Written by Dr Connie Lum et al., this paper describes and analyses Singaporean children’s English and Chinese bilingual learning environment through a survey administered to their parents. It reported that parents with higher English proficiency levels tend to be more willing to communicate in Chinese to their children. Yet, results also showed that parent’s English proficiency levels are negatively correlated with the frequency of the children’s use of Chinese language. Through the findings, this paper presents possible explanations for the results obtained and suggests that Chinese parents have the capacity to create a conducive bilingual learning environment in their families.
Written by Emeritus Prof Marjory Ebbeck, Dr Geraldine Teo-Zuzarte, Cynthia Tan and Mandy Goh, this paper reported reports on a research study in Singapore that investigated curriculum effectiveness using developmental learning outcomes as a means of assessing children. The research was devised to examine if eight specified broad developmental learning outcomes could measure the effectiveness of the curriculum by assessing children's learning as shown in qualitative data. Practical examples showed evidence of children's learning and the role of the educator in facilitating and documenting developmental learning outcomes.
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.
作者：林美莲博士、Lynn Heng、寇烨、杨雅茹【摘要】本行动研究以“故事教学促进幼儿学习华语兴趣”作为课题开展，分析并探讨新加坡学前华文教育的现况。研究者通过多种形式的故事教学，提升幼儿学习华语的兴趣和效果，促进幼儿语言能力和身心健康的¬全面发展。本行动研究通过 “策划、行动、观察、反思” 这一行动研究法，探讨与改进教师在故事教学中采用的方法，以及各种故事教学法的有效性 Written by Dr Connie Lum et al., this article describes an action research which analysed the current situation of Chinese Language education in Singapore’s preschools. It reported how interest in the learning of the Chinese language can be enhanced through the use of story-based learning activities.