Written by Emeritus Prof Marjory Ebbeck, Dr Minushree Sharma, and Dr Sheela Warrier, this is a report presented at PECERA 2022 that investigated the outcomes of a relationships-based curriculum introduced in 20 childcare centres in Singapore. The results indicate that the curriculum had benefited children’s well-being over the three years of the study’s duration.
Written by Emeritus Prof Marjory Ebbeck, Dr Hoi Yin Bonnie Yim, and Dr Sheela Warrier, this paper reports on a research study in Singapore that investigated the perspectives of early childhood teachers regarding the value of outdoor play and their teaching practices. The findings reveal that teachers enjoy conducting outdoor activities but face challenges such as the lack of physical and human resources.
Written by Emeritus Prof Marjory Ebbeck, Dr Hoi Yin Bonnie Yim, Dr Siew Yin Ho, and Dr Minushree Sharma, this paper reports on a research study in Singapore that investigated parents’ satisfaction and understanding of the primary caregiving system, an approach where one main caregiver is assigned to three or four infants within an early childhood educational setting to foster secure attachment and growth.
Written by Emeritus Prof Marjory Ebbeck et al., this paper discusses the readiness of early childhood educators in embarking on leadership roles. It also presents the factors that motivate or discourage educators from taking on such positions. Based on the findings obtained from an online survey and a focus group discussion, this paper offers recommendations with regards to organisational support that would foster and develop leadership in early childhood professionals.
Written by Emeritus Prof Marjory Ebbeck, Associate Professor Bonnie Yim, Yvonne Chan and Mandy Goh, this paper reported Singaporean parents’ and caregivers’ views on their young children’s access and use of technological devices. Along with the emerging use touchscreen devices, views on the benefits and risks of touchscreen devices were specifically sought and reported as well. Results show that a relatively sizeable number of children were exposed to and used technological devices in their daily lives. This paper also highlights key implications and considerations for parents and educators to inform them of ways to better guide their young children in navigating the pervasive digital space.
Written by Emeritus Prof Marjory Ebbeck et al., this paper reported a relationships-based curriculum and how it extended the active involvement of the infants, toddlers, and young children (up to the age of three) in their learning. Conducted over a year using a well-tested, traditional before-and-after methodology, children were observed to show significantly improved active involvement.
