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 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.
Awardee Eunice Tay, who is currently a Deputy Centre Lead at My First Skool (MFS) PCC 07, shares with us her journey as an early childhood educator. Tay discusses how she navigates working with young children and their parents, as well as implementing NTUC First Campus (NFC)’s relationship-based curriculum (RBC) in her practice.
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.
