Enhancing the quality of teacher-child interactions in Singapore pre-school classrooms

This exploratory study was aimed primarily at developing baseline data on the quality of teacher-child interactions in Singapore pre-school classrooms. Data were collected through observations of teacher-child interactions in 80 pre-schools, using the Classroom Assessment Scoring System (CLASS) in the three key domains which are 1) Emotional Support, 2) Classroom Organisation, and 3) Instructional Support (Pianta, La Paro, & Hamre, 2008). It was found that the overall quality of teacher-child interactions in the Singapore pre-school classrooms was low to moderate, with Instruction Support being the lowest. This finding is similar to that found in studies conducted in many other countries including China and the U.S. (Slot, 2017). Possible reasons and explanations will be presented, and suggestions to improve or enhance the quality of teacher-child interactions will be proposed. This study has implications on pre-school teacher education and professional development as well as government policies and regulations for the Singapore pre-school sector

Identifying training needs for multicultural education of pre-school teachers:: a Singapore case study

The purpose of this study is to Identify the training needs for multicultural education of pre-school teachers In Singapore. There are two tasks involved in this study. The first task Is to Investigate the concepts and issues related to multicultural education and pre-school teacher education In the context of Singapore. The second task is to use the results of the investigation in the first task as input for the design of a framework for a multicultural component to be conducted In the teacher-training program for preschool teachers in Singapore. While a review of related local and international literature was done to meet the first task, a survey was conducted to meet the second task. The survey was aimed at answering the overall research question, that is, What do pre-schoolteachers in Singapore already know or understand about multicultural education? The overall research question was further broken down into sub-research questions from which items for the questionnaire were drawn. A sample of about 60 pre-school teachers was selected and asked to complete the questionnaire to ascertain their level of understanding of and experience in multicultural education and its importance in early childhood, as well as their views on what they thought were the training needs In multicultural education for pre-school teachers. The data collected were analyzed using the Information gathered from the review of related local and International literature. The data showed that while most teachers believe that multicultural education is important and should be taught in the early years, they have a simplistic, narrow or superficial understanding of multiculturalism and multicultural education. The data also showed that while some teachers have a positive experience in multicultural environments and with multicultural people, their knowledge and experience was superficial and limited. Finally, the data also showed that the teachers agreed that a multicultural component be incorporated in the pre-schoolteachers-training program. These findings are Important in identifying the needs of pre-school teachers in Singapore as well as to develop a framework to meet their needs. This framework would then provide the basis for designing the multicultural component in the pre-school teacher-training program. This study could lead to further research on meeting the needs of pre-school teachers in other areas of teacher-training, as well as meeting the needs of preschool teachers in other teacher-training institutes in or outside Singapore. It could also lead to a new research on the effectiveness of the component on multicultural education for pre-school teachers

What are Singapore parents’ perception of play in the early years?

International research indicate that play is the most effective way for children to learn and develop physically, cognitively, socially and emotionally as well as reduces stress and enhances confidence, curiosity and creativity. Despite the importance and benefits of play for children’s learning and development, play seems to be vanishing from preschool classrooms globally (and in Singapore) for various reasons.   It is believed that one of the reasons for this phenomenon could be the lack of parents’ support for children’s play due to their high expectations and demand for academic achievement and the lack of their awareness or understanding on the importance of play in children’s development.  Hence, the key purpose of this exploratory study is to gather data from parents on their perception of play and holistic development in Singapore preschools.  Data were collected from 30 parents through interviews using a semi-structured questionnaire. The data collected were transcribed verbatim and coded and subsequently, organised by research question and analysed and interpreted constructively and reflexively.  The findings of the study revealed that although most Singapore parents understood and recognised the importance of play and holistic development in the early years, some of them wanted preschools to prepare their children academically for primary school. Parents also shared a list of factors which supported or impeded their support for children’s play and some of them felt that they could benefit from parent education programmes. These findings highlight the importance of the school-family-community partnership in the education of young children in Singapore

Multicultural education: The understandings of preschool teachers in Singapore

For multicultural education to be effective, it must be introduced in the early years and reinforced throughout the school years. It is important for teachers of young children to be equipped with the appropriate knowledge, skills and positive attitudes to promote multiculturalism in their classrooms. This paper reports on a survey involving preschool teachers in Singapore who were participating in an in-service training course. The teachers completed a questionnaire to indicate their understandings of multicultural education and their perceptions of its importance in early childhood education. The findings indicated that the teachers endorsed the need for multicultural education in preschools and the importance of children learning tolerance and understanding of other cultures in the Singaporean context. However, while preschool teachers held positive attitudes towards multicultural education, there was limited understanding of the challenges in implementing an anti-bias teaching and curriculum approach. The implications of these findings for preschool teacher education programs in Singapore and in other countries focus on supporting teachers in developing more critical and deeper understandings of multiculturalism

Teacher's Beliefs and Practices in Early Childhood Education in Singapore

This book contributes to the literature on early childhood education services in Singapore. It evolved from a research study which was carried out to understand the beliefs and practices of three Singaporean teachers through their critical reflection on their professional work. This study was based on research which indicates that any efforts to improve the quality of early childhood services should involve the teachers themselves. Teachers who are capable of critical reflection on their work with children and families will be more effective practitioners.\u