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A Bifactor Model of the "Classroom Assessment Scoring System" in Preschool and Early Intervention Classrooms in Singapore
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Ng, Ee Lynn; Bull, Rebecca; Bautista, Alfredo; Poon, Kenneth – International Journal of Early Childhood, 2021
The "Pre-K Classroom Assessment Scoring System" (CLASS) is commonly used to measure three domains of teacher-child interactional quality in preschool classrooms (Emotional Support, Classroom Organization, and Instructional Support). However, there is considerable debate regarding the validity of its three-domain factor structure and the…
Descriptors: Classroom Environment, Preschool Education, Early Intervention, Foreign Countries
The Student Profile, Service Delivery Model, and Support Practices of Four Early Childhood Intervention Environments in Singapore
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Poon, Kenneth K.; Yang, Xueyan – Asia Pacific Journal of Education, 2016
The student profile, model of service delivery, and support practices for young children with disabilities receiving early childhood intervention (ECI) in Singapore is reported and contrasted in this study. The supervisors/managers/principals of eight Early Intervention Programme for Infants and Children (EIPIC) centres, eight Integrated Child…
Descriptors: Delivery Systems, Young Children, Disabilities, Early Childhood Education
Early Intervention for Preschoolers with Mild Disabilities.
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Quah, Marilyn Mayling – Early Child Development and Care, 1998
Examined the feasibility of integrating children with mild disabilities into mainstream preschool centers in Singapore. Results after nine months of implementation found positive effects for the children, both disabled and nondisabled, their parents, and teachers. (Author/KB)
Descriptors: Early Intervention, Foreign Countries, Mainstreaming, Mild Disabilities
Family-Centered Early Intervention in Singapore.
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Quah, Mayling M. – International Journal of Disability, Development and Education, 1997
This paper describes Project ASSIST, an early intervention pilot project involving 40 Singaporean infants with disabilities (ages 2-5) that integrated children with mild disabilities into mainstream preschool centers. Results indicated high levels of peer and school personnel acceptance and the feasibility of integrating children with disabilities…
Descriptors: Early Intervention, Foreign Countries, Inclusive Schools, Mainstreaming