GESS takes a whole community approach to student wellbeing, including partnering with our families. Pivoted on our school’s values of respect, openness and diversity, our student wellbeing programmes support a child from early years through young adulthood. Across all grades, building a positive and open relationship with parents is fundamental in our approach to personalised student well-being. We hear from the Preschool Student Support and Wellbeing Team Liz Corbel and Simone DaCosta on their work with the younger children.
How long have you been in GESS and what are your thoughts working at GESS?
Liz: I joined GESS in 2019, I came across the opportunity of the Early Intervention Specialist role at Preschool and it felt like a perfect fit. From this academic year, I have been re-designated as Head of Student Support & Wellbeing, in Preschool. I love being able to play a part for the GESS community.
Simone: I have been working at GESS since 2007. Initially, I was a Kindergarten classroom teacher for several years. After working with the children and their families at GESS, I feel very connected to this community, to its culture and to my work.
Could you share more about your academic and professional background? How do you feel your expertise and experience have value added to the children you work with in GESS?
Liz: My background is in Special Educational Needs, Applied Behaviour Analysis, and Early Intervention. I have worked in the UK and internationally, with children and adults with neurodevelopmental disabilities in a variety of roles and settings. As my career evolved, I developed a passion for creating inclusive early childhood environments and supporting children’s social-emotional development and wellbeing. I’m interested in educational and developmental psychology and neuroscience and enjoy sharing this knowledge with educators and families.
As part of my role in GESS Preschool, I plan and implement an Early Childhood Multi-Tiered Systems of Support (MTSS) framework which provides a structured and holistic approach to children’s wellbeing, learning and language. I work directly with children and in collaboration with educators and families to support children’s development and wellbeing. I am also a member of GESS’ safeguarding team where I support the development and planning of safeguarding and child protection across the school.
Simone: I completed my Degree in Germany, and my background is in Social-Pedagogy. In Singapore, I realised the need to offer differentiated and specific support to some of the children I worked with, steering me to specialise in Special Needs Education with training in Play Therapy. These equipped me with skills to better guide children on their overall developmental journey.
Through my work, children learn social and emotional competencies that enable them to navigate the social context in which they live, whether it is school or home. They learn about feelings – their own and those of others – self-regulation, relationships, problem solving, and making choices.
Play is our primary form of intervention. It is a language all children understand and feel automatically connected to. During play, children experience social, emotional, and academic learning in practice. They discover their potential and get the confidence to embrace their own personal challenges and complicated social situations in a very smooth and safe process.
How would you define GESS’ commitment and approach to student wellbeing? How is this different from other schools you have worked with?
Both: In Preschool, we are deeply committed to the holistic wellbeing of every child. We know that positive experiences in early childhood lay the foundation for positive lifelong outcomes in education, physical and mental health. To achieve this, we create a caring and nurturing environment, where children feel safe, seen and connected. We see children (and one another in our team) as capable and confident. We hold the child at the heart of every interaction and conversation we have, and every decision we make.
We understand that the children’s wellbeing is intertwined with that of their family and the educators around them. Therefore, our approach is rooted in positive relationships, collaboration and working together for the best interests of the children. We use an approach that is proactive, preventative, and focused on early intervention. We provide positive and responsive supports that meet the needs of every child, promoting their emotional, physical, and cognitive growth.
In Preschool we have four key elements that describe our approach to wellbeing:
a) Felt Safety, Connection, and Regulation
We know that creating relational and emotional safety for children is paramount for their optimal brain development, as well as self-regulation, and this is the foundation for all learning. When a child feels safe and connected, they can explore their world with confidence, curiosity, and learn effectively.
We prioritise developing nurturing and responsive relationships. We observe the children and get to know their strengths, interests and preferences and we are sensitive and flexible in response to their needs. We create caring and supportive environments, where we provide predictability and consistency to enhance children’s sense of safety.
b) Physical and Mental Health
One of our priorities is to establish a foundation for children to develop healthy habits, routines, and positive physical and mental health.
We provide children with the opportunity for play, movement, time outside and rest throughout the day. The children engage in both structured physical activities, such as sport and yoga as well as independent physical exploration, such as on the playground equipment, dancing, cooperative play, and games.
Children learn body awareness, how to understand their body signals and to describe the sensations they feel. In doing so, the children are empowered to respond to their body’s needs when in different states (hungry, thirsty, need the toilet, tired, etc.).
We believe there is a direct relationship between being in nature and wellbeing, therefore, our spaces intentionally incorporate nature and a connection to the outdoors. The children have experiences to explore nature both within their learning spaces in the school and as well the jungle conveniently located next to our campus. The children engage in regular outings to the jungle, which provides a sensory rich environment, where they can explore, move, and learn.
We aim to create a supportive environment where children can feel secure and have high self-esteem. We encourage the children to recognise and celebrate their individuality and strengths. Additionally, through the regular opportunities for connection, children learn to develop positive and caring relationships, where they can understand, respect, and accept differences.
c) Social and Emotional Development
Our children access a comprehensive and developmentally appropriate curriculum which includes an emphasis on teaching social and emotional skills.
We develop children’s emotional literacy through teaching them to use a wide vocabulary of words to express how they feel and how to identify emotions in themselves in others. Children learn self-regulation skills through consistent experiences of co-regulation with trusted adults. We guide them to learn how to identify cues of stress in themselves and what strategies support them to self-regulate.
Children have regular opportunities to develop friendship skills, for example, how to initiate and maintain interactions, sharing, turn-taking, waiting, cooperation and negotiation. Social problem-solving skills are acquired through scenarios, discussion, and reflection. Children learn how to identify problems, use a variety of problem-solving strategies, and can reflect and assess if their strategies were effective.
d) Safety and Protection
Safeguarding, or preventative measures to keep children safe, is vital in ensuring the wellbeing of young children. At GESS we know that children have the right to feel and be safe and that as educators we have a duty protect their right.
Over the last couple of years, we have developed a Preschool Child Safe Curriculum which incorporates the teaching of protective behaviours. Through this, we empower children with essential knowledge, and skills, to keep themselves safe. We aim to instil concepts such as healthy relationships, personal boundaries, assertive and persistent communication and how to seek help, so that children are equipped with the skills to advocate for themselves and navigate the world safely.
We know that a collaborative approach to safeguarding children is paramount. By creating a support network around the child, we enhance their safety and wellbeing. We aim to create a culture of safety though fostering open communication, sharing resources, and promoting best practices.
Families and educators act as primary role models for young children, influencing their sense of safety, perceptions, and behaviours. Through sharing knowledge and resources, we equip the preschool community with the ability to provide a protective environment, identify potential risks and to be able to respond effectively. Last academic year we collaborated with an external specialist in protective behaviours, Kayelene Kerr, who hosted a series of educator and family workshops on this topic.
How do you work with families to support children’s wellbeing?
Both: In Preschool, working in partnership with families is pivotal and fundamental in supporting children’s holistic development and wellbeing. Creating a bridge between the home and school environment provides the opportunity to have shared knowledge and understanding of each child. Through this we can ensure consistency and continuity in our approach to supporting children.
We believe in providing wrap-around supports for children, understanding that their development and wellbeing is deeply connected to the wellbeing of their family. We strive to create a welcoming environment, that fosters a sense of belonging and community for each child and their family.
What are some of the “unique aspects” of working with younger children, as we acknowledge different age groups come with their own set of priorities and challenges?
Both: Working with young children is a vibrant and rewarding experience, that is full of wonder and continuous curiosity.
Nurturing children’s development of emotional literacy, self-regulation, social and problem-solving skills requires a nuanced approach, where educators and families play a crucial role in providing a safe and encouraging environment.
The challenges can lie in observing and attuning to each child’s needs as they navigate the complexities of social interactions and emotions. As children are learning how to form meaningful connections, self-awareness, and resilience, they need adults to foster empathy, patience and creativity and provide consistent experiences of co-regulation, guidance, and support.
What are your personal beliefs and values when working with children? What gives you purpose in your role and when are the moments you find most gratifying?
Liz: My approach to supporting children is very child-centred. I believe in creating an environment where children can authentically be themselves. I am strongly committed to inclusion, ensuring that every child feels valued and accepted for who they are. I provide children with the support they need to feel safe, content and empowered, enabling them to have positive and enriching experiences that contribute to their growth and development. I approach challenges with compassion and curiosity, and I continue to remind myself that everyone is doing the best they can with the resources they have in that moment.
For me, the children I support are my best teachers and continue to be my ongoing source of motivation. Every child teaches me something new about myself and a new perspective to see the world through. I am in awe of our children, who continually demonstrate their ability to be inclusive, thoughtful, and caring.
Simone: Whenever I start my work with a child and his or her family, I have a checklist in my mind through which I eventually create the action plan and the approach which fits best and is most efficient for the individual situation.
I meet the children where they are at, with empathy and understanding for their developmental journey. I am committed to doing my best to build trust and a strong relationship with them, to make them feel safe and comfortable to be themselves and confident to learn and explore around their socio-emotional growth.
I respect their pace and validate their story. Especially within our international and diverse social context, our children in school, despite their young age, have already experienced many things and have in some way a story to tell.
I acknowledge the children’s struggles but choose to focus on their unique strengths. I always look for the best in the child, in their character, personality and academic ability. Based on this, I start my action plan.
For me the most fulfilling moment is when I realise that the child and/or family have successfully reached their socio-emotional goal. When I realise that everyone involved in the process, including me, has learned something along the way that makes us more resilient, confident, empowered and have the social-emotional tools to be well equipped people, transformed for the better in some capacity.
How has GESS empowered you to dedicate your best to our kids?
Both: We know that the wellbeing of educators, and their knowledge and skills directly impact their provision of high-quality learning experiences and effective support of children’s development and wellbeing. To support our team, our Preschool team regularly facilitates ongoing opportunities for collaboration, professional development, and practice-based coaching. This supports our team to extend our knowledge and skills and guide us in translating these into our daily practices.
As a community, we are committed to being child-centred, curious, and reflective. We are dedicated to our children and are always looking to seek new knowledge, learn from each other and to evolve our practices.
Where do you see yourself as a valuable member of the GESS team and are there any areas you endeavour to strengthen your expertise in?
Liz: I am very proud to be a part of the Preschool community and to see our continual growth in our approaches to children’s social-emotional development and wellbeing. I look forward to developing my knowledge in developmental and educational neuroscience, self-regulation and safeguarding and continue to apply this to our wellbeing practices in the preschool.
Simone: It has been a great pleasure to be part of the student support and wellbeing team. I aspire to continue learning, updating, and developing my skills, especially in play therapy, so that I can best implement them in Pre-school.
We are excited to continue learning and growing with the children and our community in our journey and commitment of supporting all children’s development and wellbeing.
