About Us


Our Philosophy

ENGAGE | INSPIRE | EMPOWER

ENGAGE | Creativo Learners aims to construct a learning space infused with happiness, positive attitude and a desire to learn thus engaging the mind to think and explore.

INSPIRE | Creativo Learners thinks that each child is an individual with varied learning patterns. We hope to inspire each one with a suitable program that may be of interest to spark off a positive attitude in learning.

EMPOWER | Creativo Learners hopes to empower each and every child to become eager and resilient learners, taking on their future tasks with much confidence and smiles!

Creativo Learners designs and provides a range of creative and interactive learning programs for young children.

We are a Reggio Emilia inspired learning studio. Each and every child is his or her own teacher; we provide the right external environment and tools to help them create a positive learning mindset.

Our Mission Statement

To create a positive learning mindset in every child through a joyful & nurturing environment.

Student Care Service


Focus : Holistic Well-Being, Academic Guidance , Social & Emotional Wellness,

Age Group : Pri 1 – Sec 2 (Normal School Days & Saturday)

TEACHER : STUDENT RATIO of 1:10 (Most schools have ratio of 1:20 or more)

Our Student Care Services caters to children between the age of 7 to 14 years. Driven by our passion to empower our students to do the best, Creativo Learners and our team of experienced teachers aims to work with students & you, parents, to ensure your child get the best care and academic guidance!

Besides providing a cozy environment simulating home away from home, we aim to nurture them holistically. These include their academic needs, character development and social well-being.  Our low student/teacher ratio ensures that we give sufficient individual attention to each of our students.  Read testimonies from our parents!

During the school holiday month of June & December, there will be project based learning inclusive of field trips! Check out our facebook for all the exciting themes and holiday’s activities! Our children are never bored!

Our Academic Assurance:

  • Close supervision of school work
  • English Spelling & Chinese 听写 Learning
  • In House Assessment workbook as guided learning
  • Fun & enriching holiday theme projects to enhance learning

Our Holistic Assurance:

  • Nutritious Meals
  • Warm Showers
  • Fully air-conditioned environment
  • Low teacher : student ratio
  • Daily Group Work Supervision

Operating Hours:

Mon – Fri : 12pm to 7.00pm

Sat : 8.00am to 1.00pm

Health and Safety Policy


 

  1. What is the centre’s approach to a child who is ill?

  • Parents are advised not to bring their child to the centre
  • Home rest will allow the child to recover faster
  • Staying away from the centre will protect other children
  • In case of contagious illness eg. HFMD, Chicken Pox, etc, sibling(s) of the child who is ill will also be asked to stay away from the centre until Doctor’s clearance is given.

 

  1. What will the centre do when a child falls ill?

  • A teacher will attend to the child’s needs
  • The child will be isolated to allow for rest
  • Parents are informed and asked to bring their child home or to consult a doctor
  • Child’s condition is monitored while waiting for parents to come
  • In case of any emergency, the child will be sent to the nearest hospital or clinic
  • Cost of medical treatment will be borne by the parents
  • It is the responsibility of the parents to inform the centre manager of any change in emergency contact numbers of the parents or other contact persons.

 

  1. What are the measures taken to ensure the children’s safety and well-being?

  • Health check: Upon arrival to detect signs of sickness
  • Pick-up: Only authorised persons are allowed to pick up children
  • Medication: Administered only if it is directly prescribed for the child and authorised by parents
  • Entrance / Exit doors: Closed and monitored at all times
  • Jewellery: Not permitted in the centre
  • Visitors: Accompanied at all times
  • Cleaning: Toilets are cleaned at least once a day and floors are mopped daily

 

Haze Advisory Notice


In view of the haze situation, we will be cancelling any outdoor activities for the kids.

We have also made available masks for all students if necessary.

We have installed 2  Air humidifier in the school.

Parents who has not informed us of any respiratory problems of your child, please get in touch with us immediately. Or if your child develop any haze related illness, please also get in touch with us and our teachers immediately.

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Parents and may also refer to ECDA’s website (www.ecda.gov.sg) for latest update on the haze management measures. They can also monitor the latest haze situation through the websitewww.haze.gov.sg  or NEA hotline: 1800 225 5632.

Frequently Asked Questions
1. How can I protect my children during this haze period?
You are advised to keep your child indoors and minimise any outdoor or physical activities.

2. Is it safe for my children to attend child care centres or kindergartens on Friday?
The well-being and safety of our children are of utmost importance to ECDA. ECDA has in place a set of guidelines to centres for the management of haze. We have reminded centres of the measures to be undertaken via emails.

Centres have been advised to shut all windows and doors, but ensure ventilation and comfort indoors through fans and portable air coolers/conditioners when the air quality reaches “very unhealthy” level.

Centres are also advised to keep a close watch on children, especially those with respiratory problems.

In addition, most of the child care centres and kindergartens are able to accommodate their children in enclosed spaces equipped with air-conditioners or/and air purifiers which provide greater comfort for children during the haze situation.

3. Can the centre request that I keep my child at home?
Until formal notice of closure is given by ECDA, centres should remain open, as there may be parents who are unable to find alternative care arrangements for their children.  However, lessons and programmes will be scaled down.

4. Can the centres choose to voluntarily close due to the haze situation?
Until formal notice of closure is given by ECDA, centres should remain open, as there may be parents who are unable to find alternative care arrangements for their children.  However, lessons and programmes will be scaled down.

5. Will the centres refund fees to parents if I do not send my children to the centre during this period?
Typically, centres will continue to charge fees during this period to cover ongoing operating costs. As the same time, Government Child Care Subsidies for eligible children will continue to be paid during this period.

Zika Advisory Notice


The Ministry of Health (MOH) and the National Environment Agency (NEA) has confirmed on 28 August 2016 that there are 41 cases of locally transmitted Zika Virus infection in Singapore. (Updated on 1Sep to 115 cases)

Zika is generally a mild disease and many people infected with the Zika virus do not even develop symptoms. Like dengue, it is transmitted by the bite of an infected Aedes mosquito. Zika virus infection can however cause microcephaly in the unborn foetuses of pregnant women. The symptoms are similar to dengue with fever, skin rashes, body aches (joint pains, muscle pains, headaches) and conjunctivitis.

MOH and NEA have identified the following areas of concerns:

  • Aljunied Crescent
  • Sims Drive
  • Khatib camp
  • Sembawang Drive
  • Joo Chiat Place
  • Senoko South Road
  • Toh Guan East
  • Lorong 101 Changi
  • Kranji Road

MOH has advised those who are working or living at the above areas to monitor their health.  They should seek medical attention if they are unwell, especially if they develop symptoms such as fever and rash, and inform their doctors of the location of their residence and workplace.

ECDA advises centres to conduct activities and programmes as per normal with the following precautions:

  • Centres should be more vigilant of children and staff’s health condition.
  • For those who display the symptoms of Zika, centres should get them to seek prompt medical attention.
  • Ensure that teachers and children apply insect repellent regularly.
  • Centres should play an active role to minimize the risk of any spread of Zika in Singapore, by doing the 5-step Mozzie Wipeout. You may refer to the NEA website on the precautionary measures to prevent mosquito breeding.
  • Centres may wish to take other appropriate measures, as they deem necessary, to minimise vector transmission.

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Even though our location has not been identified as a hot zone. As a precautionary measure, we have added a few additional items in the school.

  1. Lemongrass vapoured water humifier system has been implemented in the center’s main activity hall and classrooms.
  2. Spraying of the center with repellents every night.
  3. Installation of electric vapour repellents in the classrooms and main activity hall.
  4. Mosquitoes repellents patches are made available at the Center for the students if necessary.

We appreciate all parents to keep us informed if your child display any symptoms of the Zika virus as well.  Thank you.

Quality Assurance


 

Creativo Learners is fully committed to providing the highest quality of services to our children.

Our Center Supervisor and Principal are professionally certified to provide the highest level of standard and care.

If you have the passion for kids and like to be a part of their growth journey and like to be a part of Creativo Family, please contact us at Our Contact page.

Testimonies


Testimonies from our Parents

1. “Thanks a lot for helping my son with his school work if not he wouldnt have passed his exam!”

2. “I noticed a character changed in my nephew. Being the only child, he used to be very quiet and reserved, but since attending Creativo Learners, he has opened himself up.  I appreciate that the teacher and parent communication has been open and frank.  He really loves going to the center”

3. “Awesome! Thanks. My son’s Chinese spelling was 74/100, that’s fantastic results. Keep up the good job! Thank you all and appreciate his sincerity teaching!” – note: son was failing Chinese all along.

Methodology


A look at The Reggio Approach

The Reggio Approach derives its name from its place of origin, Reggio Emilia, a city located in Emilia Romagna in Northern Italy. Shortly after the Second World War, Loris Malaguzzi, a young teacher and the founder of this unique system, joined forces with the parents of this region to provide child care for young children. Originally inspired by the need of women to return to the work force, over the last 50 years, this education system has developed into a unique program that has caught the attention of early childhood educators worldwide.

Looking at this complex system of education is fascinating and challenging. It invites us, as teachers, to see the possibilities of what can be, if we are willing to take risks and let go of our traditional roles.

The Reggio Approach is a complex system that respects and puts into practice many of the fundamental aspects of the work of Dewey, Piaget, and Vygotsky and many others. It is a system that lends itself to: the role of collaboration among children, teachers and parent, the co-construction of knowledge , the interdependence of individual and social learning and the role of culture in understanding this interdependence. (Baji Rankin 2004).

At the heart of this system is the powerful image of the child. Reggio educators do not see children as empty vessels that require filling with facts. Rather they see children as full of potential, competent and capable of building their own theories. The Rights of Children as written by Loris Malaguzzi best describes how children are viewed.

Children have the right to be recognized as subjects of individual, legal, civil, and social rights; as both source and constructors of their own experience, and thus active participants in the organization of their identities, abilities, and autonomy, through relationships and interaction with their peers, with adults, with ideas, with objects, and with real and imaginary events of intercommunicating worlds. All this while establishing the fundamental premises for creating “better citizens of the world” and improving the quality of human interaction, also credits children, and each individual child, with an extraordinary wealth of inborn abilities and potential, strength and creativity. Irreversible suffering and impoverishment of the child is caused when this fact is not acknowledged.

Starting from this point of reference, we recognize the right of children to realize and expand their potential, placing great value on their ability to socialize, receiving their affection and trust, and satisfying their needs and desires to learn. And this is so much truer when children are reassured by an effective alliance between the adults in their lives, adults who are always ready to help, who place higher value on the search for constructive strategies of thoughts and action than on the direct transmission of knowledge and skills. These constructive strategies contribute the formation of creative intelligence, free thought, and the individuality that is sensitive and aware, through an ongoing process of differentiation and integration with other people and other experiences. The fact that rights of children are recognized as the rights of all children is the sign of a more accomplished humanity.

Project work is a large component of the Reggio Approach but there is much more to this complex system. Each day the teachers reflect on the experiences of the children always mindful to watch for “the ants instead of always waiting for the elephants” (Amelia Gambetti-Reggio Children”.

Understanding the Fundamentals of the Reggio Approach

Education based on Interrelationships
A network of communication exists between the children, parents and teachers of Reggio. These three protagonists work together to create the spirit of co-operation, collaboration, and co-construction of knowledge. They work together interacting toward a common purpose; the building of a culture which respects childhood as a time to explore, create and be joyful. Each of these three protagonists has rights within the school. Those of the children were highlighted earlier.

Lori Malaguzzi defines the rights of parents. It is the right of parents to participate actively, and with voluntary adherence to the basic principles, in the growth, care, and development of their children who were entrusted to the public institution. This means no delegating and no alienation. Instead, it confirms the importance of the presence and the role of the parents, who have always been highly valued in our institutional tradition. First we have the school, which makes strong and concerted efforts to involve the parents, in the awareness of how much can be gained from close collaboration with the families for the greater security and well-being of the children. Parent participation enables a communication network that leads to fuller and more reciprocal knowledge, as well as to a more effective shared search for the best educational methods , content, and values. (Loris Malaguzzi Reggio Emilia 1993)

The Reggio Teacher

The Reggio teacher is unique because she offers herself to the process of co-construction of knowledge, she releases the traditional roles of a teacher and opens doors to new possibilities. She starts with the use of the child’s own theories, promotes disequilibrium, and helps the child to think about their thinking to facilitate new learning. (Seong Bock Hong 1998).

The Reggio teacher allows the children to:

  1. Ask their own questions, and generate their own hypotheses and to test them.
  2. To explore and generate many possibilities both affirming and contradictory. She welcomes contradictions as a venue for exploring, discussing and debating.
  3. She provides opportunity to use symbolic languages to represent thoughts and hypothesis.
  4. She provides opportunity for the children to communicate their ideas to others.
  5. She offers children, through the process of revisiting the opportunity to reorganize concepts, ideas, thoughts and theories to construct new meaning.
  6. She is a keen observer, documenter, and partner in the learning process.

The teacher, like the parents and children also has rights within this unique system. It is the right of the teachers and workers of each school to contribute to the study and preparation of the conceptual models that define educational content, objectives, and practices. This takes place through open discussion among the staff, with the pedagogical coordinators and parent advisory committees, in harmony with the right of children and families; through cooperation on the choices of methods, didactics, research and observation projects; through a definition of the fields of experience, ongoing teacher self-training and general staff development, cultural initiatives and the tasks of community management. This cooperation also extends to the organization of the environment and the daily workings of the school. (Loris Malaguzzi, Reggio Emilia 1993)

The Environment as the Third Teacher

The educators of Reggio Emilia view the school as a living organism. A place of shared relationships among the children, the teachers, and the parents. The school produces for the adults, but above all for the children, a feeling of belonging in a world that is alive, welcoming and authentic. (Malaguzzi, 1994, p.58)

The layout of the physical space in the schools encourages encounters, communication, and relationships. The arrangement of structures, objects and activities encourages choices, problem solving, and discoveries in the process of learning. In preparing the space, teachers offer the possibility for children to be with the teachers and many of the other children, or with just a few of the children, or even alone. Teachers are aware, however, that children also learn from their peers, especially when they can interact in small groups. Gandini (1993 p.6)

Long Term Projects as Vehicles of Learning

One of the highlights that often first attract educators to the Reggio Approach is its complex long term exploration of projects. Unlike North American predetermined thematic projects, the projects undertaken by Reggio educators may derive from both children’s and teacher’s ideas and interests, thoughts and theories in things worth knowing about. Teachers often work on projects with a small group of children while the rest of the classroom continues to involve itself in other self -selected activities and explorations.

The Importance of Documentation

Documentation is a key element in the Reggio Approach. Documentation serves many purposes but most of all it is used as a research tool for studying children’s learning processes. Documentation is about what children are doing, learning and grasping, and the product of documentation is a reflection of interactions between teachers and children and among children. Documentation, because it is done on a daily basis, is a medium through which teachers discuss curriculum, keep it fluid and emergent, and develop a rational for its course. It provides a growing theory for daily practice. (Seong Bock Hong 1998 pg 51).

Documenting children’s daily experiences and ongoing projects gives meaning and identity to all that the children do. It is through the documentation that the teachers are able to gain insight into the thoughts of the children, determine further investigation for working on topics, create a history of the work and generate further interest.

Reggio teachers are skilled observers of children. If a teacher observes closely she can see the intelligence on a child’s face. On a daily basis, they collect data via notes, recordings of conversations between children and through video taping of events and activities whether related to project work or just during classroom time. She watches what children are doing and saying and how materials are being used. The documentation is then used to analyze children’s understanding and thoughts-it is revisited by the teachers and children together. This revisiting process provides children with the opportunity to discover their own questions and problems and to determine, together, what the next steps could be. In the process of revisiting, children theories and understanding grows. Also, in the revisiting process they collect more data and information which enhances the work. Documentation of work in progress is made visible on large panels throughout the classroom, thereby keeping the memory of the work vivid and alive.

Other readings:

Gallery


For more of our adventures and all the fun in our Center, do visit our facebook page.

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Our Messy Art Class.








Kite Flying & Picnic at Bishan Park!





20 June 2012 – BBQ / June Party!











Waterplay @ NEX Mall!






Contact Us


Comments or questions are welcome.

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Telephone /Text / Whatsapp: 9882-4626 

Email: info@creativo-learners.com

 Address : Blk 206 Toa Payoh North #01-1213 S(310206)

5 minutes walk from Braddell MRT Station 

 

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Creativo Learners

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Creativo Learners 1.342258, 103.846571