I think I’m probably burn out from the stress and pressure of being a preschool teacher (I’m almost at my 10th year mark but yeah) so let’s reflect on what we can do better okay girl? Okay.
Being a preschool teacher is more than just playing with toys and being a babysitter (I studied hard to get here 😭) A lot of areas go into ensuring these little ones get holistic development while also enjoying their childhood (compared to our times, the current generation is blessed I tell you, bleeeeeessssssssed) Here are some of the things we have and should be doing.
1. Differentiated learning
A simple colour matching activity needs to be adjusted into different levels. Why? This is to ensure that everyone achieves the same goal through different means and difficulty level. And age doesn’t matter; everyone benefits from such changes. “But later the children will see why others are using different materials…”
Shush. You think we haven’t thought about that? Wrooong. We always need to think about many different scenarios when planning the activities and no matter the outcome, every scenario becomes a valuable learning experience.
One activity, one main objective, three different ways to solve it.
2. Individualised planning
Remember when we use to take tests or questionnaires on BuzzFeed or something to figure out our learning types, what our MBTI was, etc etc etc…
Yeah, on top of differentiated learning, we need to figure out whether a child works well with audio, visuals, movements or challenges. Sometimes we have kids who nod their heads at verbal instructions, then proceeds to stare blankly at the activity, but then ace the whole game when given visuals.
So how do you know which kid needs what kind of method? Brings me to the third point.
3. Observations
As mentioned, we don’t just watch the kids, we analyse them. We analyse their body movements, responses, facial expressions, interest level, level of understanding, reaction to different materials, preference towards different activities, etc.
The older ones are more verbal, but body movements and facial expressions don’t lie. The younger ones? They’re difficult to read at times since they’re still at the exploration stage but most of the time we can tell what works best for them.
(And then we need to write observations for the portfolios… with multiple domains… sometimes my brain short-circuits because there’s too many details to include but we’ve got to keep it concise)
4. Planning
We have individualised planning, then there’s planning. This one, is more of a.. whole class thing. Generalised. (aka according to the lesson plan).
Some of us have curriculum specialists, some are more free and easy where teachers have to plan engaging activities on a daily basis. But no matter who plans the lessons, we do it with intention. And we also do it according to each age’s developmental milestone.
At age 4, recognition of letter sounds is part of the developmental milestone.
Objective? Identify the correct letter sounds
Activity? Match the sound to the correct letter (or something of the sort)
It’s tiring, having to consistently source out for fun and meaningful activities, but at the end of the day, when we watch the children achieve the objective, it’s a job well-done.
5. Love
Bless these kids.
It may be overwhelming to have 40+ children talking at one go or 20+ children crying and screaming at a time, but at the end of the day when they approach you with a loving smile and a “I love you teacher!” It just… reminds you of why you’re a teacher and that you’re loved.
#preschoolsg #teacherlife #earlychildhood #teacherthoughts #selfreflection
Having worked as a preschool teacher myself, I can truly relate to the burnout that comes with the stress and responsibility of this profession. One thing I’ve found invaluable is embracing differentiated learning not just as a strategy but as a mindset; recognizing that each child approaches learning uniquely helps create a more inclusive and effective classroom environment. For example, using visual aids alongside verbal instructions often clarifies concepts for many young learners, while kinesthetic activities engage others who grasp better by doing. Individualized planning is a continuous process requiring close observation and adaptation. I make it a habit to note subtle body language or expressions that signal whether a child is engaged or confused. These observations feed directly into tailoring activities to better suit learning preferences and developmental milestones. Although it can feel overwhelming to track multiple domains for portfolio reports, keeping notes concise and focused has helped me manage this task better. Planning on a broader scale involves aligning activities with developmental objectives such as letter sound recognition or fine motor skills improvement. While sourcing new and fun activities daily can be tiring, witnessing children achieve their goals brings a tremendous sense of accomplishment. But beyond all tactics and plans, the motivation that keeps me going is the love and connection shared with the children. Despite moments of loud chaos or crying, the simple spontaneous expressions of affection and trust from the little ones remind me that teaching is not just a job — it’s a meaningful relationship guiding their early life experiences. This emotional bond is what makes the demanding days worthwhile and reaffirms my passion for early childhood education.
