Written by Ms Cynthia Tan, this is a report presented at PECERA 2022 that examined infants’ experiences of involvement in infant care centres in Singapore. Involvement is a critical indicator of children’s learning quality and is shown to affect their growth and development in early years.
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, 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 Professor Marjory Ebbeck, this expert article delineates the neuroscience behind children’s growth and learning, and how early experiences foster their early development. This article also recommends that parents and educators provide secure attachments and safe environments for young children to self-discover. In doing so, children have the opportunity to explore, learn and grow at their own individual rate.
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 Dr Geraldine Teo-Zuzarte and Lye Yu Min (Senior Manager for Thought Leadership Development), A Philosophy on Child Development from Birth-to-Three outlines NTUC First Campus’ philosophy on Child Development and offers a framework for raising a Happy Child. The article also presents the Singaporean context in which early childhood education and development takes place. This covers socio-cultural influences on parenting, changing family profiles and household arrangements, shifting demands for childcare and kindergarten services, and the expansion of national policies to support early childhood development.
Written by Emeritus Professor Marjory Ebbeck, this expert article highlights the importance of identifying a child’s temperament and its influence on early education and development. Understanding children’s temperament can help parents and teachers recognise and understand underlying factors that facilitate or hinder healthy development. This article also provides insights and expert’s advice on the implication this brings to parents and educators alike.
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.
