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Bridging the Gender Gap in Early Childhood Education

In a field traditionally dominated by females, Edward stands out as one of a handful of trailblazing male preschool educators in Singapore. Driven by his passion for community engagement and psychology, he went on to pursue a Diploma in Child Psychology and Early Education. 

This educational pursuit eventually led him to discover his true vocation as a preschool educator, where he found his calling in teaching young learners. He embraces his rare “gentlemanly” approach to the classroom, showcasing that nurturing and teaching knows no gender boundaries. In this interview, he sheds light on his perspectives and experiences, offering insights into his motivations, teaching approach and dedication to shaping young minds.

Beginning EL Preschool Educator @ Bedok 1 Year with Star Learners

What inspired you to become a preschool educator, especially in a field that is typically female-dominated?

I’ve always wanted to embark on a career that would fuel my passion for community engagement and interest in psychology. After completing my ‘O’ Levels, I began mentoring primary school children in music, which gave me a taste of the rewarding experience of working with young learners. This initial exposure led me to pursue a Diploma in Child Psychology and Early Education at Ngee Ann Polytechnic. During my studies, I had the opportunity to participate in work attachments and internships. It was during this time that I discovered my affinity for teaching preschoolers and realised that I felt most comfortable when interacting with children. Even after graduating, I continued to engage in relief teaching while waiting for enlistment into National Service. 

As I delved into the world of teaching, I witnessed the enriching and fascinating responses of young children. Their innate curiosity and pure outlook on the world would come to fuel my passion for early childhood education. Knowing that I play an active role in shaping their development brings me immense fulfilment. It is truly a privilege to be involved in their early years, supporting their learning and witnessing their growth first-hand.

What unique perspectives or strengths do you bring to the classroom?

I believe one of my strengths lies in my knowledge and passion for sports and fitness. I enjoy teaching and assisting children in these activities, providing them with a well-rounded educational experience that includes physical development. Additionally, I believe in the importance of instilling discipline from a young age. By setting clear boundaries and expectations, I aim to bring out the best in the children under my care. I understand that developing their character is crucial, so I actively educate them on appropriate behaviour and how to manage their emotions effectively. I also recognise the significance of educating children about appropriate ways of expressing affection towards male figures, such as myself. By creating a safe and inclusive space, I can foster their understanding of diverse relationships and encourage healthy expressions of care and respect.

What is a typical workday like for you?


My typical workday begins with us exchanging warm greetings and taking attendance, establishing a positive and welcoming atmosphere from the start. We then move on to outdoor activities before we transition into various activities including literature-based lessons, math programmes and reading or writing programmes. These sessions often involve a combination of large group discussions and small group collaborations, fostering both individual growth and teamwork skills. During my class’s Chinese lessons, I offer my assistance to other classes that may require additional support. This collaboration allows me to contribute my skills and knowledge to different areas of the curriculum. 

Towards the end of the day, typically around 4-5pm, I will be running around the centre as I take on the responsibility of managing dismissal. This involves ensuring the safety of the children and maintaining a smooth flow of dismissal as I see them off and accompany them to their caregivers at the exit. My female colleagues will handle any necessary physical assistance or routine care needs that arise. On my part, in addition to my instructional responsibilities, I focus more on the children’s mental well-being by offering support and guidance to address their emotional needs, helping them navigate challenges, build resilience and develop strong social-emotional skills.

Star Learners is a very warm and welcoming place to be. The leaders and mentors are well-equipped with knowledge and experiences to guide me in the curriculum and support me emotionally.

How would you describe the culture and community of Star Learners, and what makes it such a special and unique place to work at?

Star Learners is a very warm and welcoming place to be. The leaders and mentors are well-equipped with knowledge and experiences to guide me in the curriculum and support me emotionally. I really appreciate the consistent effort the higher management puts in to improve the quality of the company, whether it is in the area of professional development or improvements to the curriculum and staff welfare events. I find Star Learners to be more than just a family of professional educators but rather a place where we can come to learn from one another and share our experiences.

What are your well wishes for Star Learners as we celebrate 20 Inspiring Years?

May we continue to grow as a family of Inspiring Heroes and provide quality education for the children, who are also our Inspiring Heroes!