Browsing by Author "Bull, Rebecca"
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- PublicationOpen AccessAccounting for the SES-math achievement gap at school entry: Unique mediation paths via executive functioning and behavioral self-regulationChildhood socioeconomic status (SES) is strongly predictive of math achievement in early childhood and beyond. In this study, we aimed to further our understanding of the mechanisms underpinning the SES-achievement gap by examining whether two aspects of self-regulation—executive functions (EF) and behavioral self-regulation (BSR)—mediate between SES and math achievement. Using data from a longitudinal study in Singapore (n = 1,257, 49% males), we examined the predictive link from SES to math achievement at entry to formal education (age 7), and the role of EF (child-assessed) and BSR (child-assessed and teacher-rated) as mediators of the SES-math achievement relationship. After accounting for children’s non-verbal reasoning and prior math achievement, EF and BSR (both child-assessed) emerged as significant partial mediators between SES and math. A key contribution of our study is in demonstrating that both components of self-regulation play a small role in explaining SES disparities in math achievement. Our findings further suggest that a balanced focus on enhancing EF and BSR skills of children from low-SES families may help to attenuate the SES-math achievement gap. More generally, our research contributes new insights to the ongoing debate about the theoretical distinctions between EF and BSR.
Scopus© Citations 2 152 195 - PublicationOpen AccessAre patterns important? An investigation of the relationships between proficiencies in patterns, computation, executive functioning, and algebraic word problems(American Psychological Association, 2011)
;Lee, Kerry ;Ng, Swee Fong ;Bull, Rebecca ;Lee, Madeline PeHo, RingoAlthough mathematical pattern tasks are often found in elementary school curricular and are deemed a building block for algebra, a recent report (US National Mathematics Advisory Panel, 2008) suggests there needs to be a re-balance in the resources devoted to its teaching and assessment. We examined whether children’s developing proficiency in solving algebraic word problems is related to their proficiencies in patterns, computational, and working-memory tasks. Children (N =151, 10 year olds) were tested twice, one year apart, and were administered tests of updating capacities (two complex span and a running span task), computation (from the Wechsler Individual Achievement Test), patterns (function machine, number patterns), and algebraic word problems. Proficiencies on the patterns and computational tasks predicted algebraic proficiency. Proficiencies on the computational and patterns tasks are in turn predicted by updating capacity. These findings suggest that algebraic reasoning may be difficult if the child has poor updating capacity and either poor facility with computation or difficulty in recognizing and generalizing rules about patterns.WOS© Citations 51Scopus© Citations 62 361 941 - PublicationOpen AccessArts-related pedagogies in preschool education: An Asian perspective(Elsevier, 2018)
;Bautista, Alfredo ;Moreno-Nunez, Ana ;Bull, Rebecca ;Farina AmsahKoh, Swee-FuanCompelling research and contemporary early childhood curriculum frameworks have increasingly emphasized the importance of arts education in fostering children’s holistic development. However, there is limited research focused on documenting what arts-related pedagogical practices look like in actual classroom settings, particularly in Asia. Drawing on a large dataset of observations conducted in Kindergarten 1 classrooms (4–5 years), this study describes the arts education landscape in Singapore preschools. Findings show that: (1) Certain art forms are commonly observed (e.g., visual arts 2D, singing, and movement) whereas others are rare (e.g., visual arts 3D, dance); (2) Teachers and students engage with the arts in four different types of settings (integrated learning activities, fillers and transitions, learning center time, and art-focused lessons), in which the presence of the various art forms considerably differs; (3) While classroom climate is generally positive and children seem to enjoy engaging with the arts, teachers focus on providing product-oriented instructions rather than fostering children’s individual creativity and expression; and (4) Although art activities are frequently available to children, there is limited accessibility to art activities and materials due to the rigidity of schedules. We conclude that while arts education plays an important role in Singapore’s preschool education, pedagogical practices –perhaps as a reflection of Asian values and societal expectations– are primarily reproductive and teacher-led. Professional development should enhance teachers’ level of preparation to better foster children’s free exploration and access to resources, creativity and self-expression, and their confidence to utilize certain art forms more often. These findings enrich the limited classroom-based arts education international literature. Similarities and differences with Western studies are discussed.WOS© Citations 31Scopus© Citations 49 211 1584 - PublicationOpen AccessBilingual language experience and children's social-emotional and behavioral skills: A cross-sectional study of Singapore preschoolers(Taylor & Francis, 2021)
; ;Nurul Taqiah Yussof ;Malikka Begum Habib Mohamed ;Anisa Rahim ;Bull, Rebecca ;Cheung, Mike W. L.Cheong, Siew AnnThe current study examines the relationship between bilingual children's dual language experience (i.e. language input, language output and vocabulary proficiency), and their social-emotional and behavioral skills. Data were analysed from 805 Singaporean bilingual preschoolers (ages 4; 1–5; 8 years), who are learning English and either Mandarin (n = 551), Malay (n = 105), or Tamil, (n = 149). A parent questionnaire and standardized vocabulary tests were used to assess children's bilingual language environment and vocabulary knowledge. Children's social-emotional and behavioral skills were evaluated by teachers using the Strengths and Difficulties Questionnaire. A series of variables which might influence social-emotional and behavioral skills (e.g. gender, non-verbal IQ, SES, and emotion recognition) were controlled and mixed-effects models were used to conduct data analysis. Results demonstrated that children who had larger bilingual receptive vocabulary and had frequently spoken both languages for a longer time had better social-emotional and behavioral skills. Gender and emotion recognition ability were also found to be significantly related to children's social-emotional and behavioral skills. Such findings held true for children across different Mother Tongue language backgrounds. This suggests that a good language environment for bilingual children should be promoted not only for the sake of their early language development, but also because of the potential benefits to their social-emotional and behavioral skills.WOS© Citations 14Scopus© Citations 27 68 627 - PublicationOpen AccessThe cognitive underpinnings of emerging mathematical skills: Executive functioning, patterns, numeracy, and arithmetic(Wiley, 2012)
;Lee, Kerry ;Ng, Swee Fong ;Lee, Madeline Pe ;Ang, Su Yin ;Muhammad Nabil Azhar Mohd HasshimBull, RebeccaBackground: Exposure to mathematical pattern tasks is often deemed important for developing children's algebraic thinking skills. Yet, there is a dearth of evidence on the cognitive underpinnings of pattern tasks and how early competencies on these tasks are related to later development. Aims: We examined the domain-specific and domain-general determinants of performances on pattern tasks by using (a) a standardized test of numerical and arithmetic proficiency and (b) measures of executive functioning, respectively. Sample: Participants were 163 6-year-olds enrolled in primary schools that typically serve families from low to middle socioeconomic backgrounds. Method: Children were administered a battery of executive functioning (inhibitory, switching, updating), numerical and arithmetic proficiency (the Numerical Operations task from the Wechsler Individual Achievement Test-II), and three types of pattern tasks. Results: Contrary to findings from the adult literature, we found all the executive functioning measures coalesced into two factors: updating and an inhibition/switch factor. Only the updating factor predicted performances on the pattern tasks. Although performance on the pattern tasks were correlated with numerical and arithmetic proficiency, findings from structural equation modelling showed that there were no direct or independent relationships between them. Conclusions: The findings suggest that the bivariate relationships between pattern, numeracy, and arithmetic tasks are likely due to their shared demands on updating resources. Unlike older children, these findings suggest that for 6-year-olds, better numerical and arithmetic proficiency, without accompanying advantages in updating capacities, will no more likely lead to better performance on the pattern tasks.WOS© Citations 124Scopus© Citations 87 377 1008 - PublicationOpen AccessCross- and within-domain associations of early reading and mathematical skills: Changes across the preschool yearsExisting research has mainly examined the role of cognitive correlates of early reading and mathematics from a stationary perspective that does not consider how these skills unfold and interact over time. This approach constraints the interpretation of cross-domain associations and the specificity of domain-specific covariates. In this study, we disentangle the role of these predictors and investigate cross-domain associations between reading, math, and two related domain-specific predictors (phonological awareness and fluency with number sets) over the kindergarten years (n = 512, Mage = 54 months, SDage = 3.5, 52% females). Results reveal that the overlap between reading and math skills changes over development. Reciprocal associations between reading and math abilities are observed at earlier stages; then, reading abilities become the lead force. Findings also show that phonological awareness and fluency with number sets are domain-specific predictors that do not contribute to cross-domain gains in academic skills. Indeed, there is a trend for domain-specific skills to be more strongly related to achievement at the beginning of formal education than at the beginning of kindergarten, which suggests an increasing differentiation of domains over the kindergarten years. Such findings have implications for the timing and nature of interventions that aim to support children's reading and mathematical development.
WOS© Citations 2Scopus© Citations 5 92 120 - PublicationMetadata onlyDeveloping the WECARE cross-national research alliance for investigating early childhood educators’ wellbeing(Emerald, 2024)
;Cumming, Tamara ;McFarland, Laura ;Saha, Mari ;Bull, Rebecca ;Wong, Sandie; ;Sun, Jin ;O’Hara-Gregan, Justine ;Gould, KiriRichardson, BrookePurpose This paper describes the development of the WECARE cross-national research alliance for investigating early childhood educators’ wellbeing, and details the experiences of some of WECARE’s 17 members.
Design/methodology/approach
The paper explores and situates the WECARE team’s experiences within extant literature on cross-national and collaborative research groupings alongside a strongly practical focus.Findings
The study’s findings included effects of member mindsets and motivations, differentiated benefits and challenges of membership, cultural sensitivity, research capacity-building, leadership, communication, data security and planning.Originality/value
Cross-national research is seen as an important part of academic researchers’ activities. Yet, little has been written about how cross-national research groups form and operate, and what benefits and challenges their members experience.20 - PublicationMetadata onlyThe development of early arithmetic skills: What, when, and how?Arithmetic skills – the ability to add, subtract, multiply, and divide – are the building blocks of mathematics. Poor arithmetic skills can lead to poor job prospects and life outcomes. It is thus important to investigate the development of arithmetic skills. What constitute the foundations for arithmetic skills? When do they develop? Previous studies have highlighted the importance of the toddler and preschool period as providing foundations for later math learning. In this chapter, we provide an overview of key factors across domain-specific and domain-general areas that support the development of arithmetic skills. We then draw on existing data from the Singapore Kindergarten Impact Project (SKIP) and describe the performance of basic numeracy skills at entry to kindergarten that are relevant for arithmetic learning. These skills include counting, informal arithmetic, and the reading and writing of Arabic digits. Finally, we conclude with guidelines for promoting the development of early mathematical knowledge in the classroom and at home.
401 - PublicationEmbargoThe development of number line estimation in children at risk of mathematics learning difficulties: A longitudinal studyChildren with mathematics learning difficulties (MLD) show poorer performance on the number line task, but how performance on this task relates to other mathematical skills is unclear. This study examined the association between performance on the number line task and mathematical skills during the first 2 years of school for children at risk of MLD. Children (N = 100; Mage = 83.63 months) were assessed on four occasions on the number line task and other mathematical skills (math fluency, numerical operations, and mathematical reasoning). Estimation patterns were analyzed based on the representational shift and proportional judgment accounts separately. More consistent longitudinal trends and stronger evidence for differences in mathematical skills based on estimation patterns were found within the representational shift account. Latent growth curve models showed accuracy on the number line task as a predictor of growth in some mathematical skills assessed. We discuss impacts of methodological limitations on the study of estimation patterns.
21 15 - PublicationOpen AccessDevelopmental changes in executive functioning(Wiley, 2013)
;Lee, Kerry ;Bull, RebeccaHo, RingoAlthough early studies of executive functioning in children supported Miyake et al.’s (2000) three factor model, more recent findings supported a variety of undifferentiated or two factor structures. Using a cohort-sequential design, this study examined whether there were age-related differences in the structure of executive functioning amongst 6 to 15-year-olds (N = 688). Children were tested annually on tasks designed to measure updating and working memory, inhibition, and switch efficiency. There was substantial task based variation in developmental patterns on the various tasks. Confirmatory factor analyses and tests for longitudinal factorial invariance showed that data from the 5 to 13-year-olds conformed to a two factor structure. For the 15-year-olds, a well separated three factor structure was found.WOS© Citations 363Scopus© Citations 429 213 2268 - PublicationOpen AccessDevelopmental changes in working memory, updating, and math achievement(American Psychological Association, 2016)
;Lee, KerryBull, RebeccaChildren with higher working memory or updating (WMU) capacity perform better in math. What is less clear is whether and how this relation varies with grade. Children (N = 673, kindergarten to Grade 9) participated in a four-year cross-sequential study. Data from three WMU (Listening Recall, Mr. X, and an updating task) and a standardised math task (Numerical Operations) showed strong cross-sectional correlations at each of the ten grades, but particularly at Grades 1 and 2. Cross-lagged autoregressive analysis showed invariance in the predictive relations between WMU and subsequent math performance, but the importance of domain-specific knowledge increased with grade. Latent growth modelling showed that higher WMU capacity at kindergarten predicted higher math growth rates, averaged across all grades, but WMU growth rate was invariant across grades. SES, but not gender, explained variance in WMU at kindergarten. Implications for WM training are discussed.WOS© Citations 86Scopus© Citations 112 204 1320 - PublicationOpen AccessDoes experience matter? Measuring self-efficacy in preservice and in-service early childhood educators using the teachers’ sense of efficacy scaleThis study aimed to examine (1) the psychometric properties of The Teachers’ Sense of Efficacy Scale (TSES) in early childhood (EC) preservice (N = 202) and in-service (N = 182) teachers, and (2) the effect of teaching experience on efficacy beliefs. Findings indicated that EC teachers’ efficacy beliefs were best represented by a bifactor model (i.e., one general and three specific factors); teachers generally perceived their capabilities in teaching at a more general level rather than specific to different classroom functions. Teaching experience had a significant effect on efficacy beliefs for preservice but not for in-service teachers. This study fills a gap in our understanding of EC teachers’ sense of efficacy by providing empirical evidence on the structure of efficacy beliefs and the effect of teaching experience on efficacy beliefs in preservice and in-service EC teachers. In this study, a new efficacy factor named Responsive Teaching emerged, capturing an element of in-service EC teachers’ perceptions of their capabilities that may be specific to the EC setting. Findings regarding the effects of experience on preservice EC teachers’ sense of efficacy may provide guidance on targeted instruction to increase sense of efficacy.
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151 251 - PublicationOpen AccessExamining kindergarten approximation skills as a predictor of children requiring learning support for mathematics(2014-03)
;Bull, Rebecca; ;Lee, Kerry ;Cheah, KimberlyMarlyna Mochtar382 363 - PublicationOpen AccessExecutive functioning and children’s mathematical competence: from kindergarten to early adolescence(2008-07)
;Lee, Kerry ;Ng, Swee Fong ;Ho, RingoBull, Rebecca143 172 - PublicationOpen AccessExecutive functioning and mathematics achievement(Wiley, 2014)
;Bull, RebeccaLee, KerryThe importance of executive function skills in mathematical achievement is well established, and research conducted in the last decade has witnessed a move from a focus on just measuring working memory or updating to an inclusion of other EF skills, namely inhibition and shifting. We review findings from studies that have taken different approaches to measuring EF (e.g., using single versus multiple indicators), and which apply different analytical techniques to conceptualize EF structure (e.g., exploratory versus confirmatory techniques). The consistent finding that emerges despite these differences is that updating is a significant, often unique, predictor of math achievement across a wide age range, whilst the findings relating to inhibition and switching are less conclusive. We discuss these findings in relation to age-related variance in EF structure, the nature of inhibitory and shifting task requirements, and the possibility that updating is a limiting factor or a common resource for inhibition and shifting.WOS© Citations 339Scopus© Citations 392 221 3689 - PublicationRestrictedExploring the functional outcomes of children with hearing loss in Singapore(Office of Education Research, National Institute of Education, Singapore, 2020)Bull, RebeccaFindings from cognitive science (e.g., Marschark & Wauters, 2011), literacy (e.g., Trezek, Wang, & Paul, 2011), and socio-emotional development (e.g., Calderon & Greenberg, 2011) show that reduced auditory perception influences a great many processes that are significant for effective and interactive experiences. Hearing loss (HL) is therefore viewed as a disability with multifaceted consequences on whole child development (Rajendran & Roy, 2011), including academic and intellectual development (Marschark & Knoors, 2012), speech and language development (Mayer, 2007; Mayer, 2009; Wake, Poulakis, Hughes, Carey-Sargeant, & Rickards, 2005), social and emotional development and physical and motor development (Low, 2005; Marschark, 1997). Prior literature has stressed the importance of early identification and intervention as this leads to better child outcomes, particularly for language and literacy. Early identification and intervention may also lead to more favourable family outcomes. Families who participated in early identification and received early intervention services report a general sense of satisfaction with family life and their child’s communication skills. This is important as parental involvement and support is instrumental in language and academic growth of children with HL. In fact, family involvement, support, and encouragement have been cited as the most important predictors of success for children with HL (Powers, 2011).
112 7 - PublicationOpen AccessExploring the functional outcomes of children with hearing loss in Singapore(National Institute of Education (Singapore), 2018)
; ;Chong, Suet Ling ;Daniel, Lourdes Mary ;Jernice TanBull, Rebecca226 256 - PublicationOpen AccessHeterogeneity in children at risk of math learning difficultiesThis study recruited 428 Singaporean children at risk of math learning difficulties (MLD; Mage = 83.9 months, SDage = 4.35 months; 41% female). Using a factor mixture model that considered both quantitative and qualitative differences in math ability, two qualitatively different groups were identified: one with generalized difficulties across different math skills and the other with more focal difficulties in arithmetic fluency. Reading, working memory capacity, and numeracy (number line estimation skills and numerical discrimination) uniquely explained group membership. Children within each group differed in the extent of difficulties they exhibited, with numeracy variables differentially contributing to math ability in each group. Findings speak against a dimensional view of MLD and underscore the conceptual limitations of using basic numeracy performance to profile learning difficulties.
Scopus© Citations 4 72 56 - PublicationMetadata onlyThe highs and lows of mathematical ability: Shared and distinct longitudinal predictors of mathematical ability groupingThe current study examines how kindergarten domain-general and domain-specific factors, mathematical skills at primary 1 (P1), and socioeconomic status (SES) predict high versus low (top and bottom 13th percentile) mathematical ability at primary 6 (P6). Four-hundred-and-seven P6 students had previously completed the measures. Logistic path analyses showed that SES, P1 mathematics, and fluid intelligence showed direct significant effects on P6 high achievement group membership. Visuospatial working memory, SES, reading, and P1 mathematics showed direct effects on P6 low group membership. Number sense, fine motor skills, and reading demonstrated indirect effects on both group memberships through P1 mathematics. No significant effect was found for executive functioning or verbal working memory. Findings suggest that there is a qualitative difference in mathematical ability across the performance spectrum. Assessment and instruction should be differentiated to account for predictors that are specific to either end of the ability spectrum.
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