Pre-school/Early Childhood Education

Description of Task Force

This research area will help us understand how Singapore children are growing and learning during their first 6 years of life in different kinds of homes, communities and preschools. It will also investigate how these children’s early education experiences can be improved to support their transition into primary school. It will critically examine the quality and continuity of learning experiences and educational materials offered in both preschools and during the lower primary years. The overarching objectives are to support the development of better preschool programmes and policies (including pre-service training for preschool teachers) and to build capacity of local researchers to contribute towards cross-cultural and comparative studies on childhood and early childhood education. These pages will be promoted to the local media as well and will be shared with educators, education researchers and education policymakers.

List of team members:

List of team members' publications related to the research theme:

  • Kenneth Poon Kin Loong
    • Lee, A. H. S., & Poon, K. K. (2014). The impact of teaching methods on leaning of Chinese characters among English-Chinese bilingual children with dyslexia. Asia Pacific Journal of Developmental Differences, 1(1), 20–29
    • Rickard-Liow, S. J., & Poon, K. K. L. (1999). Phonological awareness in multilingual Chinese children. Applied Psycholinguistics, 19(3), 339–362.
    • Tan, Y. H., Poon, K. K., & Rickard Liow, S. J. (2013). Predictors of reading ability in English for Mandarin-speaking bilingual children in Singapore. Early Child Development and Care, 183(10), 1420–1431.
  • Karuppiah Nirmala
    • Berthelsen, D., Brownlee, J., & Segaran, N. (2009). Childcare worker’s and centre director’s beliefs about child care quality and professional training. Early Child Development and Care, 1–19.
    • Berthelson, D., Brownlee, J., & Karuppiah, N. (2011). Teachers’ beliefs and practices in early childhood education in Singapore. Singapore: Pearson Education.
    • Karuppiah, N. (2010). Multicultural education: Identifying training needs of preschool teachers. Germany: Lambert Academic Publishing.
    • Karuppiah, N. (2011). Sparking curiosity through simple science. Singapore: Pearson Education.
    • Karuppiah, N. (2011). Sparking creativity through simple art & craft activities. Singapore: Pearson Education.
    • Karuppiah, N. (2013). Assessment and culture. In D. Pandergast (Ed.), Teaching early years: Rethinking curriculum, pedagogy and assessment. NSW: Allen and Unwin.
    • Karuppiah, N., & Berthelsen, D. (2011). Multicultural education of preschool teachers. Australian Journal of Early Childhood.
    • Yeap, B. H., Segaran, N., & Aziz, D. (2008). Earlybird Kindergarten Mathematics (Standards Edition): Teacher's Guide A. Singapore: Marshall Cavendish Education.
    • Yeap, B. H., Segaran, N., & Aziz, D. (2008). Earlybird Kindergarten Mathematics (Standards Edition) Teacher's Guide B. Singapore: Marshall Cavendish Education.
  • Audrey Lim
    • Chan, L., Cheng, Z. J., & Lim, S. E. (Eds.). (2003). Early language and mathematics. Hong Kong: Hong Kong Institute of Education.
    • Chan, L., Wong, N. C., Lim, S. E., & Cheuk Wong, K. S. (Eds.). (2003). Improving the quality of early childhood education. Hong Kong: Hong Kong Institute of Education.
    • Evans, R., Honig, A. S., & Lim, S. E. A. (Eds.). (1998). Singapore childcare and early education. London, UK: Early child development and care.
    • Ho, L, Y., Wong, N. C., Wong, Y. Y., Lim , S. E., Li, Y. L., Li, H., & Woo, Y. S. (2003). A self-assessment and self-improvement model for quality teaching in early childhood. Hong Kong Journal of Early Childhood, 2(2), 50–54.
    • Hong, A. S., & Lim, S. E. (Ed.). (2003). Early childhood education in Hong Kong. London, UK: Early child development and care.
    • Honig, A., & Lim S. E. (2003). Early childhood education in Hong Kong. Early child development and care, 173(1), 1–6.
    • Honig, A. S., & Lim, S. E. A. (2013). Bilingualism, language, learning, stories, and reading skills among children in four Asian countries. Early Child Development and Care, 183(10), 1355–1507.
    • Lam Lam, M. Y. H., Lim, S. E. A., Ma, J. C., & Adams, L. D. (2003). What Hong Kong teachers and parents thinking about thinking. Early child development and care, 173(1), 147–158.
    • Leung, C. S., Lim, S. E. A., & Li, Y. L (2013). Implementation of the Hong Kong language policy in pre-school settings. Early Child Development and Care, 183(10), 1381–1396.
    • Leung, C. S., Lim, S. E., Lui, Y.Y., & Chan, S. I. (2004). Parents’ roles in promoting reading in English at home in Hong Kong. Hong Kong Journal of Early Childhood, 3(1), 14–24.
    • Leung, C. S. S., Chan, P. K. W., & Lim, S. E. A. (Eds.). (2010). Critical perspectives on language and literacy. Hong Kong: International Reading Association, International Development in Asia Committee, Hong Kong Reading Association.
    • Li, Y. L., & Lim, S. E. (2009). Educational innovations in Hong Kong: Its implications of policy change for early childhood development. In J. B. Mottely & A. R. Randall (Eds.), Early education (pp. 1–20). Hong Kong: Nova Science Publishers.
    • Lim, S. E., Chan Cheng, P. W. D., Lam, M. S. M., & Ngan, S. F. (2001). Enhancing reflective and critical thinking skills. In Y. C. Cheng, K. W. Chow, & K. T. Tsui (Eds.), New teacher education for the future: International perspectives (pp. 485–522). Hong Kong: The Hong Kong Institute of Education & Kluwer Academic Publishers.
    • Lim, S. E., To, Y. K., Ma, J. C., Law, Y. W., & Ching P. S. (2003). Enhancing literacy-rich play in Hong Kong preschool environments. Hong Kong Journal of Early Childhood, 2(1), 44–53.
    • Lim. S. E. A., Cheng, P. W. D., Lam, M. S. M., & Ngan, S. F. (2003). Developing reflective and thinking skills by means of semantic mapping strategies in kindergarten teacher education. Early child development and care, 173(1), 55–72.
    • Lim, S. E. A., & Segeram, S. C. (2010). From communicative language to text types. In C. S. S. Leung, P. K. W. Chan, & S. E. A. Lim (Ed.), Critical perspectives in language and literacy (pp. 93–116). Hong Kong: International Reading Association, International Development in Asia Committee, Hong Kong Reading Association.
    • Lim, S. M., & Lim, A. S. E. (in press). Governmentality of early childhood care and education in a global city. In N. Rao, J. Zhou, & J. Sun (Eds.), Early childhood education in Chinese societies. Dordrecht, The Netherlands: Springer.
    • Tin, H. W., Nonis, K. P., Lim, S. E. A., & Honig, A. S. (2013). Teachers’ perception of the importance of stories in the lives of children in Myanmar. Early Child Development and Care, 183(10), 1449–1467.
    • Wong, H. L., & Lim S. E. A. (2002). Early childhood education in Singapore. In K. S. L. Chan, & E. J. Mellor (Eds.), International developments in early childhood services (pp. 183–193). New York, NY: Peter Lang.
  • Beth Ann O’Brien
    • O’Brien, B. A., Van Orden, G., & Pennington, B. F. (2013).  Do dyslexics misread a ROWS as a ROSE?  Reading & Writing: An Interdisciplinary Journal, 26(3), 381–402.
    • O’Brien, B. A., Wolf, M., & Lovett, M. W. (2012).  A taxometric investigation of developmental dyslexia subtypes.  Dyslexia, 18, 16–39.
  • Rebecca Bull
    • Brown, E. L., & Bull, R. (2007).  Can task modifications influence children’s performance on false belief tasks?  European Journal of Developmental Psychology, 4, 273–292.
    • Bull, R., Davidson, W.A., & Nordmann, E. (2010).  Prenatal testosterone, visual-spatial and numerical skills in young children.  Learning and Individual Differences, 20, 246–250.
    • Bull, R., & Espy, K. A., & Wiebe, S. (2008). Short-term memory, working memory and executive functioning: Longitudinal predictors of mathematics achievement at age 7.  Developmental Neuropsychology, 33, 205-228.
    • Bull, R., Espy, K. A., & Senn, T. E. (2004).  A comparison of performance on the Towers of London and Hanoi in young children.  Journal of Child Psychology and Psychiatry, 45, 743–754
    • Bull, R., Espy, K. A., Wiebe, S. A., Sheffield, T., & Nelson, J. M. (2011). Using confirmatory factor analysis to understand executive control in preschool children: Sources of variation in emergent mathematic achievement. Developmental Science, 14, 679–692.
    • Bull, R. & Scerif, G. (2001).  Executive functioning as a predictor of children’s mathematics ability: Shifting, inhibition, and working memory. Developmental Neuropsychology, 19, 273–293.
    • Espy, K. A., & Bull, R. (2005).  Inhibitory processes in young children and individual variation in short-term memory.  Developmental Neuropsychology, 28, 669–688.
    • Espy, K. A., Bull, R., & Martin, J., & Stroup, W. (2006).  Measuring the development of executive control with the Shape School.  Psychological Assessment, 18, 373-381.
    • Lee, K., Pe, M. L., Ng, S.-W., Ang, S. Y., Hasshim, M. N. A. M., & Bull, R. (2012). The cognitive underpinnings of emerging mathematical skills: executive functioning, patterns, numeracy, and arithmetic.  British Journal of Educational Psychology, 82, 82–99.
    • Rennie, D. A. C., Bull, R., & Diamond, A. (2004).  Executive functioning in preschoolers: Reducing the inhibitory demands of the Dimensional Change Card Sort task.  Developmental Neuropsychology, 26, 423–443.
    • Whyte, J. C., & Bull, R. (2008).  Number games, magnitude representation, and basic number skills in preschoolers.  Developmental Psychology, 44, 588-596.

List of projects from this research group:

  1. EIPIC Impact Study: Early Intervention Programme for Infants and Children (EIPIC) Impact Study
  2. Identifying the Care-giving Practices and Training Needs of Child Care Workers Working with Infant and Toddlers in Child Care Centres
  3. MCYS Quality Care for Infants/ toddlers: Childcare Staff’s & Parents’ beliefs about Quality Care for Infants & Toddlers in Singapore
  4. OER 15/08 SW: A Development Project for the Scoping of the Singapore Early Years Longitudinal Study
  5. OER 11/09 KN: Existing Assessment Practices in Literacy and Numeracy in P1 & P2 Classrooms/ Developing Baseline Data about Existing Assessment Practices in Literacy and Numeracy in K1 & K2 Classrooms
  6. OER 12/11 KN & HPB: Computer Habits and Behaviours
  7. OER 16/12 RB: Examining Kindergarten Approximation Skills as a Predictor of Children Requiring Learning Support for Mathematics
  8. OER 35/12 AB: Evaluation of Singaporean Preschool Children’s Development Using the East Asia-Pacific Early Child Development Scales
  9. OER 58/12 OBA: Early Bilingual Experience and English Literacy Acquisition: An approach to phonics instruction
  10. OER 4/13 OBA: Developmental Differences in Aspectual Knowledge for English-Mandarin Bilinguals in Singapore
  11. OER 09/14 RB: Preschool Impact upon Child Outcomes: A Longitudinal Study of Transition from Preschool to Primary
  12. Teachers’ Beliefs and Pedagogical Knowledge and Understanding of Quality Practice and How They Are Enacted in Programmes/Learning for Young Children
  13. Teachers’ Beliefs and Practices in Early Childhood Education Programs in Singapore
  14. Voices of Children: Childhood & Early Childhood Education in Singapore