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Early intervention of Malay preschool teachers
Citation
Sharpe, P., Wright, S., Lim, S., Lim, P., Siew, K., Nurlieja Onnawaty Masat, Yong, M. L., & Anderson, R. (2010, June). Early intervention of Malay preschool teachers in promoting children's mathematics learning (Report No. OER 01/08 SW). National Institute of Education (Singapore), Centre for Research in Pedagogy and Practice.
Author
Sharpe, Pamela
•
Wright, Susan (Susan Kay)
•
Lim, Sirene May Yin
Subjects
Abstract
The study focused on improving kindergarten teachers’ ability to nurture early numeracy development and learning in K2 children. An intervention involving the experimental group included teachers who had already attended in-service training, as part of the initial pilot project, to assist them to understand pedagogical principles, practices and strategies to assist children’s development of numeracy, problem solving and reasoning skills. Further teacher guidelines, detailed lesson plans and mentorship were also provided on how to implement this in the classroom. The research adopted a pre-test and post-test mixed-methods design involving an experimental group and a control group, comprising preschool children from five classes (N=221). Intact classes were matched to treatment and control conditions on the basis of Mendaki selection and centre choice of participation. Findings from the Math reasoning subtest of the (WIAT) Wechsler Individual Achievement (Test 2) and the (NCT) Numeracy Concept Test (a non-standardised test), showed that at pre-test, the experimental groups performed better on the WIAT, while both groups had similar results on the NCT. Both groups, however, improved their performance on the WIAT at post-test, but the experimental groups maintained their superior performance on the post-NCT. Improvements within experimental groups were also noted.
Date Issued
June 2010
Call Number
LB1028.25.S55 C77 2010/08
Description
Note: Restricted to NIE staff
Project
OER 01/08 SW