Story Contributed by Jie Ying, Community Worker
Last Saturday, we gathered to mark the end of a small Early Learning Programme class at Lengkok Bahru. The class began in June last year with seven children. Over time, some families moved on as needs shifted and priorities changed. By January, three children remained.
We did not see this as a shortcoming.
Community work often teaches us that participation ebbs and flows, and that small numbers are not a sign of failure but an invitation to pay closer attention. With fewer people in the room, there is more to notice.
Parents sat in a circle with their children and tutors. We began with a simple check-in, inviting everyone to hold up an emoji that reflected how they were feeling that day. Introductions followed.
The tutors then shared their observations. These tutors are volunteers, one of whom is also a member of the community. Over weeks of one-to-one sessions, they had come to know the children not only by their academic progress, but by how they responded to encouragement, how long they took to warm up, and what helped them stay engaged.
One learning coach described the child as quiet but eager to learn, someone who took time to build trust before opening up. Once she felt comfortable, she stayed focused. The father nodded in agreement. At home, he shared, his child talked a lot and asked many questions. But outside the family, she was more shy and reserved. It had taken time for her to warm up to her tutor too. Trust, he said, made the difference.
Another parent shared that her child struggled to focus at home. What she heard that afternoon was that her child behaved differently during lessons. Together, tutors and parents spoke about what might account for this and what small changes could be tried. What unfolded was not advice being dispensed, but a shared effort to understand the child better.
This is how learning becomes relational.
The programme pairs each child with a tutor and adapts sessions according to the child’s pace and interests. Equally important are the regular moments where parents and tutors come together. What parents observe at home and what tutors notice during sessions are not always the same. Bringing these observations into conversation allows families to approach learning with greater clarity and confidence.
Certificates were presented and small gifts were handed out. Snacks, prepared by a community mother, were shared and tutors continued their conversations with parents. As Community Workers, we took the time to check in with families, to listen for their hopes and concerns, and to better understand their caregiving realities.
One child no longer required academic support. Now in Primary 3, she had done well in her assessments, yet she asked if she could continue coming. In the new term, she has been invited to return a class monitor.
We were reminded that learning does not always end when support is no longer needed. Sometimes, it continues because relationships have been formed and a sense of belonging has taken root.
When learning is small enough, it allows us to notice not just progress, but people.