Centre for Child Development and Early Intervention

Centre for Child Development and Early Intervention


Teaching your Child How to Learn

Our program aims to help your child with special needs to access the national school curriculum in a meaningful way through the use of structured learning environment.

Your child will learn to function independently in an environment that is built accordingly to strengths, interests and ease of comprehension.

Subsequently, complexity is increased that includes more organization, sequences, and development of intricate skills.

Highlights of Program

Structured class:

Structured class is to build up the work habits and provide a comprehensive learning environment for the child. With a smaller teacher- student ratio, the child will receive an individualized education plan that target various developmental domains and also group time with the peers.

The 6 developmental domains:

    • Adaptive area – To teach children basic self-help skills and daily living skills, such as toileting, dressing and undressing.
    • Cognitive area – To equip children with skills that are necessary for learning development, such as language and literacy, numeracy skills, visuo-spatial skills.
    • Fine motor area – To teach children how to manipulate in smaller movements, such as penmanship, bilateral motor coordination and pincer grip.
    • Gross motor area – To teach children in coordinating movements of the large parts of the body, such as running, jumping and crawling.
    • Social area – To understand the social norms when interacting with other people, such as maintaining eye contact, personal space and following joint attention.
    • Social communication area – To learn to communicate via words, phrases, and sentences. For non-verbal children, functional communication will be taught by using PECS (picture exchange communication system).

Preparatory class:

Preparatory class is to prepare children with special needs to integrate into mainstream kindergarten or transition to the primary 1. The class has a larger teacher-student ratio and learning opportunities are being incorporated in the group setting.


    • Jolly Phonics – Jolly Phonics is a synthetic phonics program. The program has five main components which are learning the letter sounds, learning letter formation, blending for reading, identifying the sounds in words for writing, and tricky words.
    • Numicon – Numicon is a numeracy program developed by the Oxford University. It is a distinctive multi-sensory approach to children’s mathematical learning that emphasizes three key aspects: communicating mathematically, exploring relationships, and generalizing.
    • Structured play – Through planned play events, children will learn how to interact with the materials functionally and expand their play skills. Targeted social skills, such as eye contact, turn taking, sharing, are embedded in the learning events.
    • Work with teacher – Children are paired up based on their cognitive levels and participate in a small group learning. The children are expected to complete a series of tasks independently under the guidance from our teachers.

1 to 1 ABA Therapy:

The ABA program uses principles of discrete trial training (DTT) (Duker, Didden, & Sigafoos, 2004) to teach essential skills like attending behaviours, cognitive skills, language development and communication skills and self-help skills. ABA programs have widespread research evidence to show its efficacy. However, we do incorporate elements of other techniques like PECS, TEACCH and RDI, depending on the difficulties and issues that your child is encountering.

Our intervention program addresses a wide range of skills, from language and communication to self-care and readiness for school. We focus on building the following areas:

    • Compliance (Behaviour Management)
    • Attending to Person
    • Attending to Task
    • Cognitive Skills
    • Language Skills
    • Visual-spatial Skills
    • Gross and Fine Motor Skills
    • Social Skills
    • Pre-Academic
    • Academic Skills
    • Handwriting Skills

Other intervention techniques:

We incorporate the following interventions in our teaching.

    • Structured Teaching (TEACCH)
    • Activity-based intervention (ABI)
    • Applied behaviours analysis (ABA)
    • Handwriting without tears


Who are suitable?

Our centre provides the early intervention for children from 30 months to 6 years of age. A pre-assessment will be done in order to assign the child in the most suitable program. We have been providing the intervention for:

  • Children with high risk / diagnosed with Autism Spectrum Disorders (ASD) (ASD)
  • Children with developmental delays
  • Children with learning difficulties

  • We Provide Extensive Parenting Support

    At Nurture Pods, each child has an individualized education plan and assessments of needs and skills development that are conducted regularly. We also have a data recording system to examine amount and type of support for child to be successful in progression. Parents are updated regularly about child’s progress and happenings during class.

    • One-to-One Parent Training
    • Weekly Online Log Journal
    • Programme Schedule and Reports
    • Review Objective Action Plan every 6 months
    • Tailored Programme File for Your Child
    • Recommendations to Paraprofessionals such as Speech Therapists, Occupational Therapists, Pediatricians and Psychiatrists.

    Here’s what our Happy Parents Say

    “Thanks to the help Alex and his team mates have been giving over the years…”

    “My son is coping with mainstream school work and is able to understand the social demands on him, thanks to the help Alex Liau and his team mate have been giving us over the years. Alex’s experience as an ABA therapist and his patience in dealing with children with learning difficulties have greatly benefited my child.

    — L.P, Parent

    “Alex comes across as very approachable, open minded and structured in his approach.”

    “He displays a high level of professionalism in whatever he does, whilst at the same time not lacking the personal touch. Due to his commitment, belief in the potential of our son and his close working partnership with us parents, he is able to bring about significant positive changes in our son’s ASD condition within a short time.”

    — M.L, Parent

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