Lecturer’s Profile

Dr. Cheng is currently the Dean of ECCED and Senior Lecturer at the Singapore Centre

for Chinese Language (SCCL). She specializes in picture book creation, localization of

teaching resources, and promoting parent-child reading. With her extensive research

background and profound expertise in early childhood education theories, she frequently

delivers cutting-edge keynote speeches. Her work focuses on promoting game-based

autonomous learning, empowering children to construct knowledge through exploration

while enhancing the engagement and impact of early childhood Chinese language

education.

Course Overview

This course is grounded in theories of early childhood development and interaction, with

a focus on the practical application of Active Interaction (Serve and Return) in early

childhood education settings. The course guides participants to understand the

communicative intentions behind children’s behaviours, learn to identify interaction

cues conveyed through eye contact, movement, and language, and develop responsive

and supportive interaction strategies.

Through systematic observation, demonstration, and scenario-based practice, the course

supports educators in establishing stable and high-quality two-way interactions in daily

teaching and routine contexts. It aims to enhance children’s emotional security,

engagement, and learning motivation, while fostering a more supportive teaching and

learning environment.

Course Objectives

Upon completion of this course, participants will be able to:

1. Understand the core concept of Active Interaction (Serve and Return) and its

significance in early childhood development and learning.

2. Identify children’s communicative intentions and interaction cues expressed through

behaviour, eye contact, movement, and language in educational settings.

3. Apply responsive and supportive interaction strategies to establish stable two-way

interactions in daily teaching and routine contexts.

4. Enhance their capacity to support children’s emotional security, engagement, and

learning motivation, contributing to a more supportive learning environment.

Course Features

Four Core Features

1. Harvard-Based Theory：Implementing the "Serve and Return" model.

2. Decoding Observation：Understanding the hidden scripts behind non-verbal cues.

3. Immersive Practice：Using drama elements to simulate real classroom scenarios.

4. Non-Directive Guidance：Replacing "commands" with "naming" and "inquiry."

Foundations of Research and Development

Addressing issues when traditional command-based education fails

° Communication Gap：Children stuck in "defensive mode" during interactions.

° Social Frustration：Children unable to send proper "social cues."

° Emotional Disconnect：Teachers missing the child's emotional and learning needs.

Take-home Course Resources

(Interactive Lesson Plans & Strategic Game Set)

(Decoding & Return Observation Toolkit)

Course Flow

Chapter 1

Decoding: Noticing the Serve

° Behavior is Message: Interpreting cues behind gaze and body language.

° Detective Observation: Pinpointing the child's points of interest.

Chapter 2

Attunement: Tuning into the Child

° Emotional Sync: Achieving resonance through body language and voice.

° The Art of Waiting: Practicing "pauses" in interaction.

Chapter 3

Media & Picture Books: Creating Shared Moments

° Picture Book Magic: Triggering Joint Attention.

° Role-play: Catching the child's "unexpected cues."

Chapter 4

Return Techniques: Precise Responding

° The 3R Framework: Receiving, Reflecting, and Responding

° Naming & Extension: Posing heuristic questions.

Chapter 5

Daily Scenarios: All-Day Interaction

° Magic Moments in Routines: Turning lining up and washing hands into "connection games."

° Improv Scripts: High-quality attention during busy times.

Course Integration

Challenges & Empowerment

° Rescue Scripts: Strategies for meltdowns, refusal, or silence.

° Teacher Well-being: Building confidence in interaction.