Enrol Your Child at the #1 Character Development Programme in Singapore

What is a Character Development Programme?

At Agape Little Uni., our character development programme is designed with heart, aiming to instil fundamental moral values and social skills in our young learners.

Central to our framework is the character-building cycle: Be, Do, Reflect, and Act, which is more than a methodology — it’s a way of engaging with our children as they learn and grow within our classrooms and the broader community, ensuring they are well-prepared for personal and academic success.

Target Age Group of Character Development Programme

The character development childcare programme at Agape Little Uni. is ideal for children aged 1.5 to 6 years. This pivotal age range is crucial for instilling core values as it forms the foundation of a child’s personality and social interactions, making early enrolment essential for effective character building.

Why Choose Agape Character Development Childcare Programme?



Personalised Character Plans

At Agape Little Uni., we create personalised character development plans tailored to the unique personality and needs of each child. These plans help in systematically addressing specific areas of character growth, ensuring a holistic development tailored to foster each child’s best qualities.



Skilled Character Mentors

Our programme is led by skilled mentors with expertise in early childhood education and character development. These mentors are trained to cultivate a positive learning environment that encourages children to embrace and practice core values like respect, honesty, and compassion.



Engaging Moral Workshops

We offer engaging moral workshops that involve interactive activities and storytelling designed to make learning about ethics fun and memorable. These workshops help children understand complex concepts such as fairness, integrity, and responsibility in an age-appropriate manner.



Creative Values Activities

Through creative activities, we integrate essential values into everyday learning experiences. These activities include arts and crafts, role-playing, and group projects that not only keep the children engaged but also reinforce lessons in a practical and enjoyable way.



Building Confidence and Empathy Skills

Our programme places a strong emphasis on developing confidence and empathy. We encourage children to express themselves and listen to others, which enhances their self-esteem and their ability to empathise with peers, preparing them for diverse social settings.



Fostering Confidence and Kindness

Fostering both confidence and kindness, our approach ensures that children are not only self-assured but also considerate and caring towards others. We focus on activities that promote positive social interactions and a compassionate understanding of the feelings and needs of others.

Curriculum of Character Development Programme

Interactive Learning Modules

We incorporate interactive learning modules that make character education engaging and memorable for children. These modules include a variety of hands-on activities, group discussions, and role-playing scenarios that allow children to practice ethical decision-making and problem-solving in real time. By actively participating, children internalise these lessons more effectively.

Reflection and Action Projects

A significant part of our curriculum involves reflection and action projects, where children are encouraged to reflect on their behaviours and the consequences of their actions. These projects help solidify learning and foster a sense of accountability and self-improvement. Children undertake projects that not only allow them to reflect but also to act on their learning by contributing positively to their community.

Core Values Integration

The curriculum of our character development programme is designed around integrating core values into every aspect of learning. Children are taught to embody values like respect, responsibility, and resilience through daily activities and structured lessons. This intentional focus ensures that values are not just taught but lived, providing a consistent foundation for character development.

Broad Learning Opportunities

Alongside our character development programme, we offer a variety of early childhood education opportunities for your little ones. These include infant daycare, early years programme, preschool programme along with holiday camps and enrichment programmes, providing a comprehensive and engaging educational experience.

Frequently Asked Questions About Character Development Programme

How are the character development plans tailored to each child's needs?

At Agape Little Uni., we recognise that each child is unique, with distinct strengths and areas for improvement. Our character development plans are, therefore, personalised to meet the specific needs of each child. Through initial assessments and continuous observations, our educators identify key areas of focus for each child and integrate suitable activities and goals into their daily learning experiences to address these needs.

What qualifications and experience do the character development facilitators possess?

Our character development facilitators are not only qualified in early childhood education but also have specialised training in character and moral education. They possess a deep understanding of child psychology and ethical development, which equips them to effectively guide children through their character development journey. Additionally, they engage in ongoing professional development to stay updated with the latest educational practices and methodologies in character education.

What methods are used to assess and track progress in character development?

Progress in character development is assessed through a combination of observational assessments, feedback from parents, and self-assessments conducted by the children themselves. These methods allow us to monitor how well children are adopting and demonstrating the core values and behaviours taught. Regular updates and discussions with parents ensure that they are informed of their child’s progress and any areas needing attention.

How does the programme address challenges like peer pressure and conflict resolution?

The character development childcare programme tackles challenges such as peer pressure and conflict resolution by equipping children with the necessary skills to make positive choices and manage disputes respectfully and constructively. Through role-playing exercises and guided discussions, children learn how to assert themselves in a healthy way and navigate social dynamics effectively. We also foster an environment that encourages empathy and understanding, which are crucial in helping children deal with these common social issues.

Grade	Activity	Focus/Objective
PG, N1	Exposure to Muse Arts Teaching Methodology	Introducing Music as a form of Instruction
	Instill Muse Arts Routine	Allow the child to better understand our requirements of them during each lesson. Setting ground rules on when to play and when to listen.
	Building their music foundation via the introduction of Music and Movement with Music	Getting used to move in a coordinated motion with the Music. Instilling a culture of Freedom within Limits’.
	Exposure to Musical Instruments	Year 1: Percussion Instruments Year 2: Melodic Instruments
N2, K1, K2	Reinforcing Muse Arts’ Teaching Methodology and Routine	Instilling our Teaching Methodology and Routine to become second nature in them to enhance its effectiveness for the purpose preparing them to participate in activities that require a stricter control of progress, and adherence to time line, e.g., Preparation for a Performance.
	Exposure to orchestrated performances	Learning to work together and listen to each other so as to create a cohesive musical piece.
	Exposing them to more specific musical instruments, such as Keyboard / Ukulele / Xylophone	Further enhancement to their musical knowledge via exposure to more specific Musical Instruments. This allows parents to discover their child’s area of interest.

Agape Principle	What it looks like in practice?	Related EYDF Guiding Principles
Active and Authentic Learning Experiences	Provide concrete and real-life materials for learning Plan learning experiences that include an integration of various learning areas Allow children to experiment new ideas through play and planned learning experiences Children are able to connect classroom learning experiences with real-life experiences Learning experiences provide choices Learning experiences cater to the different interests and developmental stage of young children Learning experiences derived from assessment of children’s learning on a regular basis	The Developing Child The Intentional Programme
Positive Connections	Teachers work closely with parents in curriculum making Teachers use positive language to communicate with young children and their families Teachers observe and plan respectful learning experiences that embraces the diverse backgrounds of young children Teachers model good language and tone when communicate with children during routines, transitions and learning experiences Centre may invite professionals to provide talks and workshops to keep our parents abreast of the latest development in infant services and care for young children	The Involved Family The Professional Educarer The Intentional Programme The Engaged Community
Authentic Assessment	Ongoing assessment of children’s learning is carried out everyday Teacher has a systematic plan to observe and record children’s progress on a regular basis The content of each summary report is based on regular documentations of children’s learning Assessment processes include children’s views and voices	The Developing Child The Involved Family The Professional Educarer The Intentional Programme
Guidance, Empowerment and Support	Teachers and children are co-learners in the classroom Teachers develop children’s critical thinking skills by asking effective and age-appropriate questions Teachers create a conducive and rich environment for learning The learning environment promotes opportunities for choice-making and interactions Teachers provide feedback and encourage children to improve their own work	The Developing Child The Involved Family The Professional Educarer The Intentional Programme

Step	Description	Suggested Activities
Tuning In	The main purpose of Tuning In is to stimulate children’s interests in the topic of study.	Storytelling Songs and Rhymes Picture Talk Field Trip
Storytelling	The teacher finds a suitable story that is related to the topic of the week. She models good reading habits and spoken language. She reads the story with expressions and intonation to gain the children’s attention.	Puppetry Picture Talk Dramatization
Role Play	With regards to the topic of the week, teachers plan learning experiences which allow children to enact a role or an action.	Mathematical activities Discovery activities Cookery Puppetry Songs and Rhymes
Art and Craft	Children get to master their fine motor skills and work on 2-D and 3-D artwork with regards to the topic of study.	Creating 2-D and 3-D artwork
Cleaning Up	Children learn to clean and pack up after completing their activities.	Wipe the tables Putting things back to its original places Washing of hands and tools Sweeping
Cooling Down	After the children have participated actively in the preceding activities, they take this time to calm down.	Listen to a soothing music Close eyes and rest
Wrap Up	Teachers recall the activities that were done in the day and reinforce what was taught during these activities.	Recall A story A song A rhyme A word/phrase An action

Activities	What do we do everyday?
Arrival and Breakfast	Infant and toddlers arrive at any time according to the family’s schedule. For infants who arrive early, a good breakfast will keep them fulfilled and happy for the day
Morning Greetings	A time for Educarers to greet every child and share a song/book with the children
Large Group Time	Infants and toddlers gather and engage in holistic activities
Discovery Time	A time for infants and toddlers to explore the different materials and equipment in their learning environment. The infants and toddlers are free to choose what they want to do according to their interests
Small Group Time	An opportunity for Educarers and infants/toddlers to share learning moments in a small group
Outdoor Time	A time for infants/toddlers to explore the environment beyond the classroom environment. It includes time to engage in planned gross motor activities
Lunch	An unhurried time to sit together, communicate and serve lunch to the infants/toddlers
Nap Time	A time for infant and toddler to rest according to their natural sleeping time
Shower / Diaper Time	A time to bond with the infants/toddlers through shower/diaper time
Departure	A time to communicate with parents about the happenings in the day; and to model respectful communications with our various stakeholders