Research Author Ho Siew Yin

A Longitudinal Study: Measuring Children’s Development and Learning Outcomes (1 to 6 Years Old)

The Longitudinal Study is a six-year project tracking children’s well-being, language, physical, and cognitive development across two phases. Phase 1 (2019–2021) evaluated the Relationships-Based Curriculum (RBC), while Phase 2 (2023–2025) followed the same cohort from ages 4 to 6, examining the changes in the measured outcomes, and how parents help their children safely navigate the digital world. Findings showed high well-being scores, with a slight dip in Year 4 linked to the COVID-19 pandemic. By Year 6, children demonstrated significant improvements in language, physical, and cognitive skills, along with notable classroom involvement. Teachers and parents expressed satisfaction with the Primary Caregiving model. At home, children mainly use smartphones, TVs, and tablets under parental supervision, with parents reflecting both benefits and risks of digital exposure. Teachers demonstrated fostering warm and responsive relationships while encouraging play-based learning. While the study offers valuable insights, its small sample size limits generalisability.
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Advancing Early Childhood Leadership Through the PERMAH Model: Motivators, Challenges, and Insights

This study explores how Early Childhood (EC) leaders in Singapore adopt the PERMAH model to strengthen staff well-being and leadership efficacy. While used in schools, its application in pre-schools remains limited. Twenty-two EC leaders from NTUC First Campus participated in a three-month PERMAH course. Using mixed methods, the study examined motivators, challenges, and systemic factors in adoption of the PERMAH model. Findings show strong positive sentiment from leaders and mentors, with benefits including better emotional regulation, teamwork, and resilience. Key motivators included supportive relationships, leadership backing, and personal growth. However, barriers such as time constraints, workload, and uneven application hindered sustainability. Recommendations include fostering learner ownership, embedding PERMAH (e.g., beginning with the Health pillar) into existing frameworks, providing targeted training, and building professional community of practice. Overall, integrating PERMAH in leadership enhances well-being and resilience, however, consistent practice requires stronger support structures such as focused training, reinforced through mentorship and peer collaboration.
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Object Permanence

Object permanence is a crucial milestone in a child's cognitive development, first identified by Swiss psychologist Jean Piaget. It refers to a child's understanding that objects continue to exist even when they are not visible or audible, such as when an infant throws a toy from their crib.
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