The Singapore government has laid out a regulation for daily minimum time spent outdoors and the Outdoor Learning Guide (OLG) to support children's outdoor experiences in full-day childcare programmes. However, there is scarce research on young children's outdoor learning experiences from children's and teachers' perspectives. This study aims to…

This article explores how conceptions of responsible parenting are re-negotiated in present-day Singapore. It discusses how policy changes in the pre-school area have affected parental practices and notions of morally worthy parenting. Pre-school reform promoting children's holistic development and less intensive parenting is part of a wider…

The way educarers conceptualize their role in the education and care of infants can influence their pedagogical practices and interactions with infants in their care. The Early Years Development Framework was developed to provide key principles, practices, and learning outcomes to guide educarers working with children under 3 in Singapore. It…

Pedagogical documentation within early childhood centres is a key component of pedagogy and teacher accountability. In Singapore, documentation is a requirement specified under legislative policies included in the national Pre-school Accreditation Framework, with parents often perceived as the main audience. This paper reports on a study utilising…

This qualitative case study examined the definitions, structure and pedagogical approaches that constituted a creative movement program as part of an artist-in-school-scheme for pre-schools. Data was collated through audio-recorded interviews with teachers, the school principal and dance instructor. Creative movement classes were video recorded…

Successful transition from preschool to primary school is believed to have long-term positive effects on a child's academic performance and social competence. In this study, data were gathered from preschool teachers, primary schoolteachers and parents through the use of questionnaires and semi-structured interviews, on their perceptions and…

Over the past decade, the government in Singapore has been introducing many initiatives in the early childhood sector to raise the quality of pre-school education. Educational reforms made without consideration of the perspectives and concerns of the participants in the socio-cultural milieu would only lead to superficial implementation. This…

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…

Examined attitudes of 76 Singaporean preschool teachers and supervisors regarding integrating young children with disabilities into mainstream preschool centers. Findings indicated that the majority of teachers were willing to consider integrating but voiced concerns about their abilities to cope on a daily basis without relevant information about…

Examined preschool teachers' views on selected aspects of their working environment, particularly their interactions with parents, as determinant measures of quality in preschools. Found that while there are some differences between teachers according to qualifications and experience, among the most positive features are satisfaction with parents'…

Examined links between theory-of-mind status among Singaporean and United Kingdom preschoolers and their social pretend play. Found that ratings by Singaporean and UK teachers yielded measures of facilitation, shared meaning, and thematic maintenance of interactive play. Rater nationality did not affect ranking patterns. Findings indicated a link…

This paper relates the experiences of an early childhood professor from the Freie University of Berlin on a trip through East Asia to provide advice and assistance on the situational approach to preschool education. Impressions of the sociopolitical and educational environment and needs of Thailand, Hong Kong, Indonesia, Singapore, Malaysia, and…