- When students engage in discussions and share their thoughts and ideas with peers, they learn to take turns, listen and negotiate their point of view. They learn to respect, listen to, and understand a diverse range of views, be it to seek truth, beauty, friendship or fairness in relation to what's right and what's real. As they express their feelings confidently and navigate disagreements with their peers, they learn to socialise in a healthy manner and build relationships with friends and adults. They will also acquire the willingness to think originally and act differently.

- Children can also better convey their feelings, which boosts their social and emotional development. Feelings and ideas can be better communicated if they have a good foundation in language and literacy. One good method to boost literacy skills is to incorporate picture cards into our daily routine as a means of communication.

- Active learning strategies are those that require students' involvement in doing things and have the students think about the things they are doing. 

- Greater use of videos. The students were able to "live out" the learning experience through the actors and actresses in the videos. Hence, they were impacted in the cognitive and affective domain. This audio-visual impact helped them to retain the learning far better than traditional methods would have done as they were able to recall what they had watched in the movies. Videos are great for simplifying complex concepts and clarifying pieces of abstract language-based concepts. It would be ideal for the teacher to relate the video clip to the students’ lives.

- The environment and experiences  (e.g. language learning corner) play a contributory role in a child’s readiness for language and literacy development. Create an environment in which students are allowed to act on objects and interact with other people, ideas and events.

- Both the physical environment (design, space and arrangement) and psychosocial environment (atmosphere and aesthetics) can motivate and inspire interest in writing among young children

- Language should be built into the environment through the organisation of space, time and materials, and expectations of adults and children as to verbal and written communication.

- Utilise methods of instruction that include the student's right-brain strengths by integrating instructional objects that are multifaceted and multifunctional. Right-brain cognition is developed with media while left-brain cognition has to be developed with the aid of text. As educators, there is a need to teach students to balance right-and-left-brain cognition through the use of technologies. By combining moving pictures and audio effects, these learning objects have the ability to appeal to a variety of learning styles. 

- Use the ‘3N’ (Notice, Nudge, Narrate) strategy to meaningfully engage a child playing with Lego bricks

- Use the ‘3C’ (Care, Connection, Content) strategy by sitting beside a child during lunch and responding to his needs

- Use the ‘3S’ (See, Show, Say) strategy 

- To nurture pre-reading skills like letter recognition in very young children whose motor skills may not be developed enough to grip a pencil, provide letter forms in the shape of fridge magnets, food and cookie cutters. Let them arrange and rearrange letter fridge magnets to form simple words. Ask them to pick out specific letters in a bowl of alphabet pasta or crackers. Press out letters in play dough with letter-shaped cookie cutters. Create a senatorial experience for children to learn through hands-on activities

- Films can be effective conduits for stimulating students to think critically and formulate cogent arguments

- support child-initiated learning. For instance, when reading a story, the teacher may ask children what they think will happen next. In so doing, the children are given space to invent their own stories and draw pictures of these unique stories

- Imagination stimulates self-expression and creativity. It helps develop higher order thinking such as problem solving, visualisation and idea generation

- Create the drive in children to ask questions, take risks in learning and engage in self-reflection. Help them develop opinions into considered judgements.