Ng, Ee Lynn

Executive functions (EFs) correlate positively with many developmental outcomes, and ecologically valid measures of EFs may be more predictive of some outcomes than performance-based measures. Accordingly, there is a need to evaluate short EF rating scales, such as the Behavior Rating Inventory of Executive Function-2nd Edition Screener, Teacher Report (BRIEF2-TS). Data from 1,322 kindergarten children in Singapore (50% girls; 61.3% Chinese, 10.6% Malay, 16.3% Indian, 4.0% other ethnicity, and 7.8% did not report their ethnicity), followed for 3 years, were used to examine the multilevel factor structure, gender and longitudinal invariance, reliability, and concurrent and predictive validity of BRIEF2-TS scores. Results indicated a two-factor within-level structure (11 items; cognitive and emotional–behavioral regulation) that was at least partially invariant across gender and time. Concurrent validity with direct EF measures and ratings of self-regulation, and predictive validity for socioemotional and academic skills were good. Overall, BRIEF2-TS scores showed evidence for good validity and reliability. Future research should consider correlates of the between-level structure and further consider structure and validity in clinical samples. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

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.

Research has shown that early childhood teachers play a crucial role in supporting children’s development via the provision of socially and emotionally supportive learning environments. However, teachers’ abilities to provide such high-quality learning environments may be hindered by work-related stress. Prolonged exposure to stress is also associated with several undesirable outcomes, including lower job satisfaction and increased motivation to leave the teaching profession. Although research on teacher stress is actively conducted in many countries, very little has been done in Singapore. Yet, considering recent concerns about the high turnover rates of preschool teachers in Singapore and the scarcity of local studies on teacher stress, more research is needed to understand whether and how work-related stress affects preschool teachers in Singapore. This chapter is a first attempt at bridging the knowledge gap between international findings and local evidence. In the first section, we provide a review of the theory and empirical findings on work-related stress in teachers. In the second section, we report findings from a pilot study involving one-to-one interviews with preschool teachers to understand their experiences of stress at the workplace. We highlight common themes as well as unique perspectives that emerged from the interviews. We conclude with a discussion of the implications of our findings and directions for future research.