expanded rapidly. There is growing concern about
the variability in quality of the provision offered. This not only involves the provision of a stimulating
and developmentally-appropriate curriculum, pedagogy and environment but also involves supporting
children from 0-6 with the social, physical and cognitive skills that will prepare them for the challenges
that they will face in later schooling. The Singapore Preschool Accreditation Framework (SPARK) is an
important piece of work which will assist Singapore in driving up the quality of early childhood education
across the range of settings and providers. The scale will support centre leaders in providing the best
environments with the best practices to develop and enrich the education and well-being of children 4-6
and infants and toddlers 0-3 years of age.
For this to be realized, the Ministry of Education (Singapore) and Early Childhood Development Agency
have developed a comprehensive quality rating scale which takes into account quality structures,
leadership, parents and staff practice. The scale looks at quality in the key areas of curriculum and
pedagogy, and also at the issues which actually impinge on processes which may enhance or constrain
quality experiences, such as the leadership, quality of play, care and the health standard of a centre. This
is an important step to further enhancing quality across ages and centres throughout Singapore.
Dr Iram Siraj
Professor of Child Development and Education
University of Oxford
Author of the
Early Childhood Environment Rating Scale – Extended Edition (2010)
The Sustained, Shared Thinking and Emotional Well-being Scale (2015)
The Movement Environment Rating Scale (2017)

Messages
Singapore’s new Quality Rating Scale (0-6) provides a comprehensive I am delighted to have this opportunity to comment on Singapore’s
examination of elements the field holds as important for quality in noteworthy support and encouragement of high quality early childhood
early childhood programs. The scale does a wonderful job of capturing programs through both public and private initiatives. I was privileged to see
administrative-level information as well as classroom-level information some of the positive results during my visit there and have been following
across the birth to six age range. The delineation of levels from ‘emerging’ Singapore’s progress through my continuing contact with colleagues.
to ‘performing’ to ‘mastering’ provides a clear indication of the progression
of quality improvement that programs might seek to achieve as they go Achieving universal availability of high quality programs is a difficult
through the rating process. This progression of levels provides a nice starting undertaking because it requires meeting high standards in a broad set
point for newer programs yet challenges programs who have served and of important components including appropriate facilities, well trained
educated young children for many years to reach for higher levels of quality. and fairly compensated staff, meaningful curriculum, significant parent
involvement and wide availability of programs at a reasonable cost. This
The scale encourages reflective practice at all levels and brings families in as is indeed a serious challenge. Singapore has made significant progress
key partners for supporting young children’s development and learning. I towards many of these goals with results that warrant the attention of our
believe the implementation of this scale and resulting feedback to programs profession. This latest update to the Singapore Preschool Accreditation
will lead to improvements in quality that will greatly benefit the young Framework is a continuation of this noteworthy journey.
children and families in Singapore.
Thelma Harms, Ph.D.

Linda L. Hestenes, Ph.D. Lead co-author of the Environment Rating Scales
Professor September 2017
Department of Human Development & Family Studies
University of North Carolina at Greensboro
U.S.A.
April 2019

Introduction
The development of the Quality Rating Scale (0-6) is a significant milestone in the quality assurance
journey for early childhood programmes in Singapore. The QRS (0-6) integrates the Updated Edition of
QRS for children aged between four to six years (QRS-Update) and the 0-3 section for children aged
three years and under. With items and indicators streamlined into a single instrument, complete with
additional notes and examples, the QRS (0-6) provides preschools with a more holistic view of quality
early childhood programmes for all ages.
The introduction of the QRS (0-6) also enables SPARK to take a more comprehensive approach in
assessing the quality of preschools. From 2020, centres participating in SPARK assessment (both new
applicants and those seeking renewal of their certificates) will be required to apply the QRS (0-6) to their
programmes for children aged zero to six years.
The QRS (0-6) scale comprises 28 items each with indicators corresponding to three quality levels:
Emerging, Performing, Mastering. This encourages preschools to systematically examine and improve
the quality of their preschool programmes, striving towards Mastering Levels. High-quality centres have
leaders who exhibit leadership with vision and teachers who are dedicated professionals at its core. They
embrace innovation with purpose, have a culture of establishing strong partnerships with parents and
the community, and place the development of the child at its core.
My ECDA team and I look forward to progressing with you along this journey to bring quality preschool
programmes and experiences to our children and early childhood teachers.
Jamie Ang
Chief Executive
Early Childhood Development Agency
September 2019

SINGAPORE PRESCHOOL ACCREDITATION FRAMEWORK
The Singapore Preschool Accreditation Framework (SPARK) is a multi-tier There are 4 tiers in the framework. The 1st tier begins with the mandatory
framework (see Figure 1) which aims to provide recognition and support registration of preschools. At this stage, registration and licensing measures
for preschool leaders in their efforts to improve teaching and learning, are put in place to ensure minimum standards for operation. After registration,
administration and management processes to enhance holistic development preschools are strongly encouraged to practise self-appraisal annually (2nd tier).
and well-being of young children. It serves as a guide for preschools to Once preschools have a better understanding of their own quality and are
understand what they should be striving to achieve, and provides a benchmark ready to have their self-evaluation validated, they can proceed to the 3rd tier of
for preschools to measure themselves against and establish for themselves the the framework. This tier involves an assessment of preschool quality by external
uality Assurance Framework
extent of their achievement. assessors. The assessment results will determine the quality ratings. Preschools
that have attained high quality ratings may then apply for accreditation (4th
tier).
Accreditation
Quality Rating
The Quality Rating Scale (QRS) was developed to help preschools work towards
the outcomes of preschool education. The scale enables the evaluation of
Self-appraisal preschool education programmes catering to children from birth to 6 years
old in kindergartens and childcare centres. The scale is a key component of
SPARK and is based on the Quality Rating Model (Figure 2). The model includes
Registration and Licensing 6 key constructs which comprise 8 criteria: (1) Leadership, (2) Planning and
Administration, (3) Staff Management, (4) Early Years Learning Environment,
Figure 1 – Singapore Preschool Accreditation Framework (5) Early Years Learning and Development, (6) Resources, (7) Curriculum and
Figure 1 – Singapore Pre-school Accreditation Framework
(8) Pedagogy.

uality Assurance Model
Holistic Development
At the heart of any preschool curriculum is the child. The curriculum should
recognise and value every aspect of a child’s development at different stages
PROCESS (i.e. cognitive, emotional, social, physical, artistic and creative potential) in
STRUCTURE OUTCOMES
order to maximize the potential of each child. This could be done through an
Planning & Holistic integrated approach to learning which covers the following 6 developmental
Curriculum
Administration Development / learning areas: (1) aesthetics and creative expression, (2) language and
Staﬀ Eagerness literacy, (3) motor skills development, (4) numeracy, (5) social and emotional
Pedagogy
Management to Learn development and (6) discovery of the world / natural environment.
Leadership
Health, Hygiene Child’s
Resources Eagerness to Learn
& Safety Well-Being
Young children learn to make sense of the world around them through active
exploration of the environment. When children are actively involved in learning,
they are creating the mental structures that help them to think and progress
to the next level of understanding. Skilful teachers provide engaging learning
Figure 2 – Quality Rating Model experiences that support the children’s propensity to learn by fostering their
Figure 2 – Quality Rating Model curiosity and excitement in developing new skills and knowledge.
Child’s Well-being
The Quality Rating Model shows that with leadership as the driver, there can be The well-being of children is fundamental to their development and ability
effective planning, administration, and management of staff and resources. These to learn. To ensure children’s well-being, preschools should maintain a good
promote a safe and secure environment where an engaging curriculum can be standard of hygiene, and provide a safe and caring environment. This cultivates
delivered through effective pedagogies. These structures and processes in turn healthy habits and develops positive social and emotional skills in children.
enable the following outcomes of preschool education to be achieved:

Core Values
Five core values underpin SPARK. These core values are integrated into the 8 Leadership with Vision
criteria that make up the QRS. They are represented by 4 petals with a spark at
Core Values Leaders set the direction and tone for their preschools. To manage challenging
the centre (Figure 3) to signify that the development of every child is central to demands from the sector, good leaders need to stay relevant in the changing
preschool education. educational landscape, to keep abreast of new educational trends and
pedagogies, and to see beyond immediate concerns and issues. They should aim
to inspire and lead their staff towards realising the vision of their preschools.
Leadership
with Vision Professionalism with Impact
Professionalism
Teachers shape the character and lives of children, discover their potential and
with Impact
nurture them through their growing years. Preschools need dedicated teachers
Child our Focus with a strong sense of mission and pedagogical competence to engage
children in purposeful learning. They should continually engage in reflective
Innovation practice and actively seek opportunities for professional growth.
with Purpose
Partnership
for Growth Innovation with Purpose
Nurturing early learners requires preschools to innovate and embrace change.
Figure 3 – SPARK Core Values Change and improvement should be aligned to the vision of the preschool.
Keeping preschool programmes relevant and adopting innovative teaching
Figure 3 – The SPARK Logo and Core Values approaches help children acquire the knowledge, skills and dispositions which
are needed for their future.
Child our Focus
Children develop best in a safe and nurturing environment where learning Partnership for Growth
is experiential and developmentally-appropriate. Each child has different Children’s learning and development are strongly influenced by their
abilities, learning needs and interests. With strong pedagogical competence relationships with family members and the community. Preschools need to
and skilful facilitation, teachers can nurture the full potential in every child and establish close partnerships with parents and the community to enhance the
provide him with a strong start in development and education. holistic development of children.

Scoring System of Quality Rating Scale
Each criterion comprises several items to help preschools examine their practices systematically. There are 28 such items and each item consists of several indicator
strands. Each strand has 3 indicators that are arranged along a 6-point scale: Emerging at point 2, Performing at point 4 and Mastering at point 6 (Figure 4). Elaboration
on indicators can be found in the Notes for Clarification.
Figure 4 – QRS 6-point scale
Every indicator must be marked a ‘Yes’ or a ‘No’ to score each item. The score for the item follows the rubrics below:
* A score of 1 is given if at least one indicator under Emerging is not met.

* A score of 2 is given if all indicators under Emerging are met, or if all indicators under Emerging are met and fewer than half of the indicators under Performing are
met.
* A score of 3 is given if all indicators under Emerging and at least half of the indicators under Performing are met.
* A score of 4 is given if all indicators under Emerging and Performing are met, or if all indicators under Emerging and Performing are met and fewer than half of
the indicators under Mastering are met.
* A score of 5 is given if all indicators under Emerging and Performing, and at least half of the indicators under Mastering are met.
* A score of 6 is given if all indicators under Emerging, Performing and Mastering are met.

Section A
(0 – 6)

1. The Centre’s vision, mission and core values (or philosophy and core 6. Holistic development refers to the development of children in the
values) can be developed at the Centre or HQ level. These should be various developmental / learning areas. This term does not have to be
displayed in the Centre. stated explicitly; it can be implied in the vision, mission and core values
(or philosophy and core values).
2. Centre leaders explain and clarify with teachers the vision, mission and
core values (or philosophy and core values). For the 0-3 age group, the developmental areas should include
Social and Emotional Development, Early Language and Pre-literacy
3. The vision, mission and core values (or philosophy and core values) Development, Physical Development, Aesthetics and Creative
should be reviewed at least once in three years. The vision, mission Expression, Early Numeracy and Natural Environment.
and core values (or philosophy and core values) need not be changed
after review but the approaches used to realise them may be improved For the 4-6 age group, the learning areas should include Aesthetics and
based on feedback from teachers and parents. Creative Expression, Discovery of the World, Language and Literacy,
Motor Skills Development, Numeracy, and Social and Emotional
4. Teacher and parents can be informed of the vision, mission and Development.
core values (or philosophy and core values) through letters, emails,
handbooks, communication books and newsletters. 7. Goals should be aligned to the Centre’s vision, mission and core values
(or philosophy and core values). A well-defined goal is ‘SMART’ –
Notes for Clarification

5. An environment is created where teachers and children are encouraged Specific (can be verified); Measurable (can be quantified); Achievable
to demonstrate the core values through established routines and (can be achieved with available resources); Relevant (can be translated
planned activities. When teachers and children embrace the core values, into action); Time-bound (has a definite time frame).
they believe in and live out those values.
8. A strategic plan is a future-oriented plan with long-term and short-term
goals that guides a Centre’s direction. It should be aligned with the
Centre’s vision, mission and core values (or philosophy and core values).
It may also include strategic thrusts identified by the Centre to achieve
its goals.

1.1 Strategic Leadership 1
EMERGING PERFORMING MASTERING
1 2 3 4 5 6
Understanding Vision, Mission and Core Values
A2 Centre has a written set of vision, A4 Centre leaders engage2 teachers in A6 Centre’s vision, mission and
Y N mission and core values (or Y N understanding the vision, mission Y N core values (or philosophy
philosophy and core values)1, which and core values (or philosophy and and core values) are reviewed
Centre leaders are able to articulate. core values). periodically3.
LEADERSHIP
Communicating Vision, Mission and Core Values
B2 Teachers and parents are informed4 of B4 Teachers are able to explain the B6 Teachers and children embrace
Y N the vision, mission and core values (or Y N vision, mission and core values (or Y N the core values of the Centre5.
philosophy and core values). philosophy and core values).
Translating Vision, Mission and Core Values into a Strategic Plan
C2 The vision, mission and core values (or C4 The vision, mission and core values C6 The strategic plan is reviewed at
Y N philosophy and core values) focus on Y N (or philosophy and core values) are Y N least once a year.
the holistic development6 of children. translated into specific goals7 and
reflected in a strategic plan8.
SCORE
1 2 3 4 5 6
1. Centre leaders are able to lead, explain and elaborate on what guides 6. Centre leaders identify areas for development (specific to each teacher)
the curriculum planning, for example, the philosophy of teaching and after classroom observations and take follow-up actions to improve
learning the Centre adopts, and how the curriculum is designed. For teachers’ teaching practices. Follow-up actions can include mentoring,
Centres that have a curriculum set by HQ, the Centre leaders should be peer observation, instructional coaching and training.
able to articulate the philosophy of teaching and learning, and explain
how they customise the curriculum to meet the needs of the children. 7. Centre leaders evaluate how classroom observations have improved
teachers’ teaching strategies. From the evaluation, Centre leaders
2. Centre leaders put in place processes to support children’s learning. can identify pedagogical skills for the different developmental roles
These can include classroom observations, checking and evaluating of teachers and use them to further raise the quality of teaching and
lesson / activity plans, staff sharing, and training on curriculum and learning through classroom observations.
pedagogy.
8. For the 0-3 age group, Centre leaders meet teachers monthly to facilitate
3. For the 0-3 age group, children’s learning and development during their professional learning. Centre leaders can meet all teachers together
daily experiences / activities should be integrated and span across or by levels.
developmental areas.
For the 4-6 age group, Centre leaders meet all teachers together at least
For the 4-6 age group, an integrated approach means key knowledge, once a month. This ensures that teachers learn from one another across
skills and dispositions are taught in meaningful contexts; activities are levels.
inter-disciplinary, and children’s learning is not compartmentalised into

different subjects. 9. Centre leaders and teachers discuss the effectiveness of teaching and
learning practices and incorporate learning from the discussions into
4. Active learning involves children in manipulating real objects, exploring, the planning of curriculum / lessons / activities.
reflecting, interacting, making decisions, and communicating with
other children and adults to construct knowledge and ideas about 10. A culture of professional learning and collaboration develops when
what they are experiencing. Experiences / activities to promote active the beliefs and principles held by the Centre manifest in the behaviour
learning should be developmentally-appropriate. and actions of its teachers through regular discussions of teaching
and learning practices, and translation of teachers’ learning into better
5. Classroom observations are conducted for all teachers at least once a classroom practices. There should be active involvement of teachers in
year. Each observation should be at least 30 minutes. planning, monitoring, and reviewing of teaching and learning practices.
For the 0-3 age group, Centre leaders can focus on helping teachers
develop respectful, responsive and reciprocal (3Rs) interactions with
children and improve their facilitation of daily experiences / activities.
For the 4-6 age group, Centre leaders can focus on helping teachers
improve their pedagogical skills and classroom management.

1.2 Curriculum Leadership 1
1 2 3 4 5 6
Centre Leaders’ Role in Curriculum Planning
A2 Centre leaders take the lead role1 in A4 Centre leaders ensure2 that A6 Centre leaders ensure a
Y N curriculum planning that is guided by Y N teachers support children’s holistic Y N Centre-wide approach that
principles of teaching and learning. development through an integrated creates opportunities for active
approach to learning3. learning4.
LEADERSHIP
Classroom Observations
B2 Centre leaders conduct classroom B4 Centre leaders follow up on the B6 Centre leaders review the
Y N observations5 with verbal and written Y N written feedback on teachers’ Y N effectiveness of Centre's
feedback. teaching strategies6. approaches to classroom
observations to raise the quality
of teaching and learning7.
Professional Learning and Collaboration
C2 Centre leaders meet teachers to C4 Centre leaders involve teachers in C6 Centre leaders nurture a culture
Y N share teaching and learning practices Y N evaluating and planning teaching Y N of professional learning and
regularly8. and learning practices9. collaboration among teachers10.
SCORE
1 2 3 4 5 6
1. A comprehensive self-appraisal is carried out by Centre leaders at 6. Centre leaders and teachers evaluate the effectiveness of the long-term
Centre level. It includes the reviewing of plans, policies, processes and goals against the Centre’s direction. This should involve teachers from
outcomes. both the 0-3 and 4-6 age groups.
2. Centre leaders should conduct the annual self-appraisal with teachers 7. Action planning is a process whereby a Centre designs and implements
from both the 0-3 and 4-6 age groups. strategies within a time-line to manage its key areas for improvement
upon completion of the Centre’s review of its programmes.
3. An action plan is a working document on how the Centre plans to
manage its key areas of focus which can arise from the Areas for 8. Centre leaders should conduct the annual action planning with teachers
Improvement (AFIs) identified from the Centre’s self-appraisal. The from both the 0-3 and 4-6 age groups.
action plan includes goals, strategies to address the AFIs, resources and
a time-line for programme implementation. The strategies planned to 9. Centre leaders and teachers evaluate the effectiveness of the action
achieve key results should be specific, realistic and achievable, and the plan. The long-term and short-term goals, key performance indicators
resources allocated must meet their intended purposes. and targets from the action plan are aligned with the strategic plan.
The programmes / activities in the action plan are aligned with key
4. Long-term goals are generally achieved within 3 to 5 years. Short-term strategies in the strategic plan.
goals are generally achieved within 1 to 2 years. Short-term goals are

derived from long-term goals.
5. Centre leaders and teachers evaluate at least once a year, the

effectiveness of the short-term goals against the long-term goals and
the Centre’s direction. This should involve teachers from both the 0-3
and 4-6 age groups.

2.1 Strategic Planning 2
1 2 3 4 5 6
Self-appraisal
A2 Centre leaders practise annual self- A4 Teachers are involved2 in the Centre’s A6 There is alignment between the
Y N appraisal1. Y N annual self-appraisal. Y N Centre’s self-appraisal and the
action plan3 for the following year.
Goal Setting
B2 Centre has long-term and short-term B4 Teachers are involved in the regular B6 Centre leaders review the
Y N goals4 that are aligned to the vision, Y N review of short-term goals5. Y N long-term goals6 with teachers
mission and core values (or philosophy annually.
and core values).
Action Planning
C2 Centre leaders carry out annual action C4 Teachers are involved8 in the annual C6 Centre leaders review the
Y N planning7. Y N action planning. Y N annual action plan with teachers
and ensure alignment with the
strategic plan9.
PLANNING & ADMINISTRATION
SCORE
1 2 3 4 5 6
1. A programme plan should include: 6. Children are given the opportunity to plan their learning and to decide
• annual calendar of events, on the activities in the Centre to allow for child-initiated exploration
• daily timetable, and and a greater scope of creative expression by the children. These may
• curriculum plan(s) (e.g. termly plans and thematic webs) for all levels be based on discussions on current issues, field trips or any matters of
in all developmental / learning areas for the whole year. interest to the children. Teachers value children’s ideas and facilitate
their thinking to enhance the learning experiences.
2. For the 0-3 age group, a progressive curriculum plan is aligned with the
children’s developmental milestones for all developmental areas, as 7. Activities should include outdoor learning experiences (e.g.
children progress from Infant to Playgroup to Pre-Nursery. neighbourhood walks, field trips, sports events, hands-on experiences
in gardening). Other activities beyond the classroom can include
For the 4-6 age group, a progressive curriculum plan is one in which concerts and sharing by invited guests.
knowledge, skills and dispositions that are developmentally-appropriate
for all learning areas are built upon in a spiral manner as children 8. Differentiated activities should cater to children who learn at different
progress from Nursery to Kindergarten 2. This plan shows knowledge, paces, who have different learning styles (e.g. kinesthetic, visual,
skills and dispositions in increasing breadth, depth and complexity, from auditory) or special needs.
Nursery to Kindergarten 2.
9. Centre uses data and information to evaluate and improve the Centre’s

3. Centre gathers feedback from teachers and parents, at least once a year, programme that caters to children with different learning needs.
to review the programme plan for continuous improvement.
4. Activities include those within and beyond the classroom.
5. There is flexibility in the programme plan to allow teachers and children

to explore current issues at least once a fortnight. Current issues can
include discussions on matters that are current, relevant and of interest
to the children.

2.2 Programme Structure & Implementation 2
1 2 3 4 5 6
Programme Planning
A2 Centre has a programme plan1 across A4 The curriculum plan for the whole A6 Centre actively seeks and
Y N all levels for the whole year. Y N year is progressive2 from Infant to Y N considers input3 from teachers
Kindergarten 2. and parents for programme
planning.
Implementation of Plans* [4-6 age group only]
B2 Activities4 are carried out in a timely B4 There is provision in the programme B6 There is provision in the
Y N manner, according to the programme Y N for activities that relate to current Y N programme for child-initiated6
plan. issues5. ideas and activities to develop
active learners.
Addressing Different Learning Needs* [4-6 age group only]
C2 Centre’s programme includes a variety C4 Centre’s programme includes C6 Centre reviews9 its programme
Y N of activities beyond the classroom7. Y N differentiated activities8 that cater to Y N that caters to children with
children with different learning needs. different learning needs.
* For 0-3 group, the implementation of plans and addressing different learning needs are embedded in items 5.1 - 5.6.
SCORE
1 2 3 4 5 6
1. Centre identifies, collects, stores and uses data and information. Data 4. Centre leaders explain their involvement in the budgeting process to
and information collected should be purposeful. allocate funds for key areas such as teaching and learning resources,
and teachers’ training, according to the Centre’s needs.
2. Centre studies and interprets data and information for planning,
monitoring and / or evaluation. Data interpreted should be used for 5. Centre leaders track the usage of funds and make adjustments to the
planning and administration. Centre’s budget to better meet the Centre’s needs.
3. Centre leaders show how data and information are identified to support 6. Centre leaders ensure that the budget allocation supports the key
key processes such as strategic planning, action planning and staff processes such as strategic planning, action planning and staff
professional development. The Centre should also show how personnel professional development. They should ensure accountability in the
are involved in managing data and information processes. These use of funds for the different processes. These processes can include
processes include data collection, data accessibility and data usage. the managing of overspending / underspending of funds, budgeting,
procurement, collection and payment.

2.3 Administration 2
1 2 3 4 5 6
Data and Information Management
A2 Centre records and retrieves data and A4 Centre analyses2 data and information A6 Centre has a system3 to manage
Y N information1 using IT applications. Y N for planning and administration. Y N data and information for
planning and administration.
Management of Funds
B2 Centre has an annual budgeting process4 B4 Centre leaders monitor5 the use B6 Centre has a system to manage
Y N to allocate funds according to its needs. Y N of funds for staff professional Y N its funds6.
development, and teaching and
learning resources in the Centre’s
budget plan.
SCORE
1 2 3 4 5 6
Staff referred to herein excludes non-teaching staff.
1. The basic induction informs teachers (overseeing ages 0-3 and 4. Guidance for new teacher should continue after the induction for both
4-6) about the vision, mission and core values (or philosophy and ages 0-3 and 4-6.
core values), programme and staff of the Centre. It also includes an
orientation for teachers to familiarise them with the environment and 5. The mentoring programme includes needs analysis, setting and
resources available. reviewing of targets and a time-line for the activities, and should be
implemented.
2. ‘Formal’ refers to documented procedures that describe the activities,
time-line and personnel involved in the induction programme. In 6. Provisions for planned absence (e.g. professional development leave,
addition to note 1, the induction programme should include a briefing maternity leave) and unplanned absence (e.g. medical leave, urgent
on the following: leave) should enable children’s needs to be met and learning to continue
• the Centre’s curriculum, as scheduled.
• daily activities and routines,
• job scope and responsibilities, 7. The Centre evaluates the effectiveness of its existing staff deployment,
• staffing policies and benefits, and which may include relief system and staff development, in meeting the
• health, hygiene and safety issues. Centre’s needs.

3. A new teacher is defined as one who is either new to the Centre or has
a new role within the Centre.

3.1 Induction and Deployment 3
1 2 3 4 5 6
Staff Induction
A2 Centre has basic induction1 for A4 Centre has a formal induction A6 The formal induction
Y N teachers who are new to the Centre. Y N programme2. Y N programme is reviewed
annually.
Mentorship
B2 Every new3 teacher is guided4 by a more B4 Centre has a mentoring programme5 B6 The mentoring programme is
Y N experienced teacher in the Centre. Y N to facilitate the professional Y N reviewed annually.
development of teachers.
STAFF MANAGEMENT
Staff Deployment
C2 Centre deploys teachers, taking C4 The deployment makes provision6 for C6 Centre reviews7 its staff
Y N into consideration children’s needs Y N planned and unplanned absences of Y N deployment annually.
and teachers’ strengths, skills and teachers.
experiences.
SCORE
1 2 3 4 5 6
Staff referred to herein excludes non-teaching staff.
1. Centre leaders discuss with each staff his / her strengths and weaknesses 5. Centre leader conducts target-setting / performance planning session
to determine and analyse his / her learning needs. These learning needs with each staff annually. Staff should be able to articulate their work
can be derived from classroom observations and staff appraisal. expectations for the year.
2. An individual professional development map is a written plan to meet 6. The staff appraisal system includes processes such as target-setting /
specific developmental needs that have been identified through a performance planning session, mid-year and year-end work review
learning needs analysis. sessions for each staff annually. Centre leaders discuss professional
development and staff reward / recognition plans with staff.
3. Each staff should also attend at least one externally conducted training
specified in his / her individual professional development map for the 7. Career advancement structure indicates the opportunities and rewards
year. This ensures that staff acquire first-hand knowledge themselves / recognitions available to staff, and the training required for them to
and are not entirely dependent on the knowledge shared by their progress.
colleagues.
8. The career advancement system includes processes such as planning
4. A total professional development map is a plan that helps the Centre to and implementation of the career pathways, training required for staff

meet its goals and the developmental needs of its staff. It encapsulates to progress, and staff rewards and recognition. The training required for
information from the various individual professional development maps staff to progress should be aligned with the Centre’s total professional
and addresses teachers’ learning needs according to their different development map.
developmental roles. There should also be alignment of individual
needs with the Centre’s needs.

3.2 Professional Development and Performance Appraisal 3
1 2 3 4 5 6
Professional Development
A2 Centre involves staff in identifying1 A4 Centre involves staff in developing A6 Centre uses a total professional
Y N their learning needs annually. Y N their yearly individual professional Y N development map4 to improve
development maps2 and they attend the competencies of staff.
training3 according to their maps.
Performance Appraisal
B2 Centre practises staff appraisal at least B4 Centre has a performance planning B6 Centre has a staff appraisal
Y N once a year. Y N session for staff to set targets for the Y N system6 which is communicated
year5. to staff.
STAFF MANAGEMENT
Recognition
C2 Centre recognises staff for their C4 Centre has a structure for staff C6 Centre has a career
Y N contributions. Y N career advancement7 which is Y N advancement system8.
communicated to staff.
SCORE
1 2 3 4 5 6
1. Time should be set aside for teachers to rest and to have their meals. 5. Feedback can be gathered through formal or informal meetings
(verbal and / or written) or channels such as surveys and suggestion
2. Space provided includes rest / work areas and storage for personal boxes. There should be evidence of staff suggestions / feedback being
belongings. gathered and implemented.
3. Activities can include celebrations, family days, health talks, self- 6. Centre puts in place staff engagement processes to motivate staff and
improvement courses, sports classes, outings and retreats. develop staff commitment.
4. Provisions can include organising activities that promote healthy

lifestyle as well as provisions of medical benefits and leave.

3.3 Staff Well-being 3
1 2 3 4 5 6
Meeting Staff Needs
A2 Time1 and space2 are provided for staff A4 Centre organises a variety of activities3 A6 Centre reviews its approaches to
Y N to meet personal needs. Y N for staff to promote bonding. Y N meet staff needs annually.
Promoting Staff Well-being
B2 Centre has provisions4 to promote staff B4 Centre gathers feedback5 from staff to B6 Centre builds staff motivation6
Y N well-being and the staff are aware of Y N improve its staff well-being. Y N and commitment to the Centre.
them.
STAFF MANAGEMENT
SCORE
1 2 3 4 5 6
Section B
(0 – 3)

1. Indoor space and furnishings support children’s movement and 5. Teachers ensure that the display of children’s work and / or materials are
activities. The environment is safe for children to discover and learn. linked to the current themes or changed to interest children.
Furnishings can include furniture, equipment and play structures.
Teachers must ensure safety of children at all times. 6. For example, using pictures of clouds and rain, teachers talk to children
about the weather and appropriate wear; teachers help children relate
2. To support learning and development of children, Centre can set up the use of umbrellas to rainy days and hats to sunny days.
play areas, such as sensory wall, construction and reading corners.
Recycled materials, such as carton boxes can be used to create a house 7. Learning resources should be in good condition, developmentally-
or tunnel for children to explore. appropriate, clean and safe. These can include puzzles, stuffed toys,
dolls, rattles, musical toys, cloth books, play gym, blocks, balls and
3. Based on the observations of children at play, their interests and materials for sensory play. Learning resources are to be used in a safe
developmental changes and growth, Centre makes changes to their manner.
design of space and furnishings. The intentional use of indoor space
and arrangement of furnishings allow teachers to enhance children’s 8. Learning resources are categorised and labelled for easy access by
learning and development. teachers. They can be accounted for through inventory and loan records.
4. Materials for display can include family photographs, artwork, pictures 9. Teachers are guided on how to select from the existing learning

of pets and food. The displays should be at children’s eye-level and resources.
within their reach, or where appropriate.
10. Teachers demonstrate the ability to use these resources to help children
learn and / or build on what they have learned to extend their learning
and development.

4.1 Physical Environment and Resources 4
1 2 3 4 5 6
Indoor Space and Furnishings
A2 Centre has adequate space and A4 Centre’s design of space and use A6 Centre uses information from
Y N furnishings1 for children’s exploration. Y N of furnishings support children’s Y N observations of children during daily
exploration2. experiences / activities to re-design
its space and use furnishings to
stimulate learning3.
Display for Children
B2 Teachers display children’s work and / B4 Teachers vary5 the display of children’s B6 Teachers use children’s work and
Y N or materials that are familiar4 to the Y N work and / or materials to ensure they Y N / or materials to deepen children’s
children. are relevant and interesting. learning experiences and help
them make new connections6.
Learning Resources
C2 There is a wide selection of learning C4 Learning resources are well- C6 Teachers are guided on the
Y N resources7. Y N maintained and well-organised to Y N selection9 and use of learning
facilitate usage8. resources to scaffold and
stimulate children’s learning10.
SCORE
1 2 3 4 5 6
EARLY YEARS LEARNING ENVIRONMENT

1. Exchange of information can be done face-to-face, via communication 6. Centre involves families in evaluating the effectiveness of its home-
books and / or emails with the family about the child. Information about learning support. This evaluation includes the provision of materials
the infant’s basic needs and routine care is readily available on a daily and implementation of home-learning support activities.
basis.
7. Provisions are made for the family to ease children into the Centre upon
2. Teachers use at least two methods to record each child’s progress arrival. For children who are new to the Centre, teachers help families
across all developmental areas throughout the year. Methods can understand the Centre’s practices. Teachers also obtain information
include checklists, anecdotal records, children’s work samples with from families to help them know the children better. For example,
teachers’ comments and photographs of children at work with teachers’ during registration / orientation, teachers find out from families about
comments. Teachers maintain open communication with the family their children’s habits and preferences.
and are tactful when relaying sensitive information. This enables them
to discuss specific concerns or developmental progress of the child. 8. In implementing the plans, Centre works with families by providing
information and obtaining feedback from the family for teachers to help
3. Teachers and the family have shared responsibility towards the child the child transit between developmental levels (Infant to Playgroup,
and work together to support the child’s development. Teachers use Playgroup to Pre-Nursery and Pre-Nursery to Nursery). For example,
information from observations and inputs from the family to work with before the child transits to the next developmental level, Centre informs
them to enhance the child’s development. For example, during a parent- the family on the new daily routine and programme, introduces them

teacher meeting, the teacher discusses with the family the child’s motor to the new teachers and the new environment. This helps the family
skills development, and works with the family to plan and implement understand what the child will be going through and support him
activities to help the child work towards his developmental milestones during the transition. Centre obtains feedback from the family for
(e.g. self-feeding, crawling, walking). teachers to further help the child settle into the new environment.
4. Centre provides families with materials at least once a term. These 9. Every child is assigned a primary caregiver who is responsible for
can include instructions on massage, song sheets, nursery rhymes or his well-being at each developmental stage during ages 0-3. Stable
information on developmental levels and progression. Centre can also caregiving allows teachers to understand the children well, and enable
explain why the provision of materials is important for the children’s them to manage children’s behaviour and emotions. Centre needs to
developmental progress. work with families to develop strategies to support their children’s well-
being. Stable caregiving and family involvement help to build children’s
5. Activities can include parent education talks and workshops which trust and confidence.
can be conducted by the Centre and / or community partners such as
National Library Board, KK Women’s and Children’s Hospital and Health
Promotion Board.

4.2 Family Involvement 4
1 2 3 4 5 6
Build Relationships with Families
A2 Centre exchanges information1 with A4 Centre provides information on the A6 Centre involves family to support3
Y N the family about the child regularly. Y N developmental progress2 of the child Y N the child’s development.
to the family.
Home-learning Support
B2 Centre provides materials4 to help B4 Centre organises a variety of activities5 B6 Centre involves families in
Y N families facilitate children’s development Y N to support families in facilitating Y N reviewing6 its approaches to
at home. children’s development at home. provide home-learning support
for children’s development.
Continuity of Care
C2 Centre works with families to help C4 Centre has plans for all children to C6 Centre ensures continuity of
Y N children settle into the environment7. Y N transit between developmental Y N quality care for children at each
levels8. developmental level9.
SCORE
1 2 3 4 5 6
EARLY YEARS LEARNING ENVIRONMENT

1. Teachers should be aware of their actions (signs and gestures), tone 4. Play experiences can include sensory play (e.g. sand / water play),
(firm, happy) and facial expressions (smiling) when talking to children. pretend play, play with construction materials, books, manipulatives,
During routine care, teachers can respond to children’s verbal / non- as well as with textures and shapes. These experiences can be solitary,
verbal cues. For routine activities such as feeding an infant, teachers can parallel or associative, and must be safe.
also actively narrate to the child what they are doing by showing the
infant the milk bottle and saying, “I know you are hungry, I am going to 5. The play experiences / activities should be integrated and span
give you milk now.” across developmental areas. Plans should be flexible. There should
be alternative activities made available to cater to a shift in children’s
2. There should be intentional planning of the daily experiences / interests; such flexibility promotes children’s autonomy and
activities for teachers to interact with the children. For example, independence.
through dough play, teachers interact with children by engaging
them in exploring textures and shapes. Interaction is most effective 6. This can be for the individual child or small groups of children at similar
when teachers make the effort to reach out to children and capture developmental levels.
their interest (e.g. through discussion, use of questions and props).
3. For example, during dough play, teachers observe through verbal /

non-verbal cues that children are interested in textures. To build on

children’s interests, teachers respond by planning activities such as
walks, pointing out to children the objects around them and letting
them feel the textures. During the walk, teachers can also talk to the
children, ask them questions, give them wait time to respond and listen
to them. After the walk, teachers plan follow-up activities to extend
children’s interest in textures.

5.1 General Principles for Pedagogy 5
1 2 3 4 5 6
Respectful, Responsive and Reciprocal Interactions
A2 Teachers talk and respond to children A4 Teachers interact with children A6 Teachers use information from
Y N in a pleasant manner1 during daily Y N meaningfully2 during their daily Y N observations of children to build
experiences / activities. experiences / activities. and extend3 their interest in
learning.
Learning through Play
B2 Teachers provide children with play B4 Teachers provide opportunities B6 Teachers use information from
Y N experiences / activities4 daily. Y N for children to engage in Y N observations of children to plan
developmentally-appropriate play developmentally-appropriate
experiences / activities5. play experiences / activities
according to their developmental
levels6.
SCORE
1 2 3 4 5 6
EARLY YEARS LEARNING & DEVELOPMENT

1. Teachers use calming gestures such as smiling, patting and hugging. 5. Teachers facilitate experiences / activities to help children be aware
They talk in a courteous and respectful manner to the children, at eye of the feelings of others. They interpret and verbalise children’s needs
level and using their names. Teachers identify children’s feelings and and feelings to help them understand one another and respond
are responsive to their needs and moods. For example, when a child appropriately. For example, during parallel play, teachers intentionally
cries / shows frustration, the teacher needs to respond appropriately. provide fewer toys for children to facilitate sharing or turn-taking. In
Teachers also need to ensure smooth transitions between experiences / another instance, the teacher can explain to a toddler why his peer is
activities. sad and / or angry when he knocks down a tower of soft blocks. She can
model by asking ‘Why are you sad / angry?’ or ‘How can we help?’.
2. Teachers create an awareness in children of the different feelings
through planned experiences / activities. Teachers can help children 6. Through the experiences / activities, children get to know and help one
to be aware of their own feelings through personal experiences (e.g. another, as well as show kindness to and respect for others. For example,
birthday party, having a new pet), stories and games. when teachers observe that children have difficulties playing in a group,
they can model associative play.
3. Through the experiences / activities, teachers help children learn to
identify their feelings and know how to regulate their behaviour. For
example, when the teacher observes that a child shows frustration
during play, she can plan an activity to help him manage his frustration.

Teachers should acknowledge children’s efforts in managing their
emotions.
4. For Infant and Playgroup, teachers can guide children to show interest
in other children and adults. Teachers can introduce turn-taking to
them. For Pre-Nursery, teachers can explain to children the need to wait
for their turns, share toys, care and co-operate as they play alongside
one another and to allow others to join in the play.

5.2 Social and Emotional Development 5
1 2 3 4 5 6
Developing a Sense of Self
A2 Teachers are warm, approachable A4 Teachers provide opportunities for A6 Teachers use information from
Y N and calm for children to feel safe and Y N children to be aware of their own Y N observations of children to plan
secure1. feelings2. experiences / activities to help children
manage their emotions and promote
positive feelings about themselves3.
Developing Relationships with Others
B2 Teachers encourage positive social B4 Teachers provide opportunities for B6 Teachers use information from
Y N behaviour4 of children through daily Y N children to recognise and respond Y N observations of children to
experiences / activities. positively to the feelings of others5. plan experiences / activities for
children to build relationships
with others6.
SCORE
1 2 3 4 5 6

1. Teachers describe and explain the experiences / activities using 4. There should be at least one book per child. Books must be
appropriate intonations, expressions and vocabulary (no baby developmentally-appropriate and in good condition.
language). For example, during routine care, the teacher talks to the
child, “You are wet, let me change your diaper now.” At meal times, 5. When teachers read to children, they are modelling the proper usage of
teacher describes the food that the child is eating. During a painting a book, such as turning pages, reading from left to right and pointing to
activity, teacher introduces the colours of the paint or the feel of the pictures.
paint.
6. The types of books teachers plan to read to children can include stories,
2. Teachers role-model appropriate language through rhymes, stories, picture books, books on facts, fantasies, songs and rhymes as well as
songs, talking about pictures and drawing children’s attention to simple books about cultures.
descriptive words. They verbalise children’s actions and utterances. They
also encourage children to talk and listen to one another. For example, 7. When teachers observe that children show little interest during reading,
teachers highlight new vocabulary words when reading and singing to teachers can plan experiences / activities to engage them. For example,
the children. Through a water play or pretend play activity, they guide when reading a book on animals, teachers use animal puppets and
children to talk about what they are doing and encourage them to listen imitate animal sounds with children. They can also ask children to look
to one another. for toy animals in the surrounding area to help them relate to the story.
Teachers allow children to choose their own books and / or introduce

3. Teachers engage children in conversations. For infants, teachers get new books to them.
them to respond via non-verbal cues. For example, when teachers
observe that the older infants / toddlers are interested in stories about
cars, they can plan an activity using cars and trucks to dramatise the
story and prompt their responses.

5.3 Early Language and Pre-literacy Development 5
1 2 3 4 5 6
Listening and Speaking
A2 Teachers model good expressive A4 Teachers provide opportunities A6 Teachers use information from
Y N language skills1 during daily Y N for children to be exposed to rich Y N observations of children to plan
experiences / activities. language experiences2 through experiences / activities to develop
verbal communication. children’s listening and speaking
skills, and encourage them to
express themselves3.
Early Reading
B2 Teachers provide sufficient books4 B4 Teachers read different types6 of B6 Teachers use information from
Y N within children’s reach and read / tell Y N books to children on a weekly basis. Y N observations of children to promote
stories5 to them daily. children’s interest in books7.
SCORE
1 2 3 4 5 6

1. Play structures must be safe and can include ramps, climbing equipment, 5. Perceptual and fine motor skills refer to the children’s ability to use
slides, balance beams and mobile tunnels. Materials can include mats, sensory skills and motor skills to develop body, spatial and directional
rubber quoits, hoops, cones, bean bags, balls and play-gym. There awareness. For example, when infants are seven to nine months old, they
should be limited use of containment devices, such as exer-saucers and use visual perception to position their hands to reach for an object. To
baby swings so that children can move freely. develop muscle control, hand-eye and eye-foot co-ordination, teachers
help children in activities such as grasping a rattle or stacking soft
Gross motor skill activities should be conducted indoors and outdoors blocks. They can also encourage self-help skills during daily experiences
as prescribed by the regulatory requirements. such as feeding and dressing.
2. Perceptual and gross motor skills refer to the children’s ability to use 6. For example, when teachers observe that infants are able to reach for
sensory skills and motor skills to develop body, spatial and directional and grasp an object, they plan experiences / activities for them to learn
awareness. For example, teachers can help infants develop head to hold a jumbo crayon to doodle on paper. For toddlers who are able
and neck stability through tummy time. For toddlers, teachers help to hold a spoon, teachers plan experiences / activities, such as sand
them to develop more control of their arm and leg movements in play for them to learn to scoop sand from one container and transfer to
walking, climbing and throwing a ball by providing the materials and another.
encouraging participation.
7. Teachers promote healthy eating habits such as encouraging children

3. For example, when teachers observe that infants are learning to climb to eat fruits, vegetables and whole-grains. They also encourage hygiene
or pulling to stand up, teachers use grab bars to help the infants gain practices such as hand-washing before and after meals. For Infant and
control and balance. For toddlers who have learned to walk, teachers Playgroup, toys which are mouthed must be sanitised after each use.
use play structures / materials to encourage them to walk up or down a To reinforce the importance of safety to the toddlers, teachers can set
step. simple rules such as walking instead of running in the classroom.
4. Materials must be in good condition and allow the development 8. Teachers encourage children to develop healthy eating habits, and
of different types of perceptual and fine motor skills. For example, they promote hygiene and basic safety practices through experiences
materials can include shape-sorters, stacking rings, puzzles, peg boards, / activities such as role-play, reading books and singing songs. For
play dough, rattles, soft blocks and sensorial boards. example, teachers show children how to avoid injury during playtime.
9. Teachers encourage children to practise self-care skills. For example,

when teachers observe that children are not eating fruit, they plan a
fruit salad-making activity to interest children and encourage them to
eat the fruit.

5.4 Physical Development 5
1 2 3 4 5 6
Perceptual and Gross Motor Skills
A2 Teachers use play structures or A4 Teachers provide opportunities A6 Teachers use information from
Y N materials1 for gross motor experiences / Y N for children to develop a range of Y N observations of children’s perceptual
activities. perceptual and gross motor skills2 and gross motor skill development to
throughout the year. plan experiences / activities according
to their developmental levels3.
Perceptual and Fine Motor Skills
B2 Teachers provide a variety of B4 Teachers provide opportunities B6 Teachers use information from
Y N developmentally-appropriate materials4 Y N for children to develop a range of Y N observations of children’s
within reach for children to explore on perceptual and fine motor skills5 perceptual and fine motor skill
a daily basis. throughout the year. development to plan experiences /
activities according to their
developmental levels6.
Health, Nutrition, Hygiene and Safety
C2 Teachers create an awareness7 of the C4 Teachers provide opportunities for C6 Teachers use information from
Y N importance of healthy eating habits, Y N children to develop healthy eating Y N observations of children to plan
hygiene and basic safety practices in habits, and promote hygiene and experiences / activities to care
children. basic safety practices8. for themselves9.
SCORE
1 2 3 4 5 6

1. Musical resources should be in good condition. They can include toys, 4. Art resources and drawing materials should be developmentally-
musical instruments or materials that create sounds. Teachers can appropriate and safe. They include art media and tools. Examples of art
encourage children to use musical resources to explore sounds and media are jumbo crayons, jumbo pencils, paints, play dough, paper and
rhythm on their own. canvas. Examples of tools are brushes, rollers and sponges.
2. Teachers encourage children to sing and move along with the music. 5. Teachers encourage children to express themselves through mark-
For example, while holding the infant, the teacher sways to the music. making. They also create an awareness of lines, colours, shapes and
Teachers can also lay babies on the floor and move their limbs to the textures through hands-on activities. For example, teachers talk about
beat. For toddlers, teachers encourage them to sing, clap and move to textures and colours during story time or playtime and encourage
the rhythm. They can also introduce children to various types of music children to do mark-making and / or printing.
/ songs such as children’s songs and songs from other cultures and
languages. 6. Teachers encourage children to express their thoughts and ideas
through their own artworks. For Playgroup and Pre-Nursery, teachers
3. For example, when teachers observe that children are learning to need to write down what the children share about their mark-making.
control their hands and fingers, they plan for the children to sing and This helps children to make meaning of their work. For example, when
move with the music, with hand gestures / actions. the teacher observes that a toddler shows interest in textures, the
teacher provides resources to allow him to further explore and create

his own artwork.

1 2 3 4 5 6
Exploring Music and Movement
A2 Teachers provide a variety of musical A4 Teachers provide opportunities for A6 Teachers use information from
Y N resources1 and sing with children Y N children to sing, dance and move2. Y N observations of children to plan
daily. music and movement experiences /
activities3.
Exploring Art
B2 Teachers provide a wide selection of art B4 Teachers provide opportunities for B6 Teachers use information from
Y N resources4 for children. Y N children to do mark-making and / or Y N observations of children to
explore basic elements of art5 weekly. plan experiences / activities
for individual exploration and
creative expression6.
SCORE
1 2 3 4 5 6

1. This can include counting, sorting and matching. For example, teachers 4. Children observe the natural environment around them during stroller
can build infant’s awareness of numbers during playtime by verbalising rides or nature walks. Teachers can also point to children the plants,
actions such as “You have one rattle and I have one”, “Here are three insects and birds from the classroom window.
balls, let’s count as we roll – one, two and three.” For Playgroup and Pre-
Nursery, teachers can use songs to introduce numbers and counting. 5. To promote children’s curiosity and sense of wonder, teachers plan
They can also provide children with materials to sort and match objects experiences / activities on topics such as weather, plants, insects and
of different sizes, shapes and colours. animals. For example, teachers take children outdoors to observe and
talk about clouds, insects and worms.
2. Teachers use mathematical terms to explain early numeracy concepts.
For example, during gross motor development activities, teachers 6. Based on children’s interests and questions, teachers extend their
deliberately use balls of different sizes to introduce terms such as learning by guiding them in making observations and exploring
‘big / small’. During nature walk, teachers can introduce the concept resources. For example, when teachers observe that children are
of comparison by using terms such as ‘tall / short’. During playtime, interested in flowers and plants, they plan experiences / activities
teachers use familiar items, such as forks, spoons, cups, bowls and plates for them to know more about how flowers and plants grow through
for children to match and sort by colours. gardening activities.
3. For example, when teachers observe that toddlers are able to tell the

difference between big / small, teachers plan experiences / activities for
them to arrange nesting cups from big to small. When teachers observe
that children are able to count, they reinforce counting during water /
sand play by asking children to count the cups of water / sand needed
to fill up containers of varying sizes.

5.6 Early Numeracy and Natural Environment 5
1 2 3 4 5 6
Developing Early Numeracy
A2 Teachers create an awareness of early A4 Teachers provide opportunities for A6 Teachers use information from
Y N numeracy1 in children daily. Y N children to develop early numeracy2. Y N observations of children to plan
experiences / activities to reinforce
their understanding of early
numeracy3.
Exploring the Natural Environment
B2 Teachers create an awareness4 of the B4 Teachers provide opportunities B6 Teachers use information from
Y N natural environment in children. Y N for children to explore5 the natural Y N observations of children to
environment. plan experiences / activities
for them to explore the natural
environment6.
SCORE
1 2 3 4 5 6

Section C
(4 – 6)

1. The use of facilities and space should reflect purposeful planning to 4. Work displays span at least 3 learning areas and are in 3 forms. They can
facilitate children’s learning. The planning should ensure minimal include written work, 3D models, collages and paintings.
disruptions and noise level in the learning environment so as to help
children stay focused in their learning. Furnishings should be suitable 5. Resources are accounted for through inventory and loan records.
and allow different activities (e.g. individual quiet work, small group Teaching and learning resources are categorised and labelled for easy
work, large group activities and project work) to take place. access by teachers.
2. Based on observations of children’s learning and interests, Centre re- 6. Teachers intentionally choose resources to help children learn and / or
designs its space and uses furnishings creatively to support activities build on what they have learned. The use of resources during activities
which extend children’s learning. promotes children’s active involvement in learning.
3. Children’s work and materials are displayed at children’s eye level, or 7. Centre uses teaching and learning resources beyond their original intent,
where appropriate. to engage children purposefully and to achieve learning objectives.

6.1 Teaching and Learning Environment and Resources 6
1 2 3 4 5 6
Learning Environment
A2 Centre has adequate space for A4 Centre’s physical setting has A6 Centre has a conducive learning
Y N teaching and learning, and the Y N appropriate furnishings to support1 Y N environment that enhances children’s
physical setting is child-friendly. different types of learning activities. learning and sustains their interests2.
RESOURCES
Display of Children’s Work
B2 Centre displays3 children’s work and B4 Centre keeps display of children’s B6 At least 50% of the Centre’s
Y N materials of interest to them in all Y N work and materials of interest Y N display consists of a variety4 of
classrooms. current. children’s work.
Use of Teaching and Learning Resources
C2 Teaching and learning resources are C4 Teaching and learning resources C6 Teaching and learning resources
Y N well-maintained and well-organised5 Y N are selected to scaffold children’s Y N are used innovatively7 to
to facilitate usage. learning6. enhance children’s learning and
sustain their interests.
SCORE
1 2 3 4 5 6
1. Parents are informed, at least once a term, of the Centre's programmes 4. Centre provides parents with materials for take-home activities for all
and activities. This can be done through newsletters, emails and letters. levels, at least once a term.
2. The Centre actively fosters partnership with parents by organising and 5. Activities can include parent education talks, training workshops and
involving them in a variety of programmes and activities such as open seminars to meet the needs of different groups of parents.
house, field trips and celebrations.
6. Centre involves parents in evaluating the effectiveness of its home-
3. Centre evaluates the effectiveness of its parental involvement in learning support. This evaluation includes the provision of materials
the Centre. This evaluation includes communication with parents, and implementation of home-learning support activities (e.g. talks and
engagement of parents in the Centre’s programmes and activities, and workshops).
the parent support group, if any.

6.2 Collaboration with Parents 6
1 2 3 4 5 6
Parental Involvement in the Centre
A2 Centre communicates1 its A4 Centre engages2 parents in A6 Centre reviews3 its parental
Y N programmes and activities to parents. Y N participating in a variety of Y N involvement in the Centre to support
programmes and activities. children’s learning and development
RESOURCES
annually.
Home-learning Support
B2 Centre provides parents with materials4 B4 Centre organises a variety of B6 Centre involves parents in
Y N to help them facilitate their children’s Y N activities5 to support parents Y N reviewing6 its approaches to
development at home. in facilitating their children’s provide home-learning support
development at home. for children’s development
annually.
SCORE
1 2 3 4 5 6
1. Centre plans and carries out activities to help children transit to primary 4. There should be active involvement by both the Centre and its
school. Activities can include visiting primary schools, inviting primary community partners. The community partners can include other
school personnel to give talks, or simulating primary school settings / preschools, secondary schools, eldercare centres, National Library
experiences. Board and National Parks Board, to facilitate purposeful learning.
For Early Years Centres, activities are planned and carried out to help 5. The Centre’s partnerships should span at least 3 years and with at
children transit smoothly from Nursery to Kindergarten 1. least 3 community partners. The partnership established with other
preschool(s), if any, is mutually beneficial.
2. To help teachers and parents understand children’s needs and facilitate
a smooth transition to primary school, Centre fosters partnership with 6. Centre evaluates the effectiveness of its collaboration with the
primary school(s) to provide parents and teachers with information on community. The evaluation includes the use of feedback from
Primary One education. Centre can invite primary school personnel to community partners, teachers and parents.
give talks or organise visits to primary school(s) for parents and teachers.
For Early Years Centres, activities can be organised to provide

information on kindergarten programme to help Nursery teachers and
parents understand children's needs, and support children's transition

to the kindergarten learning environment.
3. Centre involves teachers and parents in evaluating the effectiveness

of its programmes and activities to facilitate a smooth transition from
preschool to primary school.
For Early Years Centres, they involve teachers and parents in evaluating
the effectiveness of its programmes and activities to facilitate a smooth
transition from Nursery to Kindergarten.

6.3 Collaboration with Community 6
1 2 3 4 5 6
Transition from Preschool to Primary School
A2 Centre familiarises children with the A4 Centre works with primary school(s) A6 Centre reviews3 its approaches to
Y N primary school setting1. Y N to familiarise teachers and parents Y N facilitate a smooth transition from
with primary school education2. preschool to primary school.
RESOURCES
Collaboration with Other Community Partners
B2 Centre works with different community B4 Centre maintains partnerships5 with B6 Centre reviews6 its collaboration
Y N partners4 to enhance the development Y N the community to enhance the Y N with the community to enhance
of children. development of children. the development of children.
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1. Learning objectives are very specific and are set at the lesson / activity 5. Taking into consideration children’s daily experiences, teachers set
level. They deal with learning on a smaller scale as compared to learning learning contexts that are relevant and familiar to the children. Learning
goals which are set at larger scales. For example, for a K1 lesson on ‘what is most effective when children are actively involved in activities
our hands can do’, the learning objectives can be children will learn meaningful to them.
‘to compare the length of their two fingers using terms such as long
/ short’ (Learning Area: Numeracy) and learn ‘to show appreciation for 6. Teachers plan activities to help children draw meaningful connections
people with physical disabilities’ (Learning Area: Social and Emotional across the different learning areas and understand how knowledge
Development). Learning objectives can be derived from learning goals. and skills are linked. Some of these connections include fostering links
between new learning and existing ideas, as well as concepts, skills or
2. Learning goals are broader than learning objectives and are set at topics that are addressed in the different learning areas.
the Centre level or at the organisation’s HQ level. They reflect widely-
held expectations about what the curriculum aims to achieve for each 7. Positive learning dispositions can include PRAISE (Perseverance,
learning area and at each level. They can be based on the key knowledge, Reflectiveness, Appreciation, Inventiveness, Sense of Wonder and
skills and dispositions found in the MOE Nurturing Early Learners – A Curiosity, and Engagement as explained in the Nurturing Learning
Curriculum Framework for Kindergartens in Singapore (Revised 2012) Dispositions, 2010). The learning dispositions can also be based on the
or the Centre’s vision or philosophy. The Centre can translate these into philosophy and core values of the Centre. Some examples of learning
learning goals for each level based on the needs of their children. dispositions can be independence, resilience, diligence and creativity.

The support and encouragement from teachers can be incidental or
3. Review of the learning goals should be outcome-driven i.e. based on planned.
the children’s performance and learning needs. For example, a learning
goal at K1 can be ’counting reliably up to 5’ and at K2, ‘counting reliably 8. Teachers nurture positive learning dispositions intentionally. For
up to 10’. If the K1 children can count reliably up to 10, the learning example, to develop the learning disposition of ‘Perseverance’, teachers
goal for them at K2 level can be adjusted to ‘counting reliably up to 15’ plan and facilitate activities that allow children to encourage one
instead of remaining at ‘up to 10’. another when they are faced with a challenge.
4. Activities are planned such that children’s learning is not 9. Positive learning dispositions should be reinforced across various
compartmentalised. Written plans should reflect integrated activities contexts to facilitate the transfer of learning.
with learning objectives for all learning areas and levels.

7.1 Holistic Development and Integrated Approach to Learning 7
1 2 3 4 5 6
Setting Learning Objectives and Goals
A2 Learning objectives1 are set for A4 Learning goals2 are set for all A6 Learning goals for all learning areas
Y N activities in all learning areas and for Y N learning areas and for all levels. Y N and levels are reviewed annually to
all levels. meet the needs of children3.
CURRICULUM
Planning an Integrated Approach to Learning
B2 Activities are planned4 for all the B4 Activities are planned to help B6 Activities are planned to help
Y N learning areas and levels. Y N children learn in meaningful Y N children integrate learning
contexts5. and make connections6 across
learning areas.
Developing Positive Learning Dispositions
C2 Teachers support and encourage C4 Teachers provide opportunities C6 Centre creates an environment
Y N children’s positive learning Y N for children to develop8 positive Y N that encourages children
dispositions7. learning dispositions. to display positive learning
dispositions9.
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1. There is at least one musical instrument for each child during music and 7. There is at least one art medium (e.g. markers, crayons, paints, chalk, play
movement activities. There is also provision of at least 5 different types of dough, paper, canvas) and tool (e.g. paint brushes, rollers, sponge pieces)
musical instruments (e.g. drums, shakers, bells, tambourines, castanets) in for each child. There should also be at least 6 different types of art media /
the Centre. Props (e.g. ribbons, scarves) can be used to enhance movement. tools.
Not all instruments / props need to be used in the same activity.
8. Activities allow children to explore basic elements of art which include lines
2. The activities allow children to explore elements of music such as rhythm (e.g. straight, wavy, zigzag, dotted, spiral, thick, thin), colours (e.g. red, blue,
(e.g. long / short), dynamics (e.g. loud / soft), tempo (e.g. fast / slow) and pitch yellow, black, white), shapes (e.g. circle, triangle, square, rectangle) and
(e.g. high / low). Activities can include singing songs and rhymes, playing textures (e.g. smooth, rough, hard, soft, hairy, prickly).
musical instruments to the accompaniment of music, experimenting with
objects and / or body percussion to create sounds, and moving with props. 9. Activities allow children to explore elements of art using media, tools and /
or materials for mark-making, and to create 2- and 3-dimensional artworks.
3. Teachers ensure that children have opportunities to create music / songs
and movements to express themselves. Both music / songs and movements 10. Teachers ensure that children have opportunities to express themselves
need not occur at the same time. Teachers can guide children to create through creating artworks. These artworks require children to use a variety
new songs by changing the lyrics of familiar songs, create sound effects / of techniques (e.g. crayon etching, cotton-bud painting, finger painting,
movements to dramatise stories, create short rhythmic / melodic patterns collage) and art forms (e.g. paintings, sculptures, models, photographs).
or create music from a variety of sound sources or choreograph steps for
performances. 11. Artworks can include drawings, paintings and craftworks. Teachers use art
vocabulary to describe the different types of artworks.

4. Activities are carried out at least once a day for music / songs and at least
once a week for dance / movement. Music activities exclude songs for 12. Children are guided to use art vocabulary to describe the elements of art,
routines and transitions, for example, welcome and goodbye songs, and and to talk about their own and their peers’ artworks. Such experiences
the national anthem. help to develop their appreciation for art.
5. Teachers introduce children to a variety of music and dance from different 13. Children are exposed to a variety of artworks and art forms by different
cultures. Examples include children’s songs, Chinese instrumental music, artists over a 3-year period (Nursery to Kindergarten 2); one of which is at
lion dance (Chinese), bhangra (Indian), raga (Indian), dikir barat (Malay), an external art-based venue (e.g. visit to the National Gallery, Singapore Art
kompang (Malay), western classical music, gamelan (Indonesian) and folk Museum). These artworks can include paintings, sculptures, photography
songs. and calligraphy by local and foreign artists. Centre plans for such exposure
at least once a year for each level of children. Through these exposure,
6. Children are exposed to a variety of performing arts (e.g. music, dance, teachers guide children to articulate their feelings and further develop
drama, play, musical, opera) involving external groups over a 3-year period their appreciation for art.
(Nursery to Kindergarten 2), one of which should be a public performance
at an external venue. Centre plans for such performances at least once a
year for each level of children. Teachers should guide children to reflect on
the performances they have attended. This can be done through discussion,
writing or drawing.

1 2 3 4 5 6
Exploring and Expressing with Music Resources
A2 Teachers provide sufficient musical A4 Teachers provide opportunities for A6 Teachers provide opportunities for
Y N instruments1 for children. Y N children to explore elements of music Y N children to create and perform their
with voice, body percussion and / or own music / songs and movements3.
musical instruments2.
Appreciating Different Types of Music and Dance
CURRICULUM
B2 Teachers conduct activities for children B4 Teachers create an awareness of a B6 Teachers provide opportunities
Y N to experience music and movement Y N variety of music and dance from Y N for children to be exposed to
regularly4. different cultures5. and appreciate a variety of
performing arts6.
Exploring and Expressing with Art Resources
C2 Teachers provide a wide selection C4 Teachers provide opportunities for C6 Teachers provide opportunities
Y N of art resources7, and conduct art Y N children to explore elements of art Y N for children to express ideas /
activities to create awareness of basic with art resources to create artworks9. feelings through a variety of
elements of art8. techniques and art forms10.
Appreciating Different Types of Art
D2 Teachers create an awareness11 of the D4 Teachers provide opportunities for D6 Teachers provide opportunities for
Y N different types of artworks. Y N children to talk about12 what they see, Y N children to be exposed to a variety of
think and feel about their own and artworks and art forms, and talk about
their peers’ artworks. what they see, think and feel about
these artworks and art forms13.
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Exploring and understanding the world involves both the development and application of process skills, and the nurturing of children’s sense of wonder and
curiosity. Process skills include observing, comparing, classifying, predicting, experimenting, recording and communicating findings. Nurturing children’s
sense of wonder and curiosity involves encouraging them to ask questions and wonder about things around them.
1. Both materials and tools should be made available throughout the 4. Teachers support children to construct knowledge and extend their
year. Resources are selected intentionally and updated to encourage learning through inquiry and discovery. They guide children in drawing
children’s curiosity and exploration of the world. Materials can include conclusions or suggesting possible reasons to explain their findings /
visual, natural and recycled materials. Tools can include recording, discoveries. Children communicate their learning and findings to their
observation and measurement tools. peers and teachers. In doing so, children understand why things happen
and how things work.
2. The world refers to aspects of the children’s environment (e.g. their
homes, schools, families, neighbourhoods, cultures, events and the 5. Topics of discussion can include recycling, reusing and reducing the
wider world). use of resources such as plastic, water and electricity; the treatment of
animals and the harmful effects of pollution.
3. Activities can include investigative tasks, experiments, projects, field
trips, neighbourhood walks, or interviews with specialists. These 6. Through planned activities, teachers help children understand the
activities allow teachers to have discussions with children to make impact of human activities on themselves, others and the world around

sense of the information gathered. them, and recognise their role in showing care and respect for the world
around them.
7. Positive attitudes towards the environment can be reflected in the

behaviour and mannerism of the teachers and children.

7.3 Discovery of the World 7
1 2 3 4 5 6
Exploring and Understanding the World
A2 Teachers provide a variety of materials A4 Teachers provide opportunities A6 Teachers support children in
Y N and tools1 for children to explore the Y N for children to wonder about the Y N extending their learning4 of the
world2 around them. world around them and to gather world around them and sharing
information to make sense of the their discoveries.
world3.
CURRICULUM
Acquiring Right Attitudes towards the World Around Them
B2 Teachers create an awareness5 of B4 Teachers provide opportunities B6 Centre creates an environment

Y N the importance of showing care and Y N for children to discuss issues6 Y N that encourages children to
respect for the world around them. concerning the world around them. display positive attitudes towards
the world around them7.
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1. These skills include the ability to use appropriate intonation and 8. Teachers teach letters of the alphabet, sounds (e.g. letter sounds,
expression, and appropriate vocabulary to rephrase what children say beginning sounds, middle sounds, ending sounds), word families,
or to expand on their ideas to extend learning. familiar words (in both speech and / or print) and sight words through
singing rhymes or songs and playing language games.
2. Communication activities can include show-and-tell, picture talk, role-
play and oral presentation. 9. There is a programme plan to teach and revisit the letters of the
alphabet, sounds (e.g. letter sounds, beginning sounds, middle sounds
3. Communication activities are customised for different groups of and ending sounds), word families, familiar words and sight words.
children according to their progress levels. For example, in a show-and-
tell activity, children who need support can be given language cues 10. Teachers put in place a structured approach to track children’s progress
(e.g. in sentence structure) or verbal prompts. in understanding and applying what they have learned about the
letters of the alphabet, sounds, familiar words and sight words. This
4. There is at least one book for each child and a variety of appropriate helps teachers to conduct differentiated activities for all children based
books in the class. The books are made available to the children, and are on their progress levels in a timely manner. The intervention can be
within their reach at all times. They are developmentally-appropriate and done individually or in groups.
are not prejudicial or violent in content. The types of books can include
story / picture books, books on facts, fantasies, songs and rhymes, as 11. Teachers facilitate children’s understanding of writing conventions (e.g.

well as those which reflect current themes or different cultures. spacing between words, appropriate use of upper and lower cases,
letters and basic punctuations) through activities such as drawing,
5. When teachers read to children, they are modelling the proper usage of attention to print, writing from children’s dictation and guiding children
a book, and developing book and print awareness in children. to copy key words and phrases.
6. Teachers can use books or other materials such as pictures or picture 12. Children participate in different writing activities to develop their skills
cards with captions, charts, newspaper articles, brochures and in communicating feelings, thoughts, ideas or information. Writing
magazines. activities can include mark-making, using symbols, writing letters of the
alphabet and using writing conventions. These writing activities should
7. To help children demonstrate understanding of their reading, they take place in meaningful contexts that take reference from children’s
are given opportunities to participate in a variety of activities such as experiences and can be done individually or in small groups. Examples
dramatisation, re-telling of stories, sharing what was read, drawing and of meaningful context for writing activities include adding phrases
talking about their favourite characters. / captions to their art pieces, writing a class-dictated story of their
experiences after a field trip, writing recipes or shopping lists.

7.4 Language and Literacy 7
1 2 3 4 5 6
Developing Listening and Speaking Skills
A2 Teachers model good expressive A4 Teachers provide opportunities for A6 Teachers facilitate children’s
Y N language skills1. Y N children to participate in a variety of Y N development of listening and speaking
communication activities2. skills according to their progress levels
through communication activities3.
Developing an Interest in Reading
CURRICULUM
B2 Teachers provide a variety of books4 B4 Teachers read / tell stories using B6 Centre creates an environment7
Y N that are accessible to the children, and Y N reading materials6 with small groups Y N that promotes an interest in
read / tell stories5 to them daily. of children based on their reading reading.
progress levels.
Developing Early Reading Skills
C2 Teachers promote alphabet C4 Teachers systematically reinforce9 C6 Teachers systematically monitor10

Y N knowledge, sounds in words, familiar Y N alphabet knowledge, sounds in Y N the development of children’s
words and sight words8 during daily words, familiar words and sight early reading skills and provide
activities. words. differentiated activities according to
their progress levels.
Developing Writing Skills
D2 Teachers provide sufficient writing D4 Teachers facilitate children’s D6 Teachers provide opportunities
Y N materials that are accessible to the Y N understanding of writing Y N for children to write in meaningful
children. conventions11. contexts to communicate ideas
or information according to their
progress levels12.
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Copyright © 2019, Early Childhood Development Agency, Singapore 1 2 3 4 5 6 61
1. Materials used to develop children’s gross motor skills can include hula 5. A range of fine motor skills includes dexterity in the control of fingers,
hoops, beanbags, cones, balloons, scarves (for tossing activities), play wrists and palms (e.g. kneading, paper tearing, cutting, painting, tying
parachute, rubber balls, rubber quoits, mobile tunnels and mats. Gross strings / shoelaces) and eye-hand coordination (e.g. paper folding,
motor skill activities should be conducted indoors and outdoors as threading big and small beads, tracing, pouring water into containers).
prescribed by the regulatory requirements. Opportunities are made available throughout the year.
2. A range of gross motor skills covers locomotor (e.g. running, crawling, 6. Teachers put in place a structured approach to track children’s fine
jumping, sliding, hopping, leaping, galloping, skipping), non-locomotor motor skills development. This helps teachers to conduct differentiated
(e.g. balancing, bending, curling, stretching) and manipulative skills (e.g. activities for all children based on their progress levels in a timely
tossing, catching, throwing, bouncing, kicking, striking). Opportunities manner. The intervention can be done individually or in groups.
are made available throughout the year.
7. Healthy habits can include proper hand-washing procedures, regular
3. Teachers put in place a structured approach to track children’s gross exercises, making healthy choices of food and having sufficient rest /
motor skills development. This helps teachers to conduct differentiated sleep. Practices that develop safety awareness can include looking out
activities for all children based on their progress levels in a timely for vehicles before crossing the road and proper handling of sharp tools
manner. The intervention can be done individually or in groups. such as scissors.

4. Materials can include play dough, tweezers, strings, buttons, interlocking 8. Teachers explain and discuss the importance of healthy habits and
blocks, beads with thick strings and clothes pegs. safety practices. This can be done through activities such as reading
stories, role-playing and watching videos.

7.5 Motor Skills Development 7
1 2 3 4 5 6
Developing Gross Motor Skills
A2 Teachers use play structures or A4 Teachers provide opportunities for A6 Teachers systematically monitor3
Y N materials1 to develop children’s gross Y N children to develop a range of gross Y N children’s development of gross
motor skills. motor skills2 throughout the year. motor skills and provide appropriate
intervention.
CURRICULUM
Developing Fine Motor Skills
B2 Teachers provide a wide selection of B4 Teachers provide opportunities for B6 Teachers systematically monitor6
Y N materials4 to develop children’s fine Y N children to develop a range of fine Y N children’s development of
motor skills. motor skills5 throughout the year. fine motor skills and provide
appropriate intervention.
Developing Healthy Habits and Safety Practices
C2 Teachers establish rules and routines C4 Teachers provide opportunities for C6 Centre creates an environment that
Y N for children to develop healthy habits Y N children to know the importance8 of Y N encourages children to demonstrate
and safety practices7. healthy habits and safety practices. healthy habits and apply safety
practices in a variety of contexts.
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1. Numeracy concepts / skills include simple measurement, matching, 5. Activities can include arranging objects of different sizes from small to
sorting, comparing, ordering, patterning, counting and number sense, big or long to short; or grouping objects by their colour, size or shape.
basic shapes and simple spatial concepts.
6. Teachers can facilitate children’s use of concepts such as ‘measurement’
2. Teachers use resources to provide children with concrete experiences to compare the size / height of their play dough models made during
in learning the various numeracy concepts / skills. Resources include art lesson; or ‘ordinal numbers’ to describe the steps (e.g. 1st, 2nd and
manipulatives such as unifix cubes, building blocks, counters; and non- 3rd) in a pizza-making activity.
manipulatives such as books, rhymes and songs. Learning activities are
included for children to progress from concrete to pictorial to abstract, 7. Children are given opportunities to explore concepts and to think of
and from simple to complex in their understanding of the various different ways to solve problems which they encounter in their daily
numeracy concepts / skills. lives using numeracy concepts / skills. Children talk and share with
others how they have completed a task or solved a problem. These
3. Examples include counting the number of dance steps during a music opportunities allow them to verbalise and clarify their thinking which
and movement activity, exploring shapes and patterns or comparing help to develop their understanding of the numeracy concepts / skills.
the mass of play dough models during an art lesson, counting the Teachers can facilitate the process through asking questions, giving
number of steps up a slide during an outdoor lesson, and plotting a prompts or modelling the steps. For example, children can work on a
graph on children's favourite fruits. project to create and sell their own packets of coloured sweets at the

candy store in the dramatic play corner. This allows children to apply
4. Teachers provide hands-on experience and guidance through practical and explain numeracy concepts / skills such as sorting, comparing,
tasks that are meaningful to children in extending their understanding counting, number value and shapes as they discuss among themselves
of numeracy concepts / skills. Children should be encouraged to use the types of sweets to be packed and sold, and when they share how
mathematical terms (e.g. long / short, more than / less than) to explain they have completed the task.
the numeracy concepts / skills used in the practical tasks. For example,
when facilitating an activity on healthy eating, the teacher reinforces
simple patterning concept (e.g. AB pattern) using cut fruits. Children
are provided opportunities to extend their understanding of simple
patterns through exploring complex patterns (e.g. ABCA or ABBA) when
they create their fruit skewers. Children will talk about the patterns they
have created.

7.6 Numeracy 7
1 2 3 4 5 6
Developing Numeracy Concepts and Skills
A2 Teachers demonstrate numeracy A4 Teachers reinforce numeracy A6 Teachers provide opportunities to

Y N concepts / skills1 using a variety of Y N concepts / skills in different Y N extend children’s learning of numeracy
resources2. learning contexts3. concepts / skills in practical tasks4.
CURRICULUM
Using Numeracy Concepts and Skills
B2 Teachers encourage children to B4 Teachers facilitate children’s use B6 Teachers provide opportunities
Y N use resources to carry out simple Y N of numeracy concepts / skills in Y N for children to apply numeracy
mathematical activities5. different learning contexts6. concepts / skills to solve problems
in daily experiences7.
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1. Teachers can create a warm and secure environment conductive for 5. Teachers help children to recognise the feelings of others and show
children to be aware of their own emotions during daily activities understanding of what others are going through. They guide children
and for learning by displaying calmness and responsiveness, and to respond appropriately. Through role-playing, children can learn how
establishing strong and positive relationships with children. Teachers to show concern and offer help to those in need.
can also set rules and routines to manage children's behaviour and
facilitate classroom interactions through daily activities. 6. Teachers equip children with skills to build relationships (e.g. work and
play collaboratively, manage disagreements, communicate with others,
2. Teachers help children understand different feelings and guide them to negotiate, make decisions and recognise feelings of others). Children
use appropriate language to share and talk about their emotions, such should exhibit their abilities to relate to their peers in their daily
as happiness, anger, fear and sadness. interactions.
3. Teachers help children understand that their actions can have positive 7. Teachers help children to understand that there are people of different
and negative effects on others. They share strategies with children to races, cultures, abilities and ages, as well as people with different views,
help them regulate their behaviour. For example, through role-play, needs and beliefs, and all of them should be treated with respect.
children learn appropriate ways to control impulsive actions and words.
8. Centres can partner homes for elderly or charitable organizations to
4. Positive social behaviour can be reinforced by using positive statements, organize activities for children to show appreciation, empathy and

encouraging remarks, showing genuine care and concern for the respect. Teachers can engage the children in pre-visit activities to
children as well as valuing their uniqueness. Teachers can explain to prepare for the trip as well as follow-up activities after the experience.
children the need to wait for their turns, keep toys after play, use polite
words and co-operate as they engage in a task together.

7.7 Social and Emotional Development 7
1 2 3 4 5 6
Developing Self-awareness and Self-management Skills
A2 Teachers create a warm and secure A4 Teachers provide opportunities for A6 Teachers provide opportunities
Y N environment conducive for children to Y N children to be aware of and express Y N for children to self-regulate their
be aware of their own emotions during their emotions2. behaviour3.
daily activities and for learning1.
CURRICULUM
Developing Social Awareness and Relationship Management Skills
B2 Teachers encourage positive social B4 Teachers provide opportunities for B6 Teachers provide opportunities
Y N behaviour4 of children through daily Y N children to recognise and respond Y N for children to build relationships
activities. positively to the feelings of peers5. with peers6.
Appreciating and Accepting Diversity
C2 Teachers create an awareness of the C4 Teachers provide opportunities for C6 Centre creates an environment that
Y N different races and cultures in the Y N children to show understanding and Y N encourages children to show care and
society. respect for people who are different respect for people who are different
from them7. from them8.
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1. Teachers can use open-ended questions to help children express 4. Teachers intentionally plan activities for children to learn through play.
opinions. Questions can include: It requires the teachers to plan the learning experience, select resources
• “What will happen?” and materials, and organise the environment. The play can go beyond
• “What will you do?” activities at the learning centres.
• “Why do you think?”
• “How do you feel?” 5. Teachers should observe and facilitate children’s play to help them
• “How do you know?” make meaning of their experiences and reinforce their learning.
2. Interactions can take place within the familiar setting of the Centre such 6. Teachers help children link their prior knowledge to new learning
as children engaging in pair or group work, conversing with visitors, through questions and facilitation. Teachers encourage children to
parents, and teachers from other classes or non-teaching staff within practise, revise and apply what they have learnt in different situations.
the Centre. Interactions can also include children conversing with Examples of questions to stimulate children’s thinking include:
adults outside the Centre, such as with shop assistants, security guards, • For recalling information: “What do you remember...?”
postmen or police officers. • For directing attention: “What do you see / hear / feel / smell?”
• For promoting organising skills: “How are they alike / different?”
3. Teachers and children are engaged in conversations as they work • For promoting analysing skills: “How do you know…?”, “Why do you
together to investigate a topic, solve a problem, clarify a concept or tell think…?”

a story. To sustain conversations, children are given opportunities to • For promoting generating skills: “What do you think will happen if…?”
wonder, ask, suggest, explain and reflect. • For promoting metacognitive skills: “How do you know…?”

8.1 General Principles for Pedagogy 8
1 2 3 4 5 6
Facilitating Interactions
A2 Teachers use a range of questions1 A4 Teachers provide opportunities A6 Teachers use children’s questions
Y N to encourage children to express Y N for children to ask questions and Y N and responses to engage them in
opinions. express opinions when interacting2 sustained conversations3.
PEDAGOGY
with peers and adults.
Facilitating Purposeful Play
B2 Teachers provide opportunities for B4 Teachers monitor and facilitate5 B6 Teachers use children’s play to
Y N children to engage in purposeful play4. Y N children’s play to ensure that Y N stimulate thinking and extend
learning objectives are met. learning6.
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1. Methods can include observational checklists, anecdotal records, 4. There are platforms for on-going communication with parents on their
children’s work samples with teacher’s comments, photographs of children’s development. In addition to daily conversations, emails,
children at work with teacher’s comments, and family interviews / telephone calls or communication books, centres are expected to have
surveys. Comments by teachers should provide the context of children’s at least two parent-teacher conferences per year.
experiences.
5. A qualitative write-up focuses on the child’s holistic development and is
2. Each teacher has a plan to observe, and record children’s learning a description of the child’s learning and development in each learning
and development. For example, teachers can plan to focus on specific area.
learning areas in a given week and record their observations.
6. Teachers use records of children’s learning and development to discuss
3. Observation and assessment for children’s learning and development with parents, the goals, expectations and concerns for their children.
is an on-going cycle which includes observing, documenting and They work with parents to plan and implement activities to reinforce or
interpreting information to better inform planning and teaching. extend their children’s learning and development.
Teachers use the information gathered on children’s learning to plan
and design appropriate learning experiences that enhance children’s
learning and development. For example, teachers use information on
children’s abilities to customise future lessons to help children master

certain skills. Customisation can be carried out for the whole class, in
small groups or for the individual child.

8.2 Assessment for Children’s Learning and Development 8
1 2 3 4 5 6
Observing and Documenting Children’s Learning and Development
A2 Teachers observe and use a variety of A4 Teachers systematically2 observe A6 Teachers use information from
Y N methods1 to record children’s holistic Y N and document children’s holistic Y N observation and assessment3 to
development. development. improve teaching and learning.
PEDAGOGY
Communicating Children’s Learning and Development to Parents
B2 Teachers share information on children’s B4 Teachers provide parents with a B6 Teachers use information
Y N learning and development with parents Y N qualitative write-up5 to inform Y N from the records of children’s
regularly4. them about their children’s holistic learning to engage parents in
development. enhancing their children’s holistic
development6.
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Glossary
Centre leaders Principal / Supervisor and Vice-Principal (if applicable).
Teachers Refers to teachers and educarers.
Holistic Development Refers to the development of children in the six developmental / learning areas, or the five
domains (Physical, Social, Moral, Aesthetics and Cognitive), or PIES domains (Physical, Intellectual,
Emotional and Social).
Experiences / Activities For the 0-3 age group, this refers to both routine care and play activities.
Provide opportunities Involves planning and facilitation of the activity.
Different At least 2 items.
Variety At least 3 items.
Range At least 5 items.
Wide selection At least 6 items.
Create an environment Centre puts in place practices to recognise, value and encourage the desired behaviour / action
in children through a centre-wide plan. Practices can include established routines, planned
activities and role-modelling by teachers.
System A centre-wide system should comprise 3 main components:

• Purpose – Intent / rationale for setting up the system;
• People – Personnel involved in managing the system;
• Processes – Includes planning, implementation and review.
Review (at Mastering Level) Refers to the evaluation of the Centre’s processes / practices for effectiveness. The evaluation is
carried out at Centre level, with teachers’ involvement and should include:
• the intent (purpose) of review;
• use of data and information;
• implementation of processes / practices for improvement.

A complete cycle of evaluation should comprise at least 2 annual reviews. The second review is
a review of the implemented processes / practices for improvement from the first review.

Glossary
Infant Children who are 2 months of age or older but are below 18 months of age.
Playgroup Children who are 18 months of age or older but are below 3 years of age.
Pre-Nursery Children who attain 3 years of age in the year that the class commences.
Nursery Children who attain 4 years of age in the year that the class commences.
K1 Children who attain 5 years of age in the year that the class commences.
K2 Children who attain 6 years of age in the year that the class commences.

QUALITY RATING SCALE Score Sheet
Section A (0-6)
Criterion 1: LEADERSHIP Criterion 2: PLANNING & ADMINISTRATION (cont’d)
2 4 6 2 4 6
Emerging Performing Mastering Emerging Performing Mastering
Y N Y N Y N Y N Y N Y N
1.1 Strategic Leadership A2 A4 A6 2.3 Administration A2 A4 A6
1 2 3 4 5 6 B2 B4 B6 1 2 3 4 5 6 B2 B4 B6
C2 C4 C6
Criterion 3: STAFF MANAGEMENT

1.2 Curriculum Leadership A2 A4 A6 2 4 6
Emerging Performing Mastering
1 2 3 4 5 6 B2 B4 B6 Y N Y N Y N
3.1 Induction & Deployment A2 A4 A6
C2 C4 C6
1 2 3 4 5 6 B2 B4 B6
Criterion 2: PLANNING & ADMINISTRATION

C2 C4 C6
2 4 6
Y N Y N Y N 3.2 Professional Development & A2 A4 A6
2.1 Strategic Planning A2 A4 A6 Performance Appraisal
1 2 3 4 5 6 B2 B4 B6
1 2 3 4 5 6 B2 B4 B6
C2 C4 C6
C2 C4 C6
3.3 Staff Well-being A2 A4 A6

2.2 Programme Structure & A2 A4 A6
Implementation 1 2 3 4 5 6 B2 B4 B6
1 2 3 4 5 6 B2 B4 B6
C2 C4 C6

Section B (0-3)
Criterion 4: EARLY YEARS LEARNING ENVIRONMENT Criterion 5: EARLY YEARS LEARNING & DEVELOPMENT (cont’d)
2 4 6 2 4 6
4.1 Physical Environment A2 A4 A6 5.3 Early Language & Pre- A2 A4 A6
& Resources literacy Development
1 2 3 4 5 6 B2 B4 B6 1 2 3 4 5 6 B2 B4 B6
C2 C4 C6
5.4 Physical Development A2 A4 A6
4.2 Family Involvement A2 A4 A6
1 2 3 4 5 6 B2 B4 B6
1 2 3 4 5 6 B2 B4 B6
C2 C4 C6
C2 C4 C6
5.5 Aesthetics & Creative A2 A4 A6

Criterion 5: EARLY YEARS LEARNING & DEVELOPMENT Expression
2 4 6 1 2 3 4 5 6 B2 B4 B6
Y N Y N Y N
5.1 General Principles for A2 A4 A6
Pedagogy 5.6 Early Numeracy & Natural A2 A4 A6
1 2 3 4 5 6 B2 B4 B6 Environment
1 2 3 4 5 6 B2 B4 B6
5.2 Social & Emotional A2 A4 A6

Development
1 2 3 4 5 6 B2 B4 B6

Section C (4-6)
Criterion 6: RESOURCES Criterion 7: CURRICULUM
2 4 6 2 4 6
6.1 Teaching & Learning A2 A4 A6 7.1 Holistic Development & A2 A4 A6
Environment & Resources Integrated Approach to
1 2 3 4 5 6 B2 B4 B6 Learning B2 B4 B6
C2 C4 C6 1 2 3 4 5 6 C2 C4 C6
6.2 Collaboration with A2 A4 A6 7.2 Aesthetics & Creative A2 A4 A6

Parents Expression
1 2 3 4 5 6 B2 B4 B6 1 2 3 4 5 6 B2 B4 B6
C2 C4 C6
6.3 Collaboration with A2 A4 A6
Community D2 D4 D6
1 2 3 4 5 6 B2 B4 B6
7.3 Discovery of the World A2 A4 A6
1 2 3 4 5 6 B2 B4 B6
7.4 Language & Literacy A2 A4 A6
1 2 3 4 5 6 B2 B4 B6
C2 C4 C6
D2 D4 D6

Criterion 7: CURRICULUM (cont’d) Criterion 8: PEDAGOGY

2 4 6 2 4 6
7.5 Motor Skills A2 A4 A6 8.1 General Principles for A2 A4 A6
Development Pedagogy
1 2 3 4 5 6 B2 B4 B6 1 2 3 4 5 6 B2 B4 B6
C2 C4 C6
8.2 Assessment for Children’s A2 A4 A6

7.6 Numeracy A2 A4 A6 Learning & Development
1 2 3 4 5 6 B2 B4 B6
1 2 3 4 5 6 B2 B4 B6
7.7 Social & Emotional A2 A4 A6

Development
1 2 3 4 5 6 B2 B4 B6
C2 C4 C6

RELIABILITY AND VALIDITY OF THE QUALITY RATING SCALE
The reliability and validity of an instrument are important aspects of psycho- Inter-rater Reliability
educational measurement. The consistency and precision of the instrument Agreement among raters is of great importance in many fields, both academic
determine the reliability of the instrument. Validity refers to the extent to and non-academic. Inter-reliability is the degree of agreement among raters.
which the instrument measures what it was designed to measure. Studies It gives a score of how much homogeneity or consensus there is in the ratings
on the QRS were conducted to establish that it was both a reliable and valid given by raters. If various raters do not agree, this may mean that either the
instrument for the comprehensive evaluation of preschool quality. scale used to measure a particular variable is defective or the raters need to
be re-trained. Thus, inter-rater reliability is useful in helping to refine the scale
Reliability given to raters. A statistical measure of inter-rater reliability is Cohen’s Kappa
which ranges from -1.0 to 1.0 where large values mean better reliability, values
Internal Consistency near zero suggest that agreement is attributable to chance, and values less
The psychometric studies on reliability of QRS (4-6) conducted in 2009, using than zero signify that agreement is even less than that which could be attrib-
the pilot-testing data of 50 kindergartens showed that the instrument has uted to chance.
good internal consistency and inter-rater reliability. The Cronbach’s Alpha
for criteria 1 to 6 for this instrument is in the range of 0.62 – 0.92. The inter-rater reliabilities of the QRS (4-6) in 2009 was in the range of 0.65 –
1.00; and 0-3 Section in 2018 was 0.85 – 1.00.
In addition, a psychometric study was conducted in 2018 for 0-3 Section,
using pilot-testing data of 50 preschools. The Cronbach’s Alpha for the
Items on Early Years Learning Environment and Early Years Learning and
Development is in the range of 0.21 – 0.55. As the early years sector is still
in the process of developing its structures and processes for the provisions
in 0-3, the reliability of these items would be further determined in future
testing.

Validity
A multi-method approach was adopted for establishing content and Table 1 – Correlations# between the QRS and ECERS-R, ECERS-E and PAS
concurrent validity evidence of the QRS. In 2008 and 2009, content experts Instruments ECERS-R ECERS-E PAS
and key stakeholders were consulted to check for alignment of their QRS 0.5 0.3 0.5
perspectives on quality early childhood education and the proposed criteria # Jacob Cohen (1988) provided the following guidelines for Social Science: small ef-
in the conceptual model of QRS. In 2010, 50 preschools were sampled to fect size, r = 0.1; medium effect size, r = 0.3; large effect size, r = 0.5 or larger.
establish the concurrent validity of the QRS by correlating the QRS with 3
The multi-method approach to validation of the QRS shows that it is a
existing well-established instruments.
valid measure of the quality of early childhood education in a preschool.
In addition, during the development of the 0-3 section from 2017 to 2018,
In 2010, 50 preschools were sampled to establish the concurrent validity of
local and overseas early childhood professionals were consulted on the
the QRS by correlating the QRS with 3 existing well-established instruments.
content validity. In 2019, inputs were also sought from overseas early
childhood professionals on the content validity for QRS (0-6).
The 3 instruments were selected because they measure different aspects
of quality early childhood education. The instruments are:
The content validity of the instrument measuring quality of services from
1
• Early Childhood Environment Rating Scale Revised (ECERS-R) , birth to 6 years old was also established through consultation with local and
2 overseas early childhood professionals in 2018 and 2019 respectively. The
• Early Childhood Environment Rating Scale Extension (ECERS-E) and
3 content validity shows that the QRS (0-6) is a valid measure of the quality of
• Program Administration Scale (PAS) .
early childhood education provided by preschools.
Table 1 shows that the correlations between the QRS and the identified in- Together with the psychometric studies on reliability (internal consistency
struments are of medium to large effect sizes. and inter-rater reliability), the QRS (0-6) has been established to be both a
valid and reliable instrument for the comprehensive evaluation of preschool
quality.
1 Harms, T. & Clifford, R.M. & Cryer, D., 2005, Early Childhood Environment Rating Scale, (Revised Edition), Teachers College Press, Columbia University, New York.
2 Sylva, K. & Siraj-Blatchford, I. & Taggart, B., 2003, Assessing Quality in the Early Years, Early Childhood Environment Rating Scale, Extension (ECERS-E), Four Curricular Subscales, Trentham Books, Stoke on Trent,
UK and Sterling, USA.
3 Talan, T.N. & Bloom, P.J., 2004, Program Administration Scale: Measuring Early Childhood Leadership and Management, Teachers College Press, Columbia University, New York.
79
References
Bertram, T. and Pascal, C. (2004). A Handbook for Evaluating, Assuring and Improving Quality in Early Childhood Settings.
Birmingham: Amber.
Bertram, T. and Pascal, C. (2004). Effective Early Learning Programme. Birmingham: Amber.
California Department of Education and WestEd Centre for Child and Family Studies (2009). California Infant / Toddler Learning and
Development Foundations. Sacramento: California Department of Education.
Early Childhood Development Agency (2014). Early Years Development Framework for Child Care Centres. Singapore: Early Childhood
Development Agency.
Early Childhood Development Agency (2017). An Educarer’s Guide to Developing Respectful, Responsive and Reciprocal (3Rs)
Interactions with Infants and Toddlers. Singapore: Early Childhood Development Agency.
Harms, T., Clifford, R.M. and Cryer, D. (2005). Early Childhood Environment Rating Scale Revised Edition. New York: Teachers College
Press.
Harms, T., Cryer, D. and Clifford, R.M. (2006). Infant / Toddler Environment Rating Scale Revised Edition. New York: Teachers College
Press.
La Paro, K.M., Williamson, A.C. and Hatfiled, B. (2014). Assessing Quality in Toddler Classrooms Using the Class-Toddler and the ITERS-R.
Early Education and Development, 25(6), 875-893.
Ministry of Education Singapore (2003). PEAK: Pursuing Excellence at Kindergartens. Singapore: MOE.
Ministry of Education Singapore (2006). Standards for Kindergartens: Pursuing Excellence at Kindergartens. Singapore: Oxford
Graphic.
Ministry of Education Singapore (2008). Kindergarten Curriculum Guide. Singapore: MOE.
Ministry of Education Singapore (2010). Nurturing Learning Dispositions – Curriculum Resources for Kindergartens. Singapore: MOE.
Ministry of Education Singapore (2012). Nurturing Early Learners – A Curriculum Framework for Kindergartens in Singapore. Singapore:
MOE.
Ministry of Education Singapore (2013), Nurturing Early Learners (Educators’ Guide) – A Curriculum Framework for Kindergartens in
Singapore. Singapore: MOE.
National Association for the Education of Young Children (2005). NAEYC Early Childhood Program Standards and Accreditation
Criteria. Washington: NAEYC.

References
National Childcare Accreditation Council (2003). Putting Children First: Quality Improvement and Accreditation System Validation
Report. New South Wales: National Childcare Accreditation Council.
North Carolina Foundations Task Force (2013). North Carolina Foundations for Early Learning and Development. Raleigh: North
Carolina Foundations Task Force.
OECD (2001). Starting Strong: Early Childhood Education and Care. OECD: Paris.
OECD (2006). Starting Strong II: Early Childhood Education and Care. OECD: Paris.
Petersen S. (2012). School Readiness for Infants and Toddlers? Really? Yes, Really! National Association for the Education of Young
Children. Young Children (September), 10-13.
Siraj-Blatchford, I. and Manni, L. (2007). Effective Leadership in the Early Years Sector: The Eleys Study. London: Institute of Education.
Siraj, I., Kingston, D. and Melhuish, E (2015). Assessing Quality in Early Childhood Education and Care. London: University College
London Institute of Education.
Sylva, K., Siraj-Blatchford, I. and Taggart, B. (2006). Assessing Quality in the Early Years: Early Childhood Environment Rating Scale
(ECERS-E). Staffordshire: Trentham Books Ltd.
Talan, T.N. and Bloom, P.J. (2004). Program Administration Scale: Measuring Early Childhood Leadership and Management. New York:
Teachers College Press.
Thompson, R.A (2016). What More Has Been Learned? The Science of Early Childhood Development 15 Years After Neurons to
Neighborhoods. Zero to Three, Vol. 36(3), 18-24.
Wheatley, E.C., Cantor, P. and Carver, J. (2015). New Hampshire Early Learning Standards Birth Through Five. Concord, NH: NH
Department of Health and Human Services.
81
Acknowledgements
The Early Childhood Development Agency (ECDA) wishes to thank the following overseas early childhood consultants
whose professional guidance and valuable advice are instrumental in the development of the Quality Rating Scale (0-6):
• Professor Iram Siraj, University of Oxford, UK

• Professor Linda Lott Hestenes, University of North Carolina, Greensboro, USA, and
• Dr Thelma Harms, former Director of Curriculum Development of Frank Porter Graham Child Development
Institute, University of North Carolina, Chapel Hill, USA
Special thanks to the following local early childhood professionals for their inputs in developing the section for Early Years:
Dr Nirmala Karuppiah, Dr Geraldine Teo-Zuzarte, Ms Alicia Lim, Dr Carol Loy, Dr Christine Chen, Ms Cynthia Tan, Dr Dora
Chen, Ms Jamilah Hamat, Dr Karunawathie Marthenis, Dr Khoo Kim Choo, Dr May See, Ms Nagalinggam Thamarai and
Ms Ng Shu Ping.
We are grateful to the following centres for their participation in the field testing conducted in 2019:
Learning Vision @ Work Pte Ltd (The Alpha)

My First Skool (302B Anchorvale Link)
My First Skool (80 Marine Parade)
Pat’s Schoolhouse Pte Ltd (Prinsep)
PCF Sparkletots Preschool @ Bukit Panjang Blk 422 (KN)
PCF Sparkletots Preschool @ Bukit Timah Blk 12 (CC)
The Little Skool-House International Pte Ltd (At-OCBC-Centre)
ECDA would also like to thank the Pre-school Education Branch, Ministry of Education (Singapore), local early childhood
professionals, Centre leaders and teachers who have contributed in one way or another to the development of this Quality
Rating Scale between 2008 and 2019.
Finally, we would like to acknowledge the staff from the Quality Assurance Branch, ECDA for the development of the
Quality Rating Scale (0-6).

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Singapore Preschool

Quality Rating Scale

Quality Rating Scale

Section B (0 – 3) Criterion 8: Pedagogy

Copyright © 2019, Early Childhood Development Agency, Singapore 2

Copyright © 2019, Early Childhood Development Agency, Singapore 3

Copyright © 2019, Early Childhood Development Agency, Singapore 4

Thelma Harms, Ph.D.

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Figure 4 – QRS 6-point scale

* A score of 1 is given if at least one indicator under Emerging is not met.

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Notes for Clarification

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Understanding Vision, Mission and Core Values

Communicating Vision, Mission and Core Values

Translating Vision, Mission and Core Values into a Strategic Plan

Notes for Clarification

Copyright © 2019, Early Childhood Development Agency, Singapore 14

Centre Leaders’ Role in Curriculum Planning

Professional Learning and Collaboration

Notes for Clarification

5. Centre leaders and teachers evaluate at least once a year, the

Copyright © 2019, Early Childhood Development Agency, Singapore 16

Notes for Clarification

4. Activities include those within and beyond the classroom.

5. There is flexibility in the programme plan to allow teachers and children

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Implementation of Plans* [4-6 age group only]

Addressing Different Learning Needs* [4-6 age group only]

Notes for Clarification

Data and Information Management

Notes for Clarification

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Notes for Clarification

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4. Provisions can include organising activities that promote healthy

Notes for Clarification

Meeting Staff Needs

Promoting Staff Well-being

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Notes for Clarification

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Indoor Space and Furnishings

Display for Children

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Notes for Clarification

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Build Relationships with Families

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3. For example, during dough play, teachers observe through verbal /

Notes for Clarification

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Respectful, Responsive and Reciprocal Interactions