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Early Childhood Development and Education in Singapore

  • Book
  • © 2022

Overview

Editors:
  1. Oon Seng Tan

    1. National Institute of Education, Nanyang Technological University, Singapore, Singapore

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  2. Kenneth K. Poon

    1. National Institute of Education, Nanyang Technological University, Singapore, Singapore

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  3. Beth Ann O’Brien

    1. National Institute of Education, Nanyang Technological University, Singapore, Singapore

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  4. Anne Rifkin-Graboi

    1. National Institute of Education, Nanyang Technological University, Singapore, Singapore

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  • Expounds on the current climate of early childhood education research in Singapore
  • Presents a macro and micro focus on the development of the early childhood education sector in Singapore
  • Adopts a holistic view of child development that focuses on the child and their environment

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Table of contents (15 chapters)

  1. Front Matter

    Pages i-vi
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  2. Introduction to Early Childhood Development and Research in Singapore

    • Oon Seng Tan, Kenneth K. Poon, Beth Ann O’Brien, Anne Rifkin-Graboi
    Pages 1-11

  3. The Honeycomb of Early Childhood Development (ECD): A Big Picture Approach for Supporting Development and Education for Early Years

    • Oon Seng Tan, Jallene Jia En Chua
    Pages 13-42

  4. Pre-school Teacher Education in Singapore: Developments and Challenges

    • Nirmala Karuppiah
    Pages 43-60

  5. Early Learners Curriculum: Case of Singapore Early Childhood Education Working Towards Quality

    • Heidi Layne
    Pages 61-77

  6. Researching Well-Being for Children with Low-Income Family Background in Singapore – For Whom and from Whose Perspective?

    • Heidi Layne, Mardiana Abu Bakar, Mercy K. Jesuvadian, Dhannea Rohaizad
    Pages 79-98

  7. Early Childhood Intervention for Young Children with Special Needs in Singapore: Where We Have Been and Future Directions

    • Kenneth Poon, Huichao Xie, Xueyan Yang
    Pages 99-112

  8. Cross-Cultural Considerations for Adapting Valid Psychoeducational Assessments

    • Nicolette Waschl, Mo Chen
    Pages 113-140

  9. The Importance of Positive Environments on Infant and Early Childhood Neurodevelopment: A Review and Preview of Upcoming, “BE POSITIVE,” Research

    • Anne Rifkin-Graboi
    Pages 141-162

  10. Mindfulness in Early Childhood: Developing 21st Century Competencies

    • Kiat Hui Khng
    Pages 163-187

  11. Using Guided Play to Facilitate Young Children’s Exploratory Learning

    • Yue Yu
    Pages 189-215

  12. Master Your Feelings: Emotional Competence in Early Childhood Parent-Related Antecedents and Child Outcomes

    • Stella Tsotsi, Yang Yang
    Pages 217-240

  13. The Development of Early Arithmetic Skills: What, When, and How?

    • Pierina Cheung, David Munez, Ee Lynn Ng, Kiat Hui Khng, Rebecca Bull
    Pages 241-260

  14. Harmonious Bilingual Development: The Concept, the Significance, and the Implications

    • He Sun
    Pages 261-280

  15. Does Early Language Development Contribute to Socio-emotional Functioning in Pre-school and Beyond?

    • Shaun Goh
    Pages 281-302

  16. Preschool Teachers’ Experiences of Work-Related Stress: A Pilot Study of Singapore Teachers

    • EeLynn Ng, Emily Meow
    Pages 303-320

  17. Back Matter

    Pages 321-324
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Keywords

About this book

This book presents a holistic view of child development that emphasises on being mindful of the child as well as his/her environment. It presents a history of the development of the early childhood education sector in Singapore. This book consolidates the more recent research work that has been done in early childhood education, specifically by researchers from the National Institute of Education, Singapore. It discusses topics focusing on child development and education, teacher training and wellbeing, and the development of culturally appropriate assessment. The content of this book center around the child, with a consideration of influences in the environment that can impact child development.

Editors and Affiliations

  • National Institute of Education, Nanyang Technological University, Singapore, Singapore

    Oon Seng Tan, Kenneth K. Poon, Beth Ann O’Brien, Anne Rifkin-Graboi

About the editors

Professor Oon-Seng Tan is Director of the Centre for Research in Child Development at the National Institute of Education (NIE), Singapore. He is an inaugural Chen Yidan Visiting Global Fellow of Harvard University. He is also a Fellow of the International Academy of Education. Prof Tan was previously Director of NIE. He was President of the Educational Research Association of Singapore and President of the APERA. Professor Tan has been an Expert Panel member of the Social Sciences & Humanities Research Fund of Singapore. He is Editor-in-Chief of Educational Research for Policy & Practice (Springer) and Lead-Editor of Asia Pacific Journal of Education (Routledge).  Prof Tan's areas of research include teacher education, psychology and learning. He has authored/edited more than 20 books and over 150 scholarly articles/chapters in these fields. He has delivered keynote addresses globally including the National Science Foundation EHR Distinguished Lecture, AERA Annual Meetings presidential sessions, the Royal Swedish Academy of Science international symposium, and international education ministers’ summits.


Professor Kenneth Poon is Associate Professor at the National Institute of Education, Singapore. He also serves concurrently as Associate Dean, Education Research and co-Director of the Centre for Research in Child Development. With over twenty years of experience working with individuals with neurodevelopmental disabilities and their families, his research focuses on the developmental psychopathology of children with neurodevelopmental disabilities as well as children at risk. In his research, he seeks to identify the factors which are associated with the risk and resilience of such children, and to inform practice with this research. Aligned with his experience, Kenneth adopts a lifespan and ecological approach in framing research, which has focused largely on individuals with autism spectrum disorders, intellectual disabilities,as well as quality of life. 


Dr. Beth A. O’Brien is Principal Research Scientist and Head of Early and Middle Childhood Research at the National Institute of Education, Singapore. Her research focuses on reading development from a cognitive neuroscience perspective, where cognitive models provide a framework to investigate processes for acquiring literacy, and neuroscience methods supplement these models by specifying the neural constraints of such learning mechanisms. Her work includes longitudinal studies of reading and biliteracy development, intervention studies with struggling learners, and the development of assessment tools. She is involved in ongoing projects investigating neural networks for bilingual readers and artificial neural network simulations of individual differences in reading development. 

Dr Anne Rifkin-Graboi is a Senior Research Scientist and Head of Infancy and Early Childhood Research at The Centre for Child Development, National Institute of Education, Singapore. She is also an Adjunct Investigator at the Singapore Institute for Clinical Sciences, A*STAR.  Anne’s work focuses upon understanding the nature of associations between parent-child relationships and cognitive and emotional skills, especially those related to fronto-limbic processes, including relational memory.  Anne is interested in how variation in these skills, their neural underpinnings, and the pace of their development, may influence later interpersonal relationships, mental health, and academic functioning within specific contexts. Anne has a long history of collaboration with clinicians and neuroscientists, and is certified in attachment measures, a trainer for the Berkeley 6 Year Reunion Procedure, and a certified intervener within the Video Intervention to Promote Positive Parenting and Sensitive Discipline (VIPP-SD).


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