“Children, let’s sing our greeting song!”
“Teacherrrrrr, I want my water bottle!”
“I want to go to the toilet!”
“Ow! Sarah’s leg is touching me!”
Brian’s face scrunched up in annoyance. He was eager about the lesson today, after spying several new objects near Miss Chen’s feet. He was starting to grow impatient. When was class going to start? Everyone in class seemed to be calling out for Miss Chen’s attention. She had to tend to all their needs.
“But what about me?”, Brian thought to himself, “I want Miss Chen to start the lesson but everyone is calling for her and there is only one Miss Chen…”
Teacher-Child Ratios in Singapore
Parents and caregivers can attest to a wealth of challenges in caring for a single child. Caring for 20 five-year-old kids in an enclosed space is a whole new level of challenge.
The scenario above is a reality that early childhood teachers face daily. Teachers struggle to give children the individual time and attention they need. With every child that comes into the classroom, they need to know what works for each child and their families. They have to keep track of their learning and development and provide individualised teaching instruction to meet their needs.
Large teacher-child ratios in Singapore have resulted in teachers finding themselves swamped with work, in and out of the classroom. “It’s a very physically and emotionally tiring job because you have to give your 100% every day when working with children. You have to match their energy but also keep them in check if they are getting too excited, “ said Joyce, a 55-year-old early childhood teacher of 24 years, in an interview.
She further elaborated on how teachers need to bring work home daily. Lesson plans, evaluations, portfolios, learning corner labels and teaching resources are just some of the work that teachers bring home.
Having such a teacher-child ratio is due to the requirements implemented by the Early Childhood Development Agency of Singapore [ECDA]. In 2013, ECDA revised the requirements of the teacher-child ratio as part of efforts to enhance teacher and child interactions. The ratio was lowered from 25 children to 1 teacher, to 20 children to 1 teacher for Kindergarten 1 classes. The revised ratio, however, still makes it a daunting task to keep track of the children’s learning and development.
The Case Against Large Classroom Size
The Starting Well Index report commissioned by the Lien Foundation in 2012 provided several strong arguments against large classroom size ratios in different countries. The report examined 45 countries and detailed findings on the key aspects that constitute a quality early childhood education system.
Despite international acknowledgement of Singapore’s education system, it ranked only 29th out of 45 countries. It was mainly due to its high teacher-child ratio. Compare this to countries such as Sweden, which was ranked second for providing quality early childhood education. It has an average of six children to a teacher.
Upon interviewing in-service teachers and policy maker Dr Vivian Balakrishnan, a consensus was reached about lowering the teacher-child ratios. With smaller class sizes, teachers can focus more on meeting the individual needs of children. They can provide opportunities for increased quality interactions and optimise developmental outcomes.
In recent years, early childhood education has become a prominent and essential part of Singapore’s public education. The government drives the initiatives to respond to public need.
It is crucial to improve the quality of education for children so that they can flourish and thrive in school. At the end of the day, if Singapore really wants to improve its quality of education, more has to be done in order to enhance the quality of education in our preschool sector. That being said, the lowering of teacher-child ratios would be a good place to start.
Understanding ECDA’s Staff-Child Ratio Guidelines
The Early Childhood Development Agency (ECDA) stipulates specific staff-child ratios that must be maintained during programme hours. These ratios vary depending on the age of the children in care.
|
|---|
| Class Level (Age of Children) |
Staff to Children Ratio |
Staff to Children Ratio (with an additional Assistant Educarer/Teacher) |
| Infant (18 months and below) |
1:5 |
Not Applicable |
| Playgroup (Above 18 – to below 3 years old) |
1:8 |
1 + 1 : 12 |
| Pre-Nursery (Children who turn 3 years old during the year enrolled) |
1:12 |
1 + 1 : 18 |
| Nursery (Children who turn 4 years old during the year enrolled) |
1:15 |
1 + 1 : 20 |
| Kindergarten 1 (Children who turn 5 years old during the year enrolled) |
1:20 |
1 + 1 : 25 |
| Kindergarten 2 (Children who turn 6 years old during the year enrolled) |
1:25 |
1 + 1 : 30 |
Research from various sources such as AASA, EF Education First, and the American Federation of Teachers consistently highlights the significant benefits of smaller class sizes in education. With fewer students, teachers can better cater to individual needs, ensuring no child is left unnoticed or behind.
This setting enables teachers to identify and address learning challenges more effectively, tailoring their teaching approach to suit each student’s unique learning style.
Additionally, smaller classes create a comfortable environment for children, especially those who may find large group settings overwhelming. Thus, advocating for smaller class sizes in educational institutions, like Singapore preschools, could notably enhance the quality of education and overall learning experience for every child.
Urgent Call for Attention: The Concerning Teacher-Child Ratio in Singapore Preschools
In conclusion, the teacher-child ratio in Singapore preschools is an alarming issue that undeniably requires our immediate attention. This ratio significantly influences the calibre of education, as well as the degree of individual attention each child garners.
Being aware of this pressing concern is the fundamental step towards instigating change. It is imperative for parents, educators, and policymakers to actively participate in discussions and fervently advocate for a reduction in teacher-child ratios in Singapore preschools. By doing so, we can ensure our children receive the optimal education and care they rightfully deserve. In the spirit of continuous improvement, let’s persist in highlighting this issue and relentlessly strive for a brighter and more promising future for our children.
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