Happy to answer your questions!

Several well-controlled studies have compared the effects of academically-oriented early education classrooms with those of play-based classrooms. The results are consistent from study to study: Early academic training somewhat increases children's immediate scores on the specific tests that the training is aimed at, but these initial gains wash out within 1 to 3 years and, in some studies, have shown, are eventually reversed.

So yes, in a free-play-based system, your child will be emotionally and intellectually equipped for the rigors of school and life! The goal is to grow resilient learners with grit and a growth mindset. We want young adults to leave the education system with a love of learning, to rise to new challenges with a thirst for life and learning. The foundation for raising such adults lies in early childhood!

At Tinker Lab, we are inspired by Learning Stories – a mode of recording child development developed by Dr. Margaret Carr in New Zealand when they overhauled their early childhood education system in 1996.

A Learning Story is a format used to document a child's learning. It uses “story-telling” to describe a child's learning process. Many details are incorporated into a learning story to describe the experience or event that unfolded—how the child responded during the experience or interacted with others, conversations they had, interests they developed, skills they learned, etc. Simply put, it is a narrative of recognising and describing learning through a child's play.

A Learning Story differs from observations, such as a running and anecdotal record of the day. Learning Stories focuses on what a child CAN do, rather than on what they cannot do or on a developmental area that may have no basis at that moment; as we know, every child is different and develops skill sets at their own pace.

Learning Stories are also an assessment tool for interpreting a child's learning habits during an experience. This helps us evaluate and plan for further experiences that extend and strengthen the child's interests and curiosities.

We welcome kids ages 2 to 6 across our morning and after-school programs. Once we assess child readiness, we are happy to accept kids as young as 18 months.

Our morning program starts at 930 am and wraps up at 1230 pm. We take in kids for our after-school program from 1230 onwards. Our closing time is 5:30 pm for our after-school program kids.

We aim to maintain a teacher-to-student ratio of 1:3

If you happen to be running late, kindly notify the centre. Unlike other schools, we do not charge a late fee because we understand life happens. However, we encourage parents to be on time and not to make this a practice because their children eagerly wait for them, especially when their friends have already left for the day.

Yes. However, you must inform the centre beforehand with a photo/ID and the name and details of the person picking up the child from your place. If we are unfamiliar with the person, we will not allow the child to be handed over.  We maintain this procedure in the interest of the children's safety.

We have implemented a three-tiered system for Health and Safety.

Spatial Care

• Regular cleaning of surfaces and materials every single day.
• Washrooms sanitized and cleaned daily.
• Deep cleaning once a week.
• Hand-sanitizing and washing will be encouraged multiple times a day.

Rules for Staff

• All staff and facilitators are vaccinated.
• Frequent hand-washing and sanitising protocols will be followed.

Community Responsibility

• If your child shows the slightest sign of being under the weather, be it a runny nose or a tummy upset, we request they stay at home, and you notify us. The same rule applies to all members of staff.
• No parents or caregivers beyond reception.

WE ADMINISTER FIRST AID AT THE CENTRE IN CASE OF MINOR BRUISES WHILE PLAYING AND INFORM THE PARENTS SO THEY DO NOT WORRY. SUPPOSE THE CHILD NEEDS TO BE ATTENDED TO BY A MEDICAL PRACTITIONER. IN THAT CASE, WE IMMEDIATELY INFORM THE PARENTS AND GET THEIR PERMISSION TO RUSH THEM TO THE NEAREST HOSPITAL OR WAIT FOR THE PARENT AS INSTRUCTED BY THE PARENT.

If your child exhibits any signs of illness, such as a runny nose or an upset stomach, we ask that you inform us and that your child remain home. This policy also applies to all staff members.

CURRENTLY, WE DON’T PROVIDE MEALS FOR OUR MORNING PROGRAM. DURING OUR EXTENDED LEARNING PROGRAM OR AFTER-SCHOOL PROGRAM, WE OFFER MILK AND FRUIT IF THE PARENT GIVES US THE GO-AHEAD. CHILDREN WHO EAT LUNCH AT OUR CENTRE WILL NEED TO CARRY THEIR LUNCH.

Typically, the settling period is about 2 weeks (of course, each child has different needs). So, we would request either one of the parents or a trusted caregiver to be around at the centre to help the child trust the place and us. We will guide the person on how to help the child wean off and settle in. During the first week, we will get to know each other, develop a routine, and build trust before diving into exploring and learning.

• We have provided a few suggestions for assisting your child during the settling period –
• Watch your WhatsApp for live updates on our first few days after settling in. We understand it is difficult for parents to leave a part of their heart and go to work. Hence, we do everything possible to assure you they are doing well.
• You will receive a daily report of the Extended Learning Program on WhatsApp regarding your child’s day at Tinker Lab and pictures. The aim is not just to keep you updated but also to use that as a conversation starter when you get home to discuss how the day was and share about your day. This greatly helps in breaking the ice when we get single-word responses from our children when we ask, “How was your day at school?”

Yes, we welcome all children, including those with special needs. We strive to create an inclusive environment and would love to discuss any specific requirements to ensure we can support your child’s needs best. Please feel free to reach out so we can talk about how we can assist and adapt our approach for your child.

Our teachers come from a therapy background, so we can work with kids with diverse learning needs. We also work with external therapists and form a partnership with the family and external therapists, making regular calls and meetings to work as a team towards making the child life ready.