Welcome to Arc & Hearth
Arc: The gentle curve of a path or journey.
Hearth: The warm centre of a home where people gather for heat, light, and safety.
WARM SPACE. CLEAR ARC. STORIES REWRITTEN IN SAFETY
About me
I am a Singaporean special needs educator, early intervention specialist and music educator. After working with children and families in Singapore, I have relocated to Kota Kinabalu, Sabah. From 1 October 2026, this is where I am beginning Arc & Hearth’s next chapter, with the hope of reaching and supporting more children and families.
My background in child psychology and inclusive education shapes the way I work. I start by getting to know the child: what interests them, how they communicate, what feels difficult, and what helps them feel safe enough to participate. I use play, sensory exploration, visual supports and clear structure, adjusting my approach as I learn what works for each child.
Connection before education is the belief at the centre of it all.
I notice progress that can be easy to miss. Asking for help, trying a different strategy, joining a shared moment or returning after a break can tell us as much as a completed activity. I work with caregivers to understand these moments and connect what a child is learning with everyday life.
Music is another part of who I am. As a trained musician and ensemble instructor, I have seen how rhythm, sound and shared music-making can open up ways to connect, express feelings and enjoy learning together. I bring it into my work when it suits the child.
Through this website, I share my experience, stories from my practice and practical resources for the adults supporting children. Every child deserves to be understood as they are, with room to grow at their own pace.
Let’s build something warm, structured, and full of possibility together.
MY VALUES
MISSION:
To nurture each child’s development through trauma-informed, structured, and creative intervention. To empower families with tools, knowledge, and confidence to support their child beyond the session.
VISION:
A world where every child is understood, not fixed. A world where families feel supported, included, and celebrated in their child’s story.
CORE PHILOSOPHY:
Connection before education. Every relationship begins with trust. Every child learns best when they feel safe, seen, and supported.
THE 4Es FRAMEWORK
by Phoebe Tan Huey Min
EVALUATE
Understand each child’s unique needs through observation, discussion, and developmental insight.
EDUCATE
Deliver intentional, structured learning experiences tailored to the child’s rhythm and profile.
EMPOWER
Support the child and parent in building independence, confidence, and emotional literacy.
EVOLVE
Adapt over time through reflection, flexibility, and ongoing collaboration.
MY WORK
My work brings together play, movement, sensory exploration and individualised learning. I observe what interests a child, what helps them feel safe enough to participate, and where a small change in the activity or my support might make a difference.
The photos below show the home studio I created back in Singapore. I arranged the space to offer room for movement, quieter moments, hands-on exploration and shared learning. Each child used it differently; the space and activities changed with their needs and interests.
The gallery below offers a glimpse into the spaces, materials and activities I have used with children. I will continue adding
stories from my work and sharing the invisible skills
I notice through play and everyday learning.
If you would like practical ideas in the meantime,
you can find my FREE resources further down the page.
Stories
from My Work
DISCLAIMER. NOTE ON PRIVACY
All names are used with care, and stories are shared respectfully with details adjusted to protect confidentiality.
Finding More Ways to Communicate
When I first met A*, unfamiliar activities and sensations could become overwhelming quickly. A task that looked simple from the outside might feel very different to him. I began by getting to know his interests, noticing early signs of distress and building ways for him to feel safe with me.
Across our sessions, we used science experiments, movement, sensory exploration and games as opportunities to practise flexibility, communication and shared problem-solving. I adjusted the pace, reduced demands when needed, and made room for regulation before returning to an activity. Ear defenders, movement, breaks and adult support were tools he could use, rather than signs that play had failed.
Over time, I noticed more ways he could tell me what he needed. He began to use phrases such as “I am done with this” and “No thank you”, ask permission independently, and return to an activity after a difficult moment.
During one challenging task, he said, “Let’s not give up.” There were still hard days; progress
was in how he communicated, accepted support and found his way back.
His parents also noticed changes at home, including less anger and more openness in communicating with them. At our final session, we shared play and marked the end of our time
together with a set of stacking cups he was excited to explore.
A*’s story reminds me that progress is rarely a straight line. Sometimes it looks like completing the activity. Sometimes it looks like saying “too hard”, taking a break, and knowing there is someone safe to return to.
Al***
(8 years old, mild autism)
WORDS FROM PARENTS