Teacher quality is an anchoring factor of the success of early childhood education systems. Best early childhood teacher education systems in the world ensure that their teachers are both knowledgeable and supported at the pre-service and in-service levels. The current chapter will explore early childhood teacher education in Singapore and suggest how the science of human development, particularly the science of learning, as well as excellent formal teacher policies may collectively contribute to developing knowledgeable and supported preschool teachers. We mirror the existing National Institute of Education (NIE) V3SK teacher education model into the early childhood context and raise possible areas that can be modified or improved by drawing insights from the science of learning and teacher policies. Overall, we believe that Singapore's early childhood teacher education in the future can benefit from increased coverage on cognitive and emotive science, which enhance teachers’ understanding of their learners and teacher–child interactions. The professional community can also be leveraged upon to encourage continual professional development beyond initial teacher education. Lastly, a model allowing for practice to be spliced within theoretical components may also be beneficial for pre-service teachers to effectively practise learnt skills during training.