Guide to Selecting a Chinese Preschool in Singapore

Chinese preschools in Singapore teach Mandarin to children who may speak English at home. Some are immersion programmes, where Chinese is the language of part of the school day. Others are lessons inside an English-medium day. The way Chinese is taught matters as much as how much of it children hear, because Chinese is not learned in the same way as English.

Why Chinese cannot be taught like English

English is largely phonetic. Once a child knows the relationship between letters and sounds, they can decode a word they have never seen. Chinese is pictorial. Each character is its own visual pattern, and most carry meaning. There are no spelling rules that let a reader sound out an unfamiliar character. A child either recognises 想 or does not.

This is why a common approach, a list of characters each week drilled and tested, often falls short. It can produce children who recite the week’s characters in order but cannot recognise the same character in a new sentence or on a different page. The brain learns patterns more readily than isolated items.

Teaching characters in families

Most preschools teach Chinese by themes, such as family, animals or food. This is good for learning spoken Chinese. But it is not as good for learning Chinese characters. Because Chinese is a pictorial language, the best way to learn Chinese characters is to group characters with the same root together.

For example, 木 means tree. Two 木 side by side form 林, meaning woods. Three form 森, meaning forest. Place 人 beside 木 and you get 休, meaning to rest. Teaching characters in these families gives children a structure to hang the rest on.

Some programmes pair these families with rhymes, movement and animated stories. A child can then enter the same characters through music, movement, pictures or language. Children with different strengths find different entry points: the musical child may remember the rhyme, the child who enjoys movement may remember acting out the story, and the child who responds to pictures may remember the animation. The character is the same. The route in can differ.

In practice, K2 children can recognise more than 50% of the Primary 1 Chinese vocabulary when they are taught this way, without stress.

Character recognition before pinyin

Pinyin is a romanisation of Mandarin. It writes the sounds of Mandarin using the Latin alphabet, and it is a useful tool. But recognising characters, and understanding what they mean, is the goal, and pinyin supports it.

Many educators in Singapore suggest teaching character recognition first, for two reasons. First, a child who learns to read pinyin before characters can say a syllable without knowing what it means. Learning characters first keeps meaning attached to sound from the start. Second, children in Singapore learn phonics for English using the same 26 letters, which carry different sound values in pinyin. For example, in pinyin “x” and “q” are not pronounced as they are in English, and “zh” is not an English sound. Learning both at the same time can lead a child to apply English rules to Chinese, or the reverse.

The order that avoids this is phonics for English, character recognition for Chinese, and then pinyin once both are secure. Many schools introduce pinyin in K2, ahead of Primary 1.

Reading builds on recognition

Recognition is not the end of the process. Children also need to read. Graded readers that use only characters the child already knows let them apply what they have learned and build independent reading. Recognition without reading tends to fade, and reading is what holds it in place.

Vocabulary, usage and culture

For most children in Singapore, Chinese is a second language, so the emphasis is on vocabulary, how words are used in sentences, and fluency in speaking. Classic Chinese tales add a further layer. Stories of courage, loyalty, wisdom and humility introduce children to the culture the language carries, which is often the part that makes the language memorable.

Where AI fits

AI tools can support Chinese revision. Children do the same revision games as their classmates, but each child practises a different set of words, chosen from the words they have not yet secured. Repetition and spacing of this kind are supported by research on second-language vocabulary (Kim & Webb, 2022; Uchihara et al., 2019).

Questions to ask a Chinese preschool

1. How many hours a week does a child hear Chinese from people who speak it naturally?
2. Is Chinese taught in its own time and by its own teachers, or alongside English in the same lesson?
3. How is Chinese word recognition taught: by themes, or by grouping characters with the same root together? Ask to see the books.
4. When is pinyin introduced? It should be in K2, to avoid confusing it with phonics.
5. Are there Chinese step-readers to help a child master reading? Each step-reader should only use characters the child has already learned. Ask to see the step-readers.
6. What evidence does the school have for how well its children know Primary 1 Chinese vocabulary by K2?

For the broader question of bilingual learning, including the early years and separating the two languages, see Guide to Selecting a Bilingual Preschool in Singapore.

Sources

• Kim, S. K., & Webb, S. (2022). The effects of spaced practice on second language learning: A meta-analysis. Language Learning, 72(1), 269–319.
• Uchihara, T., Webb, S., & Yanagisawa, A. (2019). The effects of repetition on incidental vocabulary learning: A meta-analysis of correlational studies. Language Learning, 69(3), 559–599.
• Ehri, L. C., Nunes, S. R., Stahl, S. A., & Willows, D. M. (2001). Systematic phonics instruction helps students learn to read: Evidence from the National Reading Panel’s meta-analysis. Review of Educational Research, 71(3), 393–447.

About this guide: the author runs bilingual preschools in Singapore. This guide describes general principles and is not an advertisement.