Research Type Internal Evaluation Studies

Understanding the Professional Development and Support Needs of K1 and K2 Teachers for Implementing the Enhanced Numeracy Curriculum

This report presents the analysis of the qualitative feedback gathered from K1 and K2 teachers regarding a prototype of an enhanced numeracy curriculum, focusing on common themes, and differing professional needs of teachers. The objective of the evaluation was to gather feedback to inform refinements to the proposed curriculum enhancements, and the findings have since been used by NFC to guide further development of the enhanced programme. Key findings reveal that teachers appreciate the increased focus on differentiated learning, the provision of clearer objectives and differentiated instructions, and the emphasis on hands-on learning. However, concerns persist regarding material availability, time management in certain activities, especially outdoor ones, and the balance between teacher-directed and child-directed learning.
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Validating a Tool to Measure Ecological and Environmental Awareness in Singaporean Preschool Children

Early childhood is key to building sustainability awareness, but relevant tools are lacking in Singapore. This study validates a new digital tool for K1–K2 children, aligned with the Nurturing Early Learners framework, showing reliable results in assessing ecological and environmental awareness.
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An Evaluation Study of the ECEL Programme: A Leadership Development Programme based on a Work-study Arrangement

Written by Ms Mia Harrison, Mr Yu Min Lye, and Ms Lynn Heng et al., this is a report presented at PECERA 2022 that investigated the effectiveness and sustainability of the Early Childhood Education Leadership (ECEL) program jointly launched by NTUC First Campus and Singapore University of Social Sciences in 2020. The ECEL program aims to develop leaders in the early childhood education sector so as to improve the quality of teaching and care.
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Children’s Well-Being: A report of a Three-year Follow Through Study in Singapore

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.
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Understanding the Effects of the Child Support Model: Experiences of Children and Families from Low-Income Backgrounds

Written by Dr Xie Huichao et al., this paper reports on a research study in Singapore that investigated the outcomes of the Child Support Model (CSM) launched by NTUC First Campus in 2016, which is designed to assist children from lower-income families. The findings indicate the effectiveness of the CSM in improving learning outcomes, empowering families, and fostering collaboration between various stakeholders involved in the child’s development.
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Literacy development at the Little Skool House Report (Time 4)

Written by Dr Seetoh Peipei and Dr Connie Lum, this report discusses how Little Skool House’s curriculum influences children’s language trajectories in English and Mandarin. This report follows the fourth phase of this literacy development research, in which the children’s receptive and expressive (vocabulary) language development are evaluated at the start (January/February) and end (November/December) of their Primary One school term. Parents’ perception of Little Skool House’s curriculum and their children’s adjustment to primary school as well as their social skills development are also examined in the report.
Read MoreLiteracy development at the Little Skool House Report (Time 4)