The Truth Behind Nursery Rhymes Part 1

The Truth Behind Nursery Rhymes Part 1.

Nursery rhymes are timeless, and they can be found in every preschool classroom. Teachers sing or recite them with the children, and sometimes even create new lyrics to match the curriculum. However, these nursery rhymes may not be as innocent as they seem. Some have dark histories behind them. In this series of articles, the stories behind these stories will begin to unfold, shedding light on the truth behind nursery rhymes.

Nursery rhymes help build children’s early language and communication skills, foster self-esteem, and get them ready to do reading or writing (National Literacy Trust, 2025).

The popular “Baa, Baa, Black Sheep” song could be about racism, while “Jack and Jill” is about France’s Louis XVI and Marie Antoinette, his wife, where they were beheaded, and lastly “London Bridge Is Falling Down” could be either about child sacrifice, the destruction of an old bridge, or even a 1014 Viking attack (Wood, 2015).

Also, “Three Blind Mice” is about three Protestant bishops: Hugh Latimer, Nicholas Radley, and Thomas Cranmer, who were burned for trying to overturn the queen, or “Eeny, Meeny, Miny, Mo” is about racism against black people because “tiger” was a new addition from the n-word, and lastly “Here We Go Round the Mulberry Bush” is about female prisoners being executed around a mulberry tree (Wood, 2015).

Thus, it is clear that, similarly to ghosts or witches, it is usually the minority or females who become discriminated and ill-treated.

If you are looking for useful resources to teach language skills to young children, check out this resource here.

References

National Literacy Trust. (7 November, 2025). Nursery Rhymes in the Early Years. Retrieved from National Literacy Trust: https://literacytrust.org.uk/resources/nursery-rhymes-in-the-early-years/

Wood, J. M. (29 April, 2015). The Dark Origins of 11 Classic Nursery Rhymes. Retrieved from Time: https://time.com/3828261/dark-origins-11-nursery-rhymes/

 

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10 Tips for Encouraging Early Reading at Home

Early reading.

Parents will be anxious and prioritise reading words for their children. Some will even teach their children words that their peers are not learning yet. While there is no right or wrong when it comes to educating children on reading, here are some tips for parents who want to kickstart their child's reading journey.

1. Have Regular Storytelling Sessions

There is nothing cosier than reading a book together with your mummy or daddy. A child loves that close proximity, while unknowingly learning about sight words and sentence structure. The best way to teach a child to have a love for reading is to role-model the behaviour, and before you know it, your child will be reading more books than you have. That is when regular trips to the best place with books will begin.

2. Visit The Local Library

While not every parent or family can afford the luxury of $20 picturebooks, every adult has access to free books at the library. Even teachers pay a visit to the library regularly to stock up on books for their students. It is a fun experience, especially if a parent visits the library with their child. Just kindly ensure your child obeys the library rules.

3. Limit The Screen Time

Yes, it is the obvious choice to show videos or digital content when it comes to modern parenting. We have seen how parents shove phones at toddlers to keep them quiet. But this is doing more harm than good. Children need that physical experience of a book. Screens will pose behavioural issues that you definitely do not want further down the road.

4. Use Environmental Print

Step into a preschool or childcare and you will definitely find labels such as "Table", "Chair", or "Bottles". These are not just for identifying objects, but also to teach words to children. You can consider labelling the items and furniture in your house, so your child can pick up words organically.

5. Speak To Your Child In Proper Sentences

Reading, writing, and speaking can all develop simultaneously. It is a myth that writing is the most difficult and thus must be learned later. 

6. Encourage Free Writing

You can read my article here on invented spelling. It is a useful and simple way to teach children how to write, and it is also based on their interests.

7. Follow your child's pacing

While it is tempting to rush your child, especially if they are not hitting certain milestones, be patient and let your child develop their literacy skills on their own terms.

8. Understand your child's interests

As an adult, you will have things you like and dislike. How would you feel if someone forced you to do something you dislike? The same goes for your child. You can use your child's interests to get them to learn literacy. Read his or her favourite books. Write a story about their favourite characters. The possibilities are endless.

9. Provide developmentally appropriate materials

If your child is still a toddler, it is too much to expect them to be able to read novels. Or if your child is in K2, you can use graphic novels that have a good balance of words and pictures. As we understand that every child is different, never feel pressured into buying the same books that your child's peers are reading.

10. Enjoy the process with your child

Lastly, your child needs your care and support. Even if language is not your thing, you can make the effort to be present in your child's life. 

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Love for Teaching

Love for teaching.

I have been a preschool teacher from 2015 to 2025, and since this year, a special education teacher. While my job scope has changed, the core essence of teaching has remained. While typically developing children are different from neurodivergent students, all children need the same love and belonging that they can feel from adults. They know who has good "auras", the ones who can make them feel safe.

I have a student who is attached to me, even when I try to leave the classroom, he goes after me. Thankfully, I have fellow educators in the classroom to support the students in my absence.

Recently, I have been battling with tooth pain. I have had a root canal for one tooth, and now another tooth has cracked, and my wisdom tooth has been infected, leading to a swollen jaw. I do hope to get these issues resolved because I want to be at my best at work, and talking is my main mode of teaching.

But I will still show up for work, with a box of Panadol Extra, ready to serve the little ones. I will find the strength in me to keep showing up, to keep giving my best, because these little ones deserve my very best.

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Replacement Behaviour

The ABCs of behaviour explained.

The behaviours of special needs children may be unpredictable and challenging to manage sometimes, and there could be a variety of reasons as to why a child would behave in a certain manner. A change in environment, people, or objects may trigger negative behaviours that can pose a threat to both the child and others. But sometimes an adult’s response towards a child’s behaviour may reinforce it even more, further worsening the situation. Hence, in this article, replacement behaviours will be introduced to attempt to make classroom management easier for teachers. This could also be useful for parents.

The ABCs of Behaviour

Firstly, the ABC chart (Antecedent-Behaviour-Consequence) is commonly used with a behaviourist approach, where antecedents are what have occurred before the behaviour, the behaviour itself, and the consequences of that behaviour (Tan Meng Yin, 2020). For instance, if a child’s toy was taken by another, that is the antecedent. Then the child hits the other child, which shows inappropriate behaviour. Then the teacher comes in to pull the attacking child away, which is the consequence. However, the issue is never resolved, and the child may attack someone else again. Hence, it is pertinent that the adult knows about replacement behaviours.

Replacement Behaviour?

A replacement behaviour is when a child has a need met in an appropriate manner, and it is maintained by the same consequences of an inappropriate behaviour, such as getting the child to say “Stop” and not hitting someone (Community Psychology Hub, 2024). That same child can be taught to use words or visuals to communicate, and even approach the teacher if the child is unable to problem-solve by themselves. Or the teacher could understand what has triggered the child and change the setting of the environment.

Strategy for Replacement Behaviour

A strategy to allow for replacement behaviours is Functional Behaviour Assessments (FBA), and it involves understanding the setting, antecedents, behaviour, and consequences, and changing things to ensure the child’s needs are met (Tan Meng Yin, 2020). There is no golden rule or one-size-fits-all approach when it comes to managing challenging behaviour. This is one strong reason why teachers can never be replaced by robots, despite what Melania Trump tried advocating for with the humanoid robot acting as an educator, because artificial intelligence has a human future (Engle, 2026).

References

Community Psychology Hub. (2024). Overview of Replacement Behaviours. Retrieved from iCAREcommunity: https://icare.cph.sg/11c-replacement-behaviours

Engle, J. (2 April, 2026). Would You Want a Robot Teacher? Retrieved from The New York Times: https://www.nytimes.com/2026/04/02/learning/would-you-want-a-robot-teacher.html

Tan Meng Yin, E. (2020). SPE105 Management of behaviour in special education (study guide). Singapore: Singapore University of Social Sciences.

 

 

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Special Needs Schools in Singapore

Special Needs Schools in Singapore.

Autism Spectrum Disorder (ASD) is more commonly known as Autism, and it affects individuals in their lives. It is the most funded and researched disability in Singapore as compared to others, but Singapore’s journey towards supporting each and every one of these unique learners continues on.

What does Autism Spectrum Disorder mean?

So what is autism? Autism is a neurodevelopmental disorder where the person faces challenges in interacting with the physical and social world, while the term autism has Greek origins, where ‘autos’ means self, so a person with autism is in his or her own world, and Autism Spectrum Disorder is a spectrum because individuals are drastically different from each other (Autism Resource Centre (Singapore), 2024). These individuals face different challenges and learning needs, where some need more one-to-one support from caregivers, while others may be indistinguishable from mainstream peers.

What does special needs mean?

What is the meaning of special needs or Special Education (SPED)? It is when a person needs additional or customised services or accommodations in education or life due to physical, emotional, behavioural difficulties or disabilities (Merriam-webster, 2026). These are the diagnosed conditions that Singapore offers support in terms of schools: ASD with and without intellectual impairments, mild to severe intellectual disability, multiple disabilities, and sensory impairment (Ministry of Education Singapore, 2026).

The types of special schools in Singapore

In Singapore, various special schools cater for these students. There will be three new special education schools for students with autism spectrum disorder and intellectual disability from the middle of 2026, increasing the number to 16 schools in Singapore, and there are 9000 students with special needs (Ang, 2026). There are various SPED schools in Singapore, such as Pathlight School, St. Andrew’s Schools, Anglo-Chinese School (Academy), APSN, AWWA School, MINDS, Eden School, Grace Orchard Schools, Maitri School, Metta School, Rainbow Centre Schools, Cerebral Palsy Alliance Singapore Schools, and Lighthouse School (Ministry of Education Singapore, 2026). Thus, there is a higher demand than supply when it comes to catering for the educational needs of SPED students.

How does one become a special needs teacher in Singapore?

So, to be a special needs teacher means to work with students with learning disabilities. SPED schools offer personalised support for students ranging from moderate to severe special educational needs, and the minimum academic criteria include a local GCE A-Level or diploma, while to qualify for international special education, the applicant needs to have a Bachelor’s or Masters degree in special education, have completed teaching practicum in a special education school, and a transcript with the practicum and English Language competence if the degree was not in English (Ministry of Education Singapore, 2026). For passionate applicants, it is a rewarding field to teach special needs students.

The future after studying for SPED students

It may be challenging for these students to find work after their schooling years, but fortunately, Singapore is progressive in having companies that cater for the unique needs of these individuals. Many companies believe in being inclusive of persons with disabilities and have received commendations, including Marina Bay Sands Pte Ltd, UOB, National Library Board, and Sentosa Development Corporation (SG Enable, 2021). It is common to visit local restaurants or retail outlets to find inclusive workplaces, where these individuals have received sufficient training. However, Singaporeans can learn to be more mindful and patient with these employees, as mistakes are bound to happen from time to time because of their inability to read social cues or understand social rules.

Is Singapore's work done?

While the journey towards inclusivity remains long and tedious, it is with a great hope for the future that the day may eventually be near, thanks to Singapore’s commitment towards special education, as seen in the initiatives of building more new SPED schools, supporting teachers in their careers, and even rewarding companies for being inclusive in their workplaces.

References

Ang, H. (3 March, 2026). Three new SPED schools for students with autism and intellectual disability to open. CNA. Retrieved from https://www.channelnewsasia.com/singapore/special-education-needs-schools-autism-intellectual-disability-5963391

Autism Resource Centre (Singapore). (22 August, 2024). What is Autism? Retrieved from Autism Resource Centre (Singapore): https://www.autism.org.sg/living-with-autism/what-is-autism

Merriam-webster. (2026). Special needs. Retrieved from Merriam-Webster: https://www.merriam-webster.com/dictionary/special%20needs

Ministry of Education Singapore. (8 January, 2026). Special education (SPED) schools. Retrieved from Ministry of Education Singapore: https://www.moe.gov.sg/special-educational-needs/sped-schools

Ministry of Education Singapore. (8 January, 2026). Teaching in special education schools. Retrieved from Ministry of Education Singapore: https://www.moe.gov.sg/careers/become-teachers/sped-teacher

SG Enable. (2021). Honour Roll. Retrieved from Enabling Mark: https://enablingmark.sg/honourroll

 

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Mathematics in Early Childhood Part 6 (Shape)

A child playing with shapes.

In this article, Shape will be discussed.

Shape is everywhere in the world, though in mathematics, they are mainly two-dimensional and three-dimensional, so the classroom’s block corner is ideal in helping children explore shapes (Brownell, Chen, Ginet, & Hynes-Berry, 2013). Children and teachers can look around their physical classroom and discover that there are endless shapes. However, in mathematics, these are often the ones that share similar attributes and not random blobs.

The Big Ideas for Shape are, firstly, shapes are defined and classified by their attributes, secondly, the flat shapes of three-dimensional shapes are two-dimensional shapes, and thirdly, shapes can be composed or decomposed to create new shapes (Brownell, Chen, Ginet, & Hynes-Berry, 2013).

Firstly, shapes are defined and classified by their attributes.

Shapes have rules that make each shape, such as a triangle having three sides or a square with four equal sides, so teachers should craft activities that highlight these important rules (Brownell, Chen, Ginet, & Hynes-Berry, 2013). Using these rules, it is easy to identify or even create shapes from loose parts. The rules also ensure correction because though a rectangle and a square have the same number of sides, only the square has four equal sides.

Secondly, the flat shapes of three-dimensional shapes are two-dimensional shapes.

Children can explore and discover that two-dimensional shapes are found on the faces of three-dimensional shapes (Brownell, Chen, Ginet, & Hynes-Berry, 2013). Concrete materials are great at illustrating this rule, as children rotate common household items like toilet roll cores or a box, they can discover there are hidden shapes everywhere.

Thirdly, shapes can be composed or decomposed to create new shapes.

As children gain opportunities to rotate, combine, and compare shapes, they will realise how shapes have part and whole relationships, where there are shapes within shapes (Brownell, Chen, Ginet, & Hynes-Berry, 2013). They can break apart a shape into different shapes, or even use shapes to create a different shape. The possibilities are endless.

So what does the role of the teacher look like? There is a wide variety of student profiles in a classroom, so teachers need to cater instruction for all students, such that the different dimensions of diversity are covered, including: Gender, culture and ethnicity, socioeconomic status, experiences, language, delays or disabilities, and developmental level (Chaillé, 2021). The lessons and classroom environment should never be a one-size-fits-all approach, but rather be sensitive to the different learning profiles of children.

Teachers understand that manipulatives help children to learn abstract mathematical concepts, but they do not contain mathematics for children to learn and are only helpful in guiding children to think in problem-solving, and one example to teach shape is using tangrams for spatial reasoning though teachers should not help them too much that causes them to lose opportunities to think, and if a child faces frustration it is better to provide an easier activity (Kamii, Lewis, & Kirkland, 2001). While concrete materials are often used for illustrative purposes, the main benefit of them is to allow children to self-discover and problem-solve on their own terms. Teachers should think critically about the types of materials found in the classroom, and never intervene when unnecessary.

Instruction and construction differ in that instruction is classroom practices the teacher carries out to provide knowledge with objectives and systematic systems, whereas construction is about how children learn through a process to actively build their skills and concepts, and in modern classrooms, both exist together (Chen, 2014). As teachers build the learning environment, children can construct knowledge and problem-solve.

Thus, the topics and Big Ideas of mathematics have been elaborated through this series of six articles.

 

References

Brownell, J., Chen, J.-Q., Ginet, L., & Hynes-Berry, M. (2013). Big Ideas of Early Mathematics. US: Pearson Education.

Chaillé, C. (2021). ECE314 Facilitating children's mathematical thinking (study guide). Singapore: Singapore University of Social Sciences.

Chen, J.-Q. (2014). Intentional Teaching: Integrating the Processes of Instruction and Construction to Promote Quality Early Mathematics Education. Early Mathematics Learning, 257-274. doi:10.1007/978-1-4614-4678-1_16

Kamii, C., Lewis, B. A., & Kirkland, L. (2001). Manipulatives: when are they useful? Journal of Mathematical Behavior, 20, 21-31. doi:https://doi.org/10.1016/S0732-3123(01)00059-1

 

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Mathematics in Early Childhood Part 5 (Data Analysis and Spatial Relationships)

Data Analysis and Spatial Relationships.

In this article, Data Analysis and Spatial Relationships will be discussed.

How do children do data analysis?

Data Analysis is about asking questions and finding out the answers, so activities may include complicated graphs and charts, but it can also be as simple as writing down a list of items (Brownell, Chen, Ginet, & Hynes-Berry, 2013). Data can be collected through these tasks.

The Big Ideas for Data Analysis are firstly that the purpose of gathering data is to answer questions when answers are not available immediately, secondly, data needs to be represented to be analysed, and the questions frame how data is gathered and organised, and thirdly, parts of data should be compared, and data as a whole can be concluded (Brownell, Chen, Ginet, & Hynes-Berry, 2013).

Big Idea #1 of Data Analysis

Firstly, the purpose of gathering data is to answer questions when answers are not available immediately.

Children realise that data analysis helps in answering questions and thus they are motivated to understand it more, and teachers need to know that, for problem-solving to happen, a real problem must be present for children to solve by guiding them step-by-step, and children should do data analysis like how survey experts do, where the answers are attained only after analysis (Brownell, Chen, Ginet, & Hynes-Berry, 2013). It may be tempting to give the answers to children right away, but doing so deprives them of the opportunities to self-discover and problem-solve.

Big Idea #2 of Data Analysis

Secondly, data needs to be represented to be analysed, and the questions will frame how data is gathered and organised.

When children gain experience and feel empowered, they can follow steps to gather and represent data, and the teacher is present to guide them through (Brownell, Chen, Ginet, & Hynes-Berry, 2013). This allows them to learn and imitate the process when they are older.

Big Idea #3 of Data Analysis

Thirdly, parts of the data can be compared, and the data as a whole can also be concluded.

Adults typically guide children to understand that data can be compared in parts and concluded as a whole, so a new concept can be learned as questions are answered through the data (Brownell, Chen, Ginet, & Hynes-Berry, 2013). For instance, a huge bag of sweets can be counted, but also the different types of sweets within it.

What is spatial reasoning?

Spatial reasoning is an early phenomenon in children, where they have mental understanding and physically transform objects, and these are the five key areas: firstly, symmetry, secondly, transforming, thirdly, composing and decomposing 2D images and 3D objects, fourthly, locating, orienting, mapping and coding, and lastly, perspective-taking (Novakowski, 2018), and even from birth, infants are already learning about spatial relationships, as they reach for objects around them or move from place to place (Brownell, Chen, Ginet, & Hynes-Berry, 2013).

Symmetry is about when one of two shapes matches the other shape, and transforming is understanding what an object can look like after being flipped or rotated (Novakowski, 2018). These can be achieved by using blocks or paper.

Composing and decomposing 2D images and 3D objects is about identifying shapes within shapes or creating a new shape from two or more smaller ones (Novakowski, 2018). Children can learn to use 2D images and craft 3D figures, or use 3D figures to make 2D drawings. Different shapes can also be used during play for children to form new shapes.

Locating, orienting, mapping, and coding are about understanding the location of objects within a space to learn the relationships between positions, and also includes how 2D objects look in 3D, and the sequence of numbers and symbols to show an action or instruction, while perspective-taking is learning to see things from a different perspective or knowing the changes in perspectives (Novakowski, 2018).

The Big Ideas for Spatial Relationships are, firstly, that the relationships between places and objects are described with mathematical accuracy, secondly, that a person’s experiences of space and two-dimensional representations of space only show a certain perspective, and thirdly, spatial relationships are visualised and manipulated mentally (Brownell, Chen, Ginet, & Hynes-Berry, 2013).

Big Idea #1 of Spatial Relationships

Firstly, the relationships between places and objects are described with mathematical accuracy.

Children know that when they talk, draw, write, or create models, they can show movement and direction, so teachers can use photos to show spatial relationships and encourage discussions, and use language that describes space or movement games to show movement in certain directions (Brownell, Chen, Ginet, & Hynes-Berry, 2013). Common phrases used can include “below the table” or “on top of the shelf” to symbolise spatial relationships.

Big Idea #2 of Spatial Relationships

Secondly, a person’s experiences of space and two-dimensional representations of space only show a certain perspective.

Children learn that when seen through other perspectives, spatial relationships look very different, so they need to listen to how others are seeing something through organic self-discovery (Brownell, Chen, Ginet, & Hynes-Berry, 2013). A garden can look very different when seen from a bird’s eye view or from a taller angle than a child’s eye level.

Big Idea #3 of Spatial Relationships

Thirdly, spatial relationships are visualised and manipulated mentally.

Young children may struggle to imagine spatial relationships, but they can learn through concrete or pictorial experiences, and for children who have mastered mental images, they do not need concrete materials to create solutions (Brownell, Chen, Ginet, & Hynes-Berry, 2013). Mathematics has to be taught progressively and according to the developmental stages of children, which teachers are capable of understanding as they observe children.

The role of teachers

To understand if children are learning mathematics, teachers use observation, documentation, and formal assessments (Chaillé, 2021). Observations are how teachers observe children during activities or play, and analyse their behaviour. Documentation can include work samples, written observations, or photographs of children engaged with activities. Formal assessments include portfolios or checklists to gauge the development of children.

Therefore, data analysis and spatial relationships are both complicated topics with challenging Big Ideas, but these are not impossible for children to attain through guidance from teachers and self-discovery.

 

References

Brownell, J., Chen, J.-Q., Ginet, L., & Hynes-Berry, M. (2013). Big Ideas of Early Mathematics. US: Pearson Education.

Chaillé, C. (2021). ECE314 Facilitating children's mathematical thinking (study guide). Singapore: Singapore University of Social Sciences.

Novakowski. (2018). Spatial Reasoning.

 

 

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