Hazel Koh Yan Ting

A little about me

I teach an afternoon early years group, where learning may begin with an idea that has already been explored earlier in the day. I want to find a genuine way in for the children with me: what have they noticed, what are they ready to investigate and what might they add? Continuing an inquiry does not mean repeating the same activity or treating one session as an appendix to another.

Documentation matters because it makes the thinking of each group visible. I look for notes that show what children actually did and how the work developed, rather than a summary written only to match an earlier plan. That record can help me decide whether to offer a related material, revisit a question or leave the investigation open for another day.

I choose teaching ideas for the possibilities they create, not because every group should follow the same sequence. A resource can offer a starting point, but I need to adapt it to the time, materials and interests available. I want the afternoon’s work to have its own focus and to be documented with the same care as any other part of the learning day.