How Do Children Learn? Beliefs and Practices Reported by Kindergarten Teachers in Singapore

Tan, Ching Ting; Rao, Nirmala

doi:10.17206/apjrece.2017.11.3.81

Cited by 6 publications

(3 citation statements)

References 56 publications

(38 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Based on the findings from Tan and Rao (2017), the Singapore government strongly encourages and provides allocations for new kindergarten teachers to undergo training to improve their skills, knowledge, and qualifications. As a result, since 2006, kindergarten teachers in Singapore had at least Diploma level and have attended courses and training related to the curriculum to strengthen classroom TnL.…”

Section: Issue Of Lack Of Training In the Implementation Of National ...mentioning

confidence: 99%

Teacher Competence in The Implementation of National Preschool Curriculum

Roslin¹,

Bakar²,

Madar³

2023

IJARPED

View full text Add to dashboard Cite

Teacher's knowledge, skills and attitudes are important aspects of competence in the implementation of curriculum. These three aspects are interrelated with each other to ensure that the implementation of the curriculum achieves the intention of the NPSC (Revision 2017). The implementation of the national preschool curriculum (NPC) in this context is based on the National Preschool Standards-Based Curriculum (NPSC) (Revised 2017). This concept paper provides reviews on the competence of teachers, and the challenges of implementing NPC among preschool teachers. The results of the survey found that teachers' knowledge and skills about NPC were still at a moderate level. In addition, teachers were also found to be less skilled in the implementation of their special curriculum from the aspect of teaching and learning strategies (TnL). However, from the aspect of attitude, preschool teachers have a positive attitude towards the curriculum implemented. There were three main challenges faced by preschool teachers in the implementation of the preschool curriculum, namely the lack of training related to curriculum exposure, lack of knowledge and skills regarding the curriculum, and lack of experience in the field of early childhood education. In this concept paper, the researcher also put forward some suggestions related to the competence of preschool teachers in the implementation of the NPC to improve the quality of this curriculum implementation.

show abstract

Section: Issue Of Lack Of Training In the Implementation Of National ...mentioning

confidence: 99%

Teacher Competence in The Implementation of National Preschool Curriculum

Roslin¹,

Bakar²,

Madar³

2023

IJARPED

View full text Add to dashboard Cite

show abstract

“…Tang (2015) found that the participating teachers strongly believed in the value of using developmentally appropriate materials and the child-centered pedagogy, reflecting a paradigm shift of the national early education toward a less academic-focused, teacher-led, but more child-centered curriculum. In a survey study, Tan and Rao (2017) reported that teachers believed in both child-centered and teacher-centered pedagogies, but they have a stronger recognition of the child-centered approach. Consistently, Ebbeck et al (2019) found that 91% of teachers valued outdoor play as it could support children's physical and social-emotional development.…”

Section: Perceived Curriculummentioning

confidence: 99%

Curriculum Hybridization and Cultural Glocalization: A Scoping Review of International Research on Early Childhood Curriculum in China and Singapore

Yang

2022

ECNU Review of Education

View full text Add to dashboard Cite

Purpose This article presents a scoping review of the internationally published research on the early childhood curriculum (ECC) reforms, policies, measures, and effectiveness in China and Singapore, to explore the joint and interactive effects of globalization and localization in ECC in two different contexts. Design/Approach/Methods We reviewed and analyzed the chosen studies with a multilevel curriculum framework: formal curriculum, perceived curriculum, operational curriculum, and curriculum ideology. Findings The synthesis of evidence indicated that in both China and Singapore (1) a constructivist orientation is relied upon to construct the formal curricula; (2) the perceived curricula have been heavily influenced by the indigenous values and contextual realities; and (3) the Western ideology embedded in the formal curricula has not been realized, as reflected in the operational curricula. Originality/Value The phenomenon of curriculum hybridization has been scrutinized to explain these findings regarding curriculum ideologies and practices. As confirmed by the findings and theoretical explanations, the 3CAPs framework (culturally, contextually, and child-individually appropriate practices) can be employed to guide the development of ECC in policies and practices.

show abstract

“…In general, individual nations have varied somewhat in what they consider appropriate/inappropriate practices (e.g., Kim 2008, Kim et al 2005, and McMullen et al 2005. Research studies conducted in countries that include China, Ecuador, England, Finland, Greece, Hungary, India, Jordan, South Korea, Taiwan, Singapore, and Turkey elucidate worldwide perspectives regarding teachers' beliefs toward DAP and have shown relationships between varied sociocultural aspects and educational systems in different nations and how teachers and educators may view DAP (Erdiller Akin and McMullen 2003;Hoot et al 1996;Hedge and Cassidy 2009;Hsieh 2004;Lin 2004;Liu 2007;Ting Tan and Rao 2017). Concomitant with the need to expand DAP research worldwide, a few studies have been conducted in the Middle East, particularly in Jordan (e.g., Abu-Jaber et al 2010, Haroun and Weshah 2009, and Rababah 2012, Lebanon (Faour 2003), and Oman (Mohamed and Al-Qaryouti 2016).…”

mentioning

confidence: 99%

Teachers’ beliefs about developmentally appropriate practices in Saudi Arabia

Alghamdi

Ernest

2019

ICEP

View full text Add to dashboard Cite

BackgroundThere has been a widespread interest in the National Association for the Education of Young Children (NAEYC) framework for Developmentally Appropriate Practice (DAP). Since the release of DAP in 1987, the framework was quickly criticized with reference to DAP ignoring the importance of children's social and cultural backgrounds and a focus on development as a universal goal (Delpit 1988;Jipson 1991;Kessler 1991). Although Bredekamp (1993) stated that some of the criticism (e.g., Fowell and Lawton 1993) of DAP are based on misinterpretations of the statement, changes to the second and third position statements have been seen by many to address major issues concerning diversity and cultural background, second-language learners, and special needs children (Copple and Bredekamp 2009). More recently, variations in cultural practices have been shown to be consistent with DAP and researchers have explored how teachers respond to DAP when there are clear contrasts with their own beliefs and values. For example, Sanders et al. (2007) have explored African American teacher's perceptions of DAP in the 'hood; AbstractSince the first release of NAEYC's guidelines, DAP has received a lot of attention from childhood professionals in the United States. Internationally, many countries have also shown a growing interest regarding DAP, yet interest in DAP is new to the Saudi educators. Thus, the purpose of this study was to explore preschool teachers' subjective beliefs toward NAEYC's guidelines of DAP in Saudi Arabia, one of the most conservative Middle Eastern countries. Q Methodology, as a mixed methods approach, was used to study 37 preschool teachers randomly selected from five preschools in Mecca city. The participants sorted 50 cards with examples of DAP and developmentally inappropriate practice (DIP) or "In Contrast" statements which represented perceived importance of the practice to the sorter. To analyze the data, a Principal Component Analysis (PCA) with Varimax rotation indicated four main components regarding the beliefs of Saudi preschool teachers as they relate to DAP's guidelines. Each component represents a unique perspective (viewpoint) on how Saudi preschool teachers view DAP and contrasting items based on their subjective points of view. The four main perspectives that emerged from the analysis show a dominance consensus among perspectives that fit equitably within the DAP framework regarding the best practice of early childhood education. Findings from this study provide evidence that many aspects of developmentally appropriate practice can be appropriate in different cultures and countries. Open Access© The Author(s) 2019. This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creat iveco mmons .org/licen ses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if chan...

show abstract

How Do Children Learn? Beliefs and Practices Reported by Kindergarten Teachers in Singapore

Cited by 6 publications

References 56 publications

Teacher Competence in The Implementation of National Preschool Curriculum

Teacher Competence in The Implementation of National Preschool Curriculum

Curriculum Hybridization and Cultural Glocalization: A Scoping Review of International Research on Early Childhood Curriculum in China and Singapore

Teachers’ beliefs about developmentally appropriate practices in Saudi Arabia

Contact Info

Product

Resources

About