MUD Play Project
Please check out the photo gallery of our mud play project here
To learn more about the importance of mud play to children’s development, please click here
Agriculture Month Gardening Project
Our Gardening Project is supported by the Faculty of Agriculture & Forestry
Benefits for children:
Explore the principles and practices of basic farming - Soil preparation, seasonal crops
Appreciate the country’s agriculture agenda - The Grow More Campaign
Foster patriotism - Appreciate locally grown foods
Conduct scientific inquiry and experimentation - Monitoring the growth of plants
Learn structure and functions of plants - The roots absorb water and nutrients, the leaves conduct photosynthesis and respiration
Learning about food production - Where some food come from
Responsibility - Caring for plants, plants need water and food to grow and stay healthy
Understanding cause and effect - Plants die without water, weeds compete with plants
Love of nature - A chance to get fresh air and appreciate the beauty of nature
Reasoning and discovery - Learning about the science of plants (Example, worms soften and separate the soil for the plants, life cycle of plants)
Overcoming fear - Usefulness of certain worms and bugs to plants helps to reduce fear
Nutrition - Importance of eating fresh and healthy foods, nutritional value of different types of produce
Patience and Focus - Need to be patient and wait for their plants to grow
You can view more activities about our Gardening Project here
Rubber Bands and Sand Experiences
Developments and Outcomes of the Rubber Bands Experience
Excitement: “His eyes were lit up, with continued smile”.
Persistence: “It was like Tai could not give up this play; every time he was finished taking out the rubber bands, he would put them back into the water and start all over again”.
Sustained Interest: “The activity was tried another day and Tai had the same excited reaction”.
Developments and Outcomes of the Sand Experience
Background to the activity:
This was Tai’s fourth week at the centre. He was unsettled this day because his picked-up time was later than usual. To get Tai to calm down, Ms Henry took him outside to the sand play area, where it was breezy and calm.
Emotional Stability: “Tai calmed down immediately.”
Excitement: “He played with the spade and bucket to build castle and more, looking all excited.”
Expressive Skills: “At one stage when Tai noticed that one of the buckets was broken, he exclaimed, ‘Oh my, this is not good’. Well, I was in shock and quite surprised that Tai could speak.” (Since joining the centre, Tai had never vocalised words. At home his parents reported similarly)
Contentment: “When I thought Tai was sufficiently clam, I told him it was time to go inside and to my surprise I had no problem getting him to return to the classroom. He seemed quite contented with what he built and did not make a fuss to return. He returned to the classroom, washed his hands, and settled well with the others.”
Empowerment: “Tai does not write or draw, or fancy the crayon and pencils, but he really likes these hands-on activities. It is somewhat difficult to get him to settle with regular table-top activities, but when it is an activity to build or construct, he displays a sense of accomplishment doing them. You could see the pride and joy, and his face lights up.”