“As a parent, I realised my child is a reflection of me. It is easy to become a parent, yet not easy to parent well.  We actually need to learn how to be a positive and healthy role model. Action speaks louder than the words I Love You.

Vernessa Chuah, Founder & Director
A mother, educator and coach

My dream was to be a teacher since young. Somehow I knew I was an educator at heart. I spent more than 16 years, gaining experience as an educator in Canada, Australia, Malaysia and Singapore, connecting with both children and adults.

Diving into many different educational work and activities, such as children reading circle, special needs notetaking, childcare teacher support, relief teaching, private tutoring, enrichment teaching and tertiary lecture.

My love for learning and sharing has spurred me to further pursue my Masters in Education, with a specialisation in Leadership, Policy and Change.  There were three missing links that inspired me to build Mindful Space; here are the three core pillars:

The first was the well-being of parents. There were times I felt parents forget that taking care of themselves is also part of taking care of their children. I want a space that encourages parents to recharge themselves so they can be better versions of themselves for their family – mentally, emotionally and physically.  We need to fill our cup first, so we can run a longer mile and not on leftover fuel. This is the reason Mindful Space provides yoga, mindfulness, meditation and wellness workshops for parents.

The second – knowledge and skills for parents and partners. As 21st-century parents, we are advocating respectful and positive parenting, yet most of us lack the knowledge and skills as we are raised in the traditional and conservative way; nagging, yelling, and even spanking was common. Good news, these are learnable skills and I am inspired to create a neutral space where we can leverage a vast range of expertise from professionals from different backgrounds –  from a nutritionist, family psychiatrist,  occupational therapist, to relationship and family coach and other like-minded beings who are aligned with our vision. Mindful Space curates quality learning and experiences conducted/facilitated by different trainers and speakers on a monthly basis to provide workshops from the moment parents are expecting their first child to when their children become young adults at 18 years old. I believe that every parenting journey has a different set of challenges at each stage of our children’s growth. It doesn’t necessarily get easier, and we are parents for a lifetime. Parenthood is on-the-job training that never ends.

The third – bonding and learning as a family.  When researchers look into Danish and Dutch kids who are known as one of the happiest kids in the world, it was family bonding and time together that contribute to the quality of their childhood and later on adulthood. My ambition is to create opportunities for parents and children to bond and learn together, whether it’s family yoga, music & movement, creative arts therapy, sensorial play or other experiential learning. Through fun-play, parents can discover more about themselves and their children. Both parties explore how to communicate and express themselves better and reinforce the life skills and values learned as a family

In addition, I love the outdoors very much, from hiking up Mount Everest B.C, camping on no man’s land (we hunted and gathered our own food), to sailing. I hope the next generation has the opportunity to enjoy adventures and deeper connections with mother nature, grounding ourselves and leading more centred lives. Thus, I also created an edible urban farm at Mindful Space so families can explore BEING together, BEING with themselves individually, or simply just BEING and practicing mindfulness.

In addition, my loss of three beautiful angel babies had transformed my vulnerability to support other women who experienced miscarriage, abortion and infertility. I hold a pregnancy loss circle for the community, and coach women on how to move forward with the trauma, grief and loss.  Being the first pregnancy loss coach in South East Asia, I am committed to shining light on this not-talk-much-about-topic that affects 20% of pregnant women worldwide.

Mindful Space is everything I believe and love  – children & education, parenting knowledge, continuous learning, yoga and fitness. You will find me constantly reading, learning and taking courses to upgrade myself. I look forward to hosting amazing international speakers and organising events that have been life-changing for me; Mindful Space is where I can share my enriching experience.

I aim to empower parents to better support and accept their children’s well-being and emotions. Most importantly, let’s all enjoy the parenting journey! As a mother, educator and coach, I believe positive change starts with us. We have the power to gift to the next generation, self-empowerment, self-love, self-awareness and more.

Vernessa Chuah
(Founder of Mindful Space)
A mother, educator and coach

Recognition & Awards

  • Monash Education | Vernessa Chuah | Mindful Space Monash University (Australia), 2021. Changemaker in the community
  • Channel News Asia | Mindful Space Singapore Channel New Asia (Singapore), 2021. Pregnancy Loss Coach
  • Expat Living SG (Singapore) | 2022 for Best Kids Art Programme Silver Winner | Mindful Space Singapore Expat Living SG (Singapore), 2022 for Best Kids’ Art Programme Silver Winner
  • Women Business Owners Asia, 2022. Life Coach for Parents, Kids, and Women
What we believe in?


Learning and growing can be more connected, purposeful and empowering for parents and children


  • Connection within
    body awareness, emotion regulation, and growth mindset
  • Connection with others
    kindness, empathy, boundaries
  • Connection with mother nature
    love, protection and emotion connection



  • Meaning and Intention
    Why am I doing what I am doing?
    Where do I see myself? What do I envision myself to be?
  • Mental clarity and agility
    resilience, adaptability, and openness to mistakes
  • Authenticity
    social courage for a journey to embrace possibilities and differences



  • Self-motivated
    curious, critical thinking and responsible
  • Well-being
    self-worth, self-esteem, and confidence
  • Growth
    independent learner, power to make choices with internalised values, and willing to be out of comfort zone


How we do it?


We know the most common senses (vision, hearing, smell, taste, and touch), but there are some more vital senses are present in our body.

  • The Tactile Sense
    sensory information through the surface of our skin so we are aware of texture, shape, and size of an object or surface.
  • The Vestibular Sense
    sensory information about the balance and movement.
    The vestibular sense organ is present in the inner ear and helps us to know the position of our body in space / spatial awareness.
  • The Proprioceptive Sense
    sensory information through our muscles and joints to know the body awareness, movement of joints, whether its flexing or extending.

Sensory integration helps us integrate the missing link between the body and brain, which also explains why sometimes our children understands cognitively (brain) but lack the ability to control (body).

Research has shown sensory integration is important for these everyday functions:

  • Academic skills
  • Attention (higher level cognitive functions)
  • Balance
  • Body awareness
  • Body position / spatial awareness
  • Emotional security
  • Fine motor skills
  • Force, or grading of movement
  • Hand-eye-feet-eye coordination
  • Healthy relationships with others
  • Gravitational security
  • Gross motor skills
  • Memory (higher level cognitive functions)
  • Muscle tone
  • Postural stability
  • Self-esteem
  • Self-regulation / self-control
  • Speech and language skills
  • Social skills


Sensory integration through

  • movement-based activities to create body and mind awareness
  • outdoor and nature-based to create a connection and love with the mother earth

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Why we do it?


Fun-Play with Movement

Brain science has proven that humans learn best when having fun. Why? When having fun, the body releases happy hormones, the pleasant emotion helps us to remember better. The body-brain is four times more powerful than the mind-brain.

When the body goes through healthy movements, and pleasant emotions are developed, the brain registers the feeling and sensory experience much better.

When there is a lack of movement-based activities, the body experience lack of body awareness, and the brain becomes more sluggish. At the same time, most children are attracted to explosive movements (eg: soccer, swimming, gymnastics, cycling), yet they need a controlled movement that requires more body awareness to stay balanced, controlled, and coordinated. Repetition alone builds muscle memory, not the awareness of their body anatomy and possibilities. Yoga is a good example of controlled movement.

We just understand how the brain works best and leverage it! We believe that the well-being of children all starts with the body. Our bodies are powerful, and if we listen enough, we can find answers and clarity within. When children’s bodies feel good, their emotions are better, and they generally perform better in their daily activities.


We believe learning can be more empowering (child-led) for these future leaders. Children can make decisions and choose what they want to learn, and how they want to learn, so they feel purposeful and more resilient in their journey. They would problem-solve, be adaptable and go the extra mile when they find meaning in what they do. Children can be empowered in their role as a learner (age-appropriate level). They understand that the freedom to make choices comes with responsibilities and consequences, and they have a mental clarity of their role as a child and student. 

Empowered children are driven to grow further in their journey and be independent learners. When they face challenges or obstacles, they wear their critical thinking and problem-solving hat. Boosting their self-worth and value, nurturing their self-esteem and confidence to believe in themselves.


We believe being outdoors with mother nature, supports the children’s learning and growth journey further by building their values and life skills such as grit, kindness, empathy, positivity, and a growth mindset. These values and life skills can be applied and support the children better at school and home, whether in academics or non-academics. It positively compliments the child’s learning and development. Not all success and life skills can be measured by exam scores and grades. When we do something with love, when the spirit and love for learning come from the heart, this lifetime gift is beyond measure.


Family Values

We believe in being a proactive, positive and respectful role model for the future generation.  Before this can happen, we need the awareness, acknowledgement and acceptance of our possibilities, limitations and differences.

We believe in empowering parents to think out of the box. Evaluating what family values and the ways they want to reinforce them in their children. Are they able to see their children beyond their current state where their possibilities and differences are embraced?


We work together with parents to build a respectful and positive parenting community together. We discuss our intention and approach to have alignment and synergy in nurturing the child. We share classroom observations on their children’s growth mindset, resilience, physical, social, and emotional development. We are a village that raises the child together.

Hear Vernessa’s frog story!


Family Quality Time

We believe all parents want their children to do well, yet are we prioritising the child’s well-being? Or are we just following the herd and norm in this rat race? Knowing differs from applying and taking action with the acquired knowledge and skills. Most undesired behaviour in children is the symptom (visible above the iceberg) of an unpleasant emotion and underlying unmet need (beneath the iceberg). Research shows that a strong family foundation with quality time and healthy communication solves most undesired behaviour in children. Parents who bond with their child deeper understand the root cause and address the unmet need instead of the symptom. Taking challenging moments as teaching moments.


We curate various weekend family events that promote family bonding, positive communication, and quality time together. Activities range from age 2 to age 15 children with their parents.



When the adult can learn to be aware and acknowledge the pleasant and unpleasant emotions inside them, not dismiss, distract, or suppress them, when they are allowed to “be” and accept their circumstances when they are given the tools on how to take action on these emotions and thoughts, they are in a better head space, heart space and capacity to provide for the family. They understand the importance of self-care; when they take care of themselves, they also take care of their family.


We organise self care activities such as mindfulness, yoga, sound bath, safe conversations for moms, women’s circle, parenting workshops, and support through conversations.



We believe in a conducive, inclusive and safe space for children to be themselves, learn and make mistakes, and have fun with hands-on activities. Child-led means allowing children to do their own risk assessment and take responsibility for their actions. Giving them the power to make choices, trust their resilience level.


Activities at Mindful Space are holistic, inclusive, and play-based. We believe there are benefits when older and younger children, neurotypical and neurodivergent children are placed in a mixed age group and mixed ability setting. They have the opportunity to be inclusive and practice kindness and empathy to embrace the differences in abilities, pace and perspectives. In a classroom setting at Mindful Space, there can be 20- 30% of children with special needs, so both neurotypical and neurodivergent children can learn to co-exist together and work together with each others’ differences. Classes consist of an age range so the older children can learn to take care of the younger children s and practice role modeling. Building a sense of responsibility and community in the space. This advocates the older children what a good leader encompasses; it is about empowering and supporting others to be better.


Mother Nature

Children learn to build an emotional connection with mother nature when they spend more time outdoors. They can love and protect the environment and have more sustainability awareness when they can feel, see and be present with nature more. Children tend to practice more collectivism than individualism when we provide a social platform and opportunities for them to play together. Outdoor play has proven to connect children better and increase their level of empathy, reduce bullying and anxiety in children.


Outdoor and nature-based activities. Eg: Forest school, marine walk, wood-making, botanical art, explore the bugs world etc.


We empower our teachers to teach out of the box with their passion, creativity, and love. When teachers feel purposeful and connected, they will go the extra mile. We believe that when teachers have the heart and head space for themselves, they have more capacity to hold space for the children.

We learn and grow together with our students, the children are constantly teaching us. As educators, we are always reflecting, unlearning, and relearning. Learning is beautiful when we grow together.

We practice the 4A’s together with the children

  • Awareness
  • Acknowledgement
  • Acceptance
  • Action


We train our teachers regularly yet allow them freedom and empowerment on how they want to conduct the sessions. They know the children and dynamics of their class. They can adapt to make choices to meet the children’s needs best. 

We respect our teacher’s well-being, time, and worth. When their basics are taken care of with reasonable and fair pay, they have more capacity to take care of others and their surroundings. We care for our teachers, and well-being support is available for the team.

Others: Yoga Teacher Training, Observation Sheet, and Support Group.

Our Clients

Core Pillars


Assist in growing a child’s mind (IQ), physique (PQ), emotions and behaviour (EQ), and social intelligence (SQ).


Focus in building a proactive, positive and respectful parenting community for the future generation.


Nurture resilience, empathy, growth mindset, and self-esteem through play from infancy to teenhood.

Core Values


  • Curious about what stories our body is telling us (physical awareness)
  • Listen to different perspectives with compassion, without judgment (social awareness)
  • Understand what triggers our fight, flight, or freeze mode and how to manage our unmet needs (emotional awareness)
  • Willing to explore new and possible solutions (risk-taking and out of comfort zone)
  • Open to asking questions to go deeper (why, who, when, where, how)
  • Find ways to explore and stretch our mental and physical capacity
  • Willing to say “I don’t know”, be wrong or make mistakes so we can learn
  • Being present in the moment (mindfulness practice)
  • Motivated to grow, learn progress (intrinsic motivation)
  • Willing to learn, unlearn and relearn
  • Nurture the love for learning (life skills)



  • Promotes healthy inner voice and increases self-esteem
  • Enhanced intrinsic motivation, self-discipline, and perseverance
  • Improved sense of self-worth and belonging
  • Develop a level of awareness towards self and others’ need
  • Trust owns level of competency and resilience level
  • Ability to explore out-of-the-box thinking, critical thinking, and problem-solving
  • Build patience, concentration, and cooperation
  • Grow a healthy positive mindset
  • Learning to make requests (instead of complaining)
  • Conscious of how our words and actions impact others (kind, helpful, and necessary)



Compassion is like a muscle, the more we practice compassion, the stronger it gets.

  • Competent to acknowledge and articulate the discomfort we experience in our emotions, body, and social context
  • Learning to make requests for our own needs (compassionate to self)
  • Encourage others and cooperate in a team (compassionate to others)
  • Ability to hold boundaries and respect others’ boundaries
  • Be kind and respectful to our own body and self