This post came out from The Straits Times (3 December 2016)
A four-year-old programme to help underprivileged children in
pre- schools has reaped benefits, and is now being extended to ensure that the
beneficiaries transition smoothly into Primary 1. The Circle of Care (COC)
programme, involving 140 children at 10 pre-schools, has social workers and
educational therapists working alongside pre-school teachers. They identify the
causes of a child's difficulties and provide help on different fronts.
The scheme, piloted by philanthropic group Lien
Foundation and welfare organisation Care Corner, has led to higher rates of
school attendance and learning gains among the at-risk children receiving help.
Now, to ensure that the gains do not fade out, the pre-school teachers and
social workers who worked with the children will collaborate with primary
school teachers and counsellors to continue supporting them until they reach
Primary 3.
COC programme manager Lynn Heng said 39 of the 140
children receiving help are heading to Primary 1 next year. All the children
have progress reports prepared by the pre-school teachers, educational
therapists and social workers, which will be shared with the primary schools
they are going to.
Besides detailing the gains that the children made in literacy
and numeracy skills, the reports give information on other skills that are
important for learning, such as the ability to pay attention. Prepared with the
children's parents, the reports also provide information on how the parents can
be helped to support their children's learning at home.
At two primary schools, Lakeside Primary and Gan Eng
Seng Primary, which are receiving 12 of the children next year, the collaboration
will be more structured and deeper. COC teachers and social workers have been
meeting the teachers and school heads of the two schools since September to
share information about the children and look at how various kinds of support
can be given to them and their families. Mrs Heng said: "Some of them come
from difficult home circumstances. It is important that there are various kinds
of support in place to enable the family to help the child. I have seen some
children make good progress in pre-school, only to slide back when they enter
Primary 1."
Mrs Wang-Tan Sun Sun, principal of Lakeside Primary,
said the meetings have been useful for the Primary 1 teachers who will be
receiving five children from the COC programme. "We get a head start in
addressing the specific needs of these children and their families," she
said, adding that the school staff already hold regular meetings to discuss how
children with learning or emotional needs can be given extra support. "Now,
we have input from the pre-school teachers and social workers who have worked
with these children and their families, and together we can come up with ways
in which we can help these children progress."
Madam S. Khafifah, 46, a single mum whose daughter
is on the COC programme, is glad she got to meet a school teacher and the
principal of Gan Eng Seng Primary last week. "As a hawker assistant, I
don't make much and I work until 9pm every night. So I was glad to hear about
all the financial help I can get. The books alone add up to a lot. I am also
happy that my daughter can go to the student care centre after school
hours."
Lien Foundation chief executive officer Lee Poh Wah
said the extension of COC to primary schools ensures continuity of support and
builds on the children's hard-won progress made in pre-schools. For instance,
the teacher may notice that a child is unable to pay attention in class because
she is overly anxious. The social worker, after investigating the cause of the
child's anxiety, will then bring together different aspects of care - ranging
from educational therapy to nutrition to parental counselling - to help the
child. Mr Lee said: "While pre-schools may do their best to prepare
at-risk children for Primary 1, the primary school system must be... ready to
better support their needs."
He stressed that primary school education must be
"a more effective equaliser - where all children gain equal opportunities
to achieve their true potential". "For education to make a
difference, we also need to pay attention to what goes on outside the schools,
be it a poor living environment or toxic stress of families under strain,"
he said.
Thoughts anyone?
Yours,
Something Small Thinking Big