Benefits of Play

Where Every Step Matters: Celebrating 9 Years of Growth, Connection, and Family at Bridging the Gap

“Some of the most powerful moments are often the simplest where shared smiles, small steps, and quiet victories, mean everything". On 10 June 2026, these moments came together as Bridging the Gap celebrated its 9th anniversary, not just as a milestone, but as a meaningful Family Day that brought children, families and all teachers closer as one community. More than just an annual event, it was a celebration of TWOGETHERNESS. It created a space where families could connect, share experiences, and celebrate each child’s journey side by side. As Helen Keller once said, “Alone we can do so little; together we can

Bridging the Gap: Celebrating Childhood & Nurturing Futures

Children’s Day is a special occasion celebrated around the world to honor the innocence, joy, and boundless energy of childhood. It serves as a powerful reminder of the importance of nurturing children, protecting their rights, and providing them with a safe, supportive environment where they can grow and thrive. With great enthusiasm, on the 3rd of October 2025, our team prepared interactive and memorable activities not just for the kids, but also for their families to enjoy together. The day was thoughtfully curated to reflect Bridging the Gap’s commitment to holistic development through early intervention, without sacrificing the beauty and fun

Love and Light: Arts, Crafts, and Magical Milestones Behind

One of our September highlights are our children’s lantern-making activity during the Mid-Autumn Festival. The children recently took on the delightful challenge of creating their very own glowing bunny-themed lanterns, and the results were nothing short of magical.   A Glow with Creativity and Skills This fun activity wasn't just about art; it also nurtured important developmental skills along the way: Fine Motor Skills: As the children worked on assembling their lanterns—cutting, sticking, and colouring—they were strengthening their fine motor skills, essential for tasks like holding a pencil and manipulating small objects. Sensory Exploration: The tactile experience of working with

Brain-Boosting Fun: 5 Creative Play Ideas to Build Problem-Solving Skills in Kids

Play is an essential part of childhood development, and some activities go beyond fun by teaching critical thinking and problem-solving skills. These types of games challenge children to think creatively, explore different solutions, and work through obstacles. Here are five engaging play ideas that keep kids at Bridging the Gap have loads of fun and at the same time, enhance problem-solving abilities.   Rescue the Frozen Animals This sensory play activity requires children to "rescue" small toy animals trapped in ice, encouraging both hands-on experimentation and strategic thinking. The idea is simple: freeze plastic animals (or other small toys) in

Unlock the Magic of Play – An Interactive and Empowering Workshop for Parents at Bridging the Gap

Play might seem to be an ordinary and day-to-day activity for every child, but many a times, this tool has been underutilised. Bridging the Gap launched an exclusive workshop with an enlightening exploration into the role of play in child development and its impact on effective parenting. One Saturday morning, 27th of July 2024, wonderful parents signed up for the workshop “Unlock the Magic of Play” and had an engaging session at Bridging the Gap – Buona Vista. The workshop was led by Bridging the Gap’s Principal Speech Therapist, Wong Suet Leng. A New Perspective on Play The workshop aimed

The Art of Floortime

Play has been acknowledged as an essential part of children’s growth and development. Throughout the years, experts on child development have been researching on different approaches to make meaningful and effective play strategies.   So, have you heard of Floortime? You may or may have not heard about this, but it surely is widely used approach for children to progress in their emotional and intellectual growth. This is a relationship-based therapy for children with autism and other developmental delays, created by child psychiatrists Stanley Greenspan, M.D. and Serena Wieder, PhD. They based it on the Developmental Individual-difference Relationship-based model (DIR)

Helping Children with ASD Play

Play is said to be child’s universal language. It is true though, to certain extent. While most of the children learn to play in a natural way, some children may find it difficult that playing still needed to be taught. This difficulty on playing is quite common for children with ASD (Autism Spectrum Disorder). Most of them have limited play and plays with only a few toys, or play in a repetitive way. For example, your child might like spinning the wheels on a car and watching the wheels rotate, or might line up toys in the same order every

How Pretend Play Develops

We often hear the words “pretend play” from teachers and therapists. It is highly encouraged because most children learn better by doing. Moreover, pretend play has a big role in a child’s development. Through pretend play, children know more about themselves and the world. Children develop important complex social and higher order thinking skills. Pretend play is much more than simple play activities; it requires advanced thinking strategies, communication, and social skills. Moreover, children foster social and emotional intelligence. How we interact with others is key to our lifelong success and happiness. Knowing how to read social cues, recognize and

What are the types of play?

Albert Einstein once said, “Play is the highest form of research.” Children learn while they play and most importantly, in playing, children learn how to learn. It also gives the children a chance to practice what they are learning. Play is so powerful that even pediatricians are recommending play as an essential factor of a healthy brain development. As teachers and as parents, we want nothing but the best for our children. We want them to grow and develop as fun, loving, smart and independent children. The only best way to start is by playing. Playing can be done in

Benefits of Playing Blocks

Children nowadays are often seen playing high-tech toys and gadgets. Most of the children even have their own iPads which makes them forget about the simple toys such as blocks, marbles, shakers, etc. Children prefer toys with sounds, lights and all types of battery-operated items making the basic toys seem boring. Have you ever wondered about the benefits of basic toys like blocks? Do you think playing these toys is necessary? The answer is definitely YES. These kinds of toys may seem very simple, but it gives wonders to certain areas of our children’s development. Below are the benefits of

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Nina

"I’ve always been passionate about working with children and making a meaningful impact on their lives. Supporting those with complex developmental needs allows me to turn patience and dedication into real, lasting progress, where even small steps create big change. I enjoy incorporating play and a little “magic” into my lessons- Abracadabra!

Head of Operations |
Head of Early Interventionists | Play Therapist

Nina holds an Advanced Diploma in Special Education from the College of Allied Educators, a Postgraduate Certificate in Therapeutic Play Skills, and a Diploma in Health Management and Promotion. For over 10 years of experience supporting children with special needs, including autism spectrum disorder (ASD), ADHD, global developmental delay, and speech delays, she has been empowering children and families at Bridging the Gap since its birth. Nina combines her expertise, compassion, and practical experience to help each child reach their full potential.

 

She has also served as a licensed gym instructor, providing Movement Therapy in a multi-sensory gym environment. As Head Senior Teacher and Play Therapist, Nina creates impactful learning experiences for children and mentors' teachers, guiding the team in developing strategies that nurture every child’s growth and potential.

Wong Suet Leng

"Over time, my perspective expanded. I realized that a child's success is deeply intertwined with the well-being of their entire ecosystem which is their family, their teachers, and their support network."

Head of Programmes | Head of Allied Team |
Principal Speech & Language Therapist

Suet Ling holds a Bachelor of Applied Sciences (Speech Pathology) and a Postgraduate Diploma in Educational Studies (Early Intervention). She finished her degree in University of Sydney and the University of Melbourne. She has 27 years of experience in the field and has undergone extensive training across various leading organizations to strengthen her skills and expertise.

 

Driven by a passion for empowering children and families, Suet Ling works closely with families to navigate complex challenges, equipping them to be strong advocates for their children. She also supports caregivers’ well-being, recognizing that their mental health is crucial for a child’s development.

 

Beyond working directly with children, Suet Ling is deeply committed to training and mentoring teachers and professionals, believing that building capacity in others amplifies her impact. She creates networks of support that help children access the tailored education they need while ensuring families and educators have the tools and resilience to guide them through every transition.

 

Her passion for working with children began early in her career, inspired by the joy of seeing children discover and grow in their own unique ways. This foundational experience continues to guide her belief in the profound impact that thoughtful, compassionate support can have on young lives.

Hannah

"Every day is a chance to turn small moments into meaningful learning opportunities, ensuring that every child feels seen and celebrating even the tiniest progress."

Senior Early Interventionist

Hannah holds a Degree in Special Needs Education and earned the Academic Achievement Award from Leyte Normal University, Philippines. With years of experience teaching children across Early Intervention, Mainstream, and Transition Education programmes, she is dedicated to supporting both children and their families. She empowers children with diverse developmental and learning needs to grow, build confidence, and reach their full potential.

 

Passionate about early intervention, Hannah understands that timely support can make a meaningful difference in a child’s development. She uses creative, hands-on approaches such as role-play and interactive activities to make learning engaging, purposeful, and enjoyable. Hannah believes that every child deserves a nurturing environment where they can explore, express themselves, and truly thrive.

Mickey

"Working in Early intervention allows me to be part of the journeys of different families. It’s fulfilling to know that my efforts, big or small, help make a difference in children’s lives and contribute to their holistic growth."

Senior Early Interventionist

Mickey holds a Degree in Elementary Education, Major in Special Education, from the University of Santo Tomas, Manila, Philippines. With 8 years of experience, she works closely with children in the classroom, witnessing their small milestones and celebrating the pride they feel when achieving something new.

 

Mickey enjoys crafty hobbies such as painting by numbers, building LEGO sets and miniature houses, and completing 500–1000-piece puzzles. These activities help her empathize with students’ patience and persistence as they tackle challenging tasks, allowing her to better support and guide them through learning.

Ying Wen

"I enjoy planning simple activities and games for children, using toys like cooking sets, dolls, or pretend play materials to make learning fun and engaging. It’s always rewarding to see children enjoying the activity while learning at the same time."

Senior Early Interventionist

Ying Wen holds a Degree of Arts in Psychology with a concentration in Mental Health from Southern New Hampshire University / INTI International College Subang, Malaysia. She has been serving children and families at Bridging the Gap and finds joy in witnessing each child’s small steps of growth and confidence.

 

She is passionate about Early intervention and Special education, knowing that the right support can help children develop essential skills for learning and daily life. Ying Wen enjoys collaborating with her team to create tailored strategies and activities that meet each child’s unique needs, celebrating every achievement along the way.

Ashley

"What motivates me most is witnessing the small but meaningful progress each child makes, and the daily interactions that help build trust, confidence and joy in learning."

Senior Early Interventionist

Ashley holds a BSc (Hons) in Psychology from the University of Nottingham, Malaysia. She brings her passion for teaching into every classroom moment, turning lessons into engaging mini adventures through singing, acting out story characters, or using games to teach numbers and words.

 

With her role as a Senior Early Interventionist and Teacher-in-Charge at the Buona Vista branch of Bridging the Gap, Ashley is dedicated to understanding each child’s unique needs while making learning fun and meaningful. She creates a supportive and joyful environment where children can explore, grow, and build confidence every day.

Karen

"When I see a child make progress, even the smallest steps- it makes me feel proud."

Senior Early Interventionist

Karen holds a Degree in Special Needs Education from Quest International University, Ipoh, Malaysia. Inspired by her aunt, who has special needs, she developed a deep love and understanding for children with developmental challenges. She has a particular affection for children with Down syndrome, which inspired her to dedicate her career to supporting children with diverse needs.

 

With her role as a Senior Teacher and Teacher-in-Charge at the City Square Mall branch of Bridging the Gap, Karen’s kind and nurturing approach helps children feel motivated, engaged and confident in their learning. She believes children learn best through play and naturalistic settings, integrating growth opportunities into daily routines. Her goal is to provide a safe, loving, and supportive environment where children can explore, learn, and develop at their own pace.

Sangheetha

"Seeing children gain skills, confidence, and independence inspires me and fuels my passion for Early intervention and Special education. I am committed to continuous learning, currently pursuing my Master's degree, to apply the latest strategies and ensure every child reaches their full potential."

After School Care Programme Lead

Sangheetha holds a bachelor's degree in psychology with Honors from the National University of Malaysia and is currently pursuing a Master of Science in Children with Special Needs. She has more than 5 years of experience working with children and has been part and now leading the After School Care Programme, which provides a safe and supportive environment for children outside school.

 

Her background includes working with adults facing mental health challenges, volunteering with the Penang Mental Health Association and the I-Life Suicide Prevention Campaign, and conducting project-based research, experiences that shaped her holistic approach to child development. Sangheetha began her career as a Special Needs Teacher, supporting children aged 7–9 with diverse learning needs, and initiated the design of a Snoezelen multi-sensory room, reflecting her commitment to creating engaging and innovative learning environments.

Sellam Rajandran

“I love to sing and dance so I am often adding that element in my sessions by singing phrases or carrying out dance and freeze with my students

Senior Speech Therapist

Sellam holds a Master of Science in Speech and Language Pathology from the National University of Singapore. She has 14 years of experience supporting children with special needs across various developmental and learning challenges. Her approach combines professional expertise with creativity, tailoring activities to each child’s unique abilities and interests to maximize engagement and learning outcomes.

 

What drives Sellam most is seeing children achieve progress, whether big or small, and witnessing the joy, pride, and confidence that these successes bring. She is deeply inspired by the resilience and determination of children and their families, and is passionate about advocating for her students, guiding them through challenges, and creating opportunities for them to grow, communicate, and thrive. Her work reflects the belief that early intervention, when delivered with care and creativity, can transform lives.

Bernice Liang

“I’m passionate about martial arts and inclusive sports and I enjoy exploring how activities like Taekwondo can be adapted for children of all abilities. It reflects how I approach teaching- creative, structured, and always focused on helping each child succeed in their own way.

Occupational Therapist

Bernice holds a Master of Special and Inclusive Education (MSIE) from the University of Newcastle, Australia, a Bachelor of Science in Occupational Therapy (Honours) from the Singapore Institute of Technology, and diplomas in Sport Science & Wellness and Biomedical Science from Republic Polytechnic, Singapore. With 5 years of experience, she has supported children and young adults across early intervention programs, clinics, centres, home-based therapy, special schools, hospitals, and school-to-work programs with SG Enable.

 

Bernice is inspired by children’s curiosity and openness, finding joy in witnessing them gain confidence, whether mastering a skill, expressing themselves, or engaging with others. She combines professional expertise with creativity, tailoring activities to each child’s abilities and interests. Passionate about advocating for her students and supporting families, Bernice believes that early intervention, delivered with care and creativity, can transform lives and empower children to thrive.

Michelle Sim

"It is meaningful to walk alongside families as they navigate their child’s developmental journey and to help the little ones build skills that allow them to communicate, participate, and grow more independent in their daily lives

Senior Speech Therapist

Michelle holds a Master’s in Speech Pathology from Curtin University, Western Australia, and has 7 years of experience in early intervention across both social service and private sectors, supporting young children with diverse developmental needs. She has been recognized for her excellence with the NCSS Social Service Award (2017) and the Most Outstanding Clinical Performance Award (2019) among final-year Speech Pathology students in Western Australia.

 

Michelle is passionate about working closely with both children and their families, guiding them through developmental challenges, celebrating every step forward, and equipping them with strategies to thrive in daily life.

 

Her approach blends professional expertise with creativity and empathy, ensuring that learning is engaging, supportive, and tailored to each child’s unique needs. Michelle’s work reflects her belief that early intervention transforms lives, empowering children to communicate effectively, participate fully, and reach their full potential.

Janice Tay

“Drawing from My Journey as a mother and Special Education Professional, I am dedicated in supporting families, breaking down barriers and creating Inclusive environments where every child with developmental needs can flourish and integrate.

 

 

Founder and Clinical Director

Janice Tay, our Founder and Clinical Director, holds a degree in Statistics and Finance and has previously worked in the financial sector. As a mother of a prematurely born child with developmental delays, Janice personally experienced the challenges of navigating mainstream education for a child with special needs. This inspired her to pursue a Master of Education in Special Education at Nanyang Technological University and to establish our Early Intervention center.

 

Passionate about providing holistic education for children with special needs, Janice is a strong advocate for inclusive and supportive environments. She is also a strong advocate in church settings, championing the creation of more structured and supportive environments for children and families. She has deep empathy for children who face learning challenges and social barriers, and she is committed to helping them integrate successfully into society.

 

To equip herself in supporting her own child and other children, Janice studied Educational Psychology and completed courses in ABA Therapy, Dyslexia, and Dyscalculia. She has extensive experience working one-on-one with children, designing Individualized Therapy programs tailored to their unique needs.

Currently, Janice serves as Case Supervisor, providing ongoing guidance and supervision for children’s Individualized Educational Plans (IEPs) and Behavior Intervention Plans (BIPs), ensuring each child receives the support they need to thrive.