Jesuvadian, Mercy

2024, Xie Huichao, Layne, Heidi, Mardiana Abu Bakar, Jesuvadian, Mercy, Ng, Ee Lynn, Chew, Ping Phoon, Lim, Rita, Chai, Stephanie Mei Cheong, Loh, Jie Ying, Cheah, Jing, Poon, Kenneth K.

The number of low-income families in Singapore is increasing. Young children from impoverished backgrounds are at risk of development gaps and challenges. Research has shown that the accumulation of risk factors from adverse childhood experiences can lead to weaker outcomes later in life. The NTUC First Campus (NFC) launched the Child Support Model (CSM) to serve children and families from vulnerable, low-income backgrounds with a range of financial, social and learning support. A 3-year evaluation study using mixed-methods design was conducted to understand the effects of the CSM and the active ingredients in CSM. A cohort of 58 children from families making a monthly income of SGD$3,500 or less participated in the quantitative component where children’s language and cognitive outcomes and classroom engagement were measured at three time points in 2019 (Kindergarten 1) and 2020 (Kindergarten 2). Participating children’s parents and teachers were interviewed in the qualitative component and reported their perspectives and experiences in CSM.

2024, Layne, Heidi, Jesuvadian, Mercy, Xie, Huichao, Lim, Rita, Bairavee

Children from lower socio-economic status families, at times, experience particular difficulties when entering school. These children may be equipped with different skill sets not recognized at school. Many countries, including Singapore, are increasingly concerned about the quality of early education. Paramount to quality is also the inclusion and accommodation of diverse learners into the mainstream education setting. The Classroom Support Program (CSP), under scrutiny of this study, is a small-group (and one-on-one) intervention programme developed and implemented by the NTUC First Campus in Singapore. The Classroom Support Program (CSP) involves Classroom Co-Facilitators (CCFs) aiming to include and support children from lower-income family background into early learning classrooms. The objective of the study was to understand the effects of the Classroom Support Program. The results indicate that while this programme provided individualized and tailored learning experiences for these children, CCFs roles and responsibilities varied due to the lack of pedagogical leadership. The proportion of their work is on the academic preparation of the children and while they promote the holistic well-being of the children in their talk, the children spent long periods of the day in teacher directed learning.