Mighty Hands PH

Mighty Hands PH A Reggio Emilia inspired preschool. We focus on open-ended play, arts and a child-led environment.

They simply showed me more than what a piece of paper ever could. 🤍Swipe through to see what happened when we replaced t...
28/09/2026

They simply showed me more than what a piece of paper ever could. 🤍

Swipe through to see what happened when we replaced toy blocks with nets, boxes, and discarded materials. ➡️

One of the biggest changes we noticed?

They started speaking more.

Their conversations became longer, louder, and richer as they negotiated ideas, created stories, and brought their imagined worlds to life.

And then came another big surprise:

They asked for more books.

Books connected to their stories.
Books that answered their questions.
Books about the adventures they were creating.

They were asking their teachers to find books related to the worlds they had imagined.

And honestly, this is what continues to amaze me about a Reggio-inspired environment.

A rich environment isn’t simply one that looks beautiful.

It isn’t an environment filled with carefully prepared materials that dictate what children are expected to make, how something should be used, or what the finished product should look like.

Instead, it leaves room for children to take materials, transform them, give them meaning, and take their learning somewhere we could never have planned for.

When we trust children to lead, we don’t always know where their learning will take them.

And maybe that’s the most beautiful part.

Every day surprises me a little more. 🌱

Behind these little happy hands are intentional large-scale creations and explorations of collaborative expression. 🤍Tha...
24/09/2026

Behind these little happy hands are intentional large-scale creations and explorations of collaborative expression. 🤍

Thank you to our atelierista teacher Eugene Conda for creating such wonderful installations for our children 👏🏽

This cycle, we explored large-scale painting as a collaborative experience — giving children the space to make marks, move, observe, and build upon one another’s ideas.

Many of our installations remained open throughout the week, allowing the children to return to them again and again. A new mark could become a new idea/story, a new color, texture, or gesture could transform what was already there.

Our exploration began with the bahay kubo, using materials connected to it — banana leaves, woven elements, and found materials — as a symbolic representation of Bayanihan and community in Filipino culture.

The children were invited to experience these materials not simply as objects, but as surfaces, structures, textures, and spaces for exploration. They painted across woven walls, made marks on banana leaves, worked on large surfaces, and gradually transformed the environment together.

Like Bayanihan itself, the work was collective. Each child added a layer to something that was bigger than themselves.

What emerged was not simply a finished artwork, but a visual record of many children’s gestures, ideas, discoveries, and ways of seeing — a community built through marks, movement, and making together.


It feels like such a long time ago when scenes like this were a familiar part of our streets—when children and neighbors...
15/09/2026

It feels like such a long time ago when scenes like this were a familiar part of our streets—when children and neighbors would come together to play, work, and help build something side by side. 🥹

As we reflected on Bayanihan, we realized that we wanted to create experiences in our classroom that allow our children to experience this value in the simplest way they can understand: working together, playing together, sharing what we have, and moving toward a shared goal.

There’s something nostalgic, and perhaps even a little emotional, about seeing a scene like this. It reminds us of a kind of community we may not see as often anymore—a community where helping one another was simple, natural, and something everyone, young and old, could take part in.

So we’re bringing a little of that back into our classroom. 🤎

A slower kind of childhood.
A stronger sense of community.
The joy of building something together.

Bringing back the values and the slow childhood we once loved, in the heart of a little classroom. 🌾✨

Take a look at how 1.2 year olds to 4 year olds explored this space 🤍

Helping out even the littlest friend 🦋Yesterday, our Tiny Tots noticed a butterfly that had gotten stuck inside our scho...
15/09/2026

Helping out even the littlest friend 🦋

Yesterday, our Tiny Tots noticed a butterfly that had gotten stuck inside our school. They immediately wanted to help set our little friend free. 💛

Before releasing it, we took a moment to observe the butterfly closely and compare its colors and markings with the butterflies we’ve seen in our books. 📚🦋

We’re so proud of our little helper who gently helped catch our friend so we could safely release it back outside.

Even the littlest friends matter and it’s important we do big things to help them ✨

Join our team ✨ Hiring a teacher for our next cycle October 19 onwards! Send your CV through our DMs or to our email mig...
14/09/2026

Join our team ✨ Hiring a teacher for our next cycle October 19 onwards! Send your CV through our DMs or to our email [email protected] 👋🏽
Very competitive salary, great workspace and a fun collaborative experience everyday 🤍

STARTING OCTOBER ✨ READ CAPTION 👇🏽A Little More Time. A Little More Depth. 🌱After much discussion, reflection, and consi...
14/09/2026

STARTING OCTOBER ✨ READ CAPTION 👇🏽

A Little More Time. A Little More Depth. 🌱

After much discussion, reflection, and consideration of what would truly serve the children best, we have thoughtfully reworked our schedule.

We realized that truly accounting for children means creating more opportunities for them to be together in different ways—in big groups, small groups, through social play, collaboration, and the many conversations that happen when we have the time and space to enter the room, connect, and stay awhile.

In order for us to focus more deeply on researching, observing, and growing learning with and for our children, we have decided to move to weekday classes. This gives both children and teachers more consistent time in the environment—to settle, build relationships, observe closely, revisit ideas, and allow learning to unfold without rushing.

As part of this shift, we will no longer have Saturday classes or Move & Groove classes.

This is not simply a change in schedule. It is a shift toward a slower, deeper rhythm of learning.

More days mean more time to return, notice, inquire, revisit, and build learning and relationships.

We believe learning begins with rhythm, consistency, and relationships, and with a heart that remains committed to learning, reflecting, and continually improving as a school.

Because sometimes, giving children more means simply giving them the gift of time. ✨

A Reggio-inspired provocation holds a deeper concept—not a predetermined outcome.We offer intentional environments, ever...
10/09/2026

A Reggio-inspired provocation holds a deeper concept—not a predetermined outcome.
We offer intentional environments, everyday materials, and real-world connections, then leave space for children to express their theories through their hundred languages.
We don’t lead the learning; we listen, interpret, and follow where children’s thinking takes us.

Sharing a glimpse of our whole-school inquiry and our first ever newsletter ✨Our mission is to stay true to learning—and...
10/09/2026

Sharing a glimpse of our whole-school inquiry and our first ever newsletter ✨

Our mission is to stay true to learning—and to continuously question and confront what a Reggio Emilia school can truly feel like in the early years.

A truly Reggio Emilia provocation is not an ACTIVITY to be completed, nor is it designed around a predetermined goal or outcome. It is not simply a beautiful arrangement of aesthetic materials created for a curated final product. And it is certainly not just teacher planning disguised as child-led learning.

It is an invitation to wonder, investigate, and think deeply.

But beyond the provocation itself, it also invites us as educators to question why we do what we do. Why are we offering these materials? What possibilities might they open? What are they communicating? And, perhaps most importantly, how are they all interrelated?

Yes, Reggio Emilia is child-centered. Yes, we expand on children’s interests. But we don’t stop at what children are interested in. We look deeper at the overarching concepts beneath those interests—at how they think, why they think that way, the theories they are constructing, and the questions that drive their research.

This is where the hundred languages come alive.

We explore concepts through multiple materials, perspectives, disciplines, and experiences, allowing understanding to unfold layer by layer. We move beyond a surface-level understanding of what a topic or lesson is and instead ask: How can this become deeply relevant, connected, and multidisciplinary?

Because when we look beyond the product and truly value the process, learning transforms from simply play into research and inquiry.

What we once thought we knew about a Reggio Emilia–inspired curriculum was only the tip of the iceberg.

We are discovering how much deeper it really is—rooted in research, restraint, observation, documentation, intentionality, and real-time collaboration with children.

Watch as we slowly unfold what our Reggio Emilia–inspired school can be. ✨

The image of the child is where we begin.It shapes the way we observe them.The way we speak to them.The questions we ask...
05/09/2026

The image of the child is where we begin.

It shapes the way we observe them.
The way we speak to them.
The questions we ask.
The provocations we offer.
The tools and materials we make available to them.

And ultimately, our image of the child shapes the environment we create — both at school and at home.

As teachers and parents, we must continually pause and ask ourselves:

How strong is our image of the child?

Do I believe they are capable of directing their own learning?

Are there concepts or ideas I avoid because I believe they are too big for them?

Do I lead all the learning, or do I slow down enough to observe how they are already making sense of the world?

Am I here to fill what I believe is missing, or to recognise that the child is already whole — capable, curious, competent, and full of ideas?

The image we hold of the child is never just an idea.

It becomes visible in our practice and in our parenting.

It speaks through the environments we create, the materials we offer, the freedom we allow, the questions we ask, and most importantly, the value we place on the child’s ideas.

The image of the child isn’t just a list of words we right down and reflect on, it is something we live.

5 extraordinary days. ✨3 teachers have completed the REACH Foundational Study Programme in Singapore — a five-day immers...
01/09/2026

5 extraordinary days. ✨

3 teachers have completed the REACH Foundational Study Programme in Singapore — a five-day immersive professional learning experience exploring the Reggio Emilia Approach in the context of early childhood education in Asia.

REACH — Reggio Emilia in Asia for Children — is a member of the Reggio Children International Network and serves as the official reference point for Reggio Children in Singapore and China. 🇸🇬

We were challenged to pause, question our assumptions, and confront the ways we have always done things! So much to unpack in such a short amount of time! ✨

To look at the 100 Languages of Children.
To reconsider the Image of the Child.
To understand the Rights of the Child.
To think deeply about relationships between children, educators, families, and society.
To reflect on our environment as the Third Teacher and the languages it holds.

And perhaps most importantly, to ask ourselves:

Are we truly listening?

Why do we choose these materials?
Is it because we think they are beautiful, useful, or appropriate?

Or because we have observed something in the children that tells us these materials might invite them to think, create, investigate, communicate, and make meaning?

Are we creating invitations or directing outcomes?

Are we protecting children’s rights to explore, to wonder, to make mistakes, to have their own ideas, and to express themselves in their own hundred languages?

These questions are uncomfortable — and that is exactly why they are important.

Every teacher came away with new questions, perspectives, and things to unlearn.

Because this work isn’t about simply copying what Reggio Emilia does.

It is about developing the capacity to observe, listen, question, reflect, and respond to the children in front of us.

And now comes the part we are most excited about:

bringing it home. 🌿

We are a playschool committed to protecting the rights of children, honouring their agency, and respecting their individual journeys of learning.

Five days in Singapore gave us so much to think about.

Now, we can’t wait to see where that thinking takes our teachers, our environment, and most importantly, our children. ✨🙏🏽

Address

Southwoods Mall
Binãn
4024

Opening Hours

Monday 8am - 4pm
Tuesday 8am - 4pm
Wednesday 8am - 4pm
Thursday 8am - 4pm
Friday 8am - 4pm
Saturday 8am - 4pm

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