Please use this identifier to cite or link to this item:
Critical pedagogy
Issue Date: 
Office of Education Research, National Institute of Education, Singapore
Lim, S. M., Lum, C. H., & Zhou, X. (2020). Teaching diverse learners: Conceptualisations and pedagogies of preschool teachers. National Institute of Education (Singapore), Office of Education Research.
This study is relevant in the present climate of concerns about preschool quality (MOE, 2003, 2007, 2008) and supports Singapore‘s ability-driven education system within the national vision of becoming a ―global city‖ (Lim, 2005) and an inclusive society (i.e. ―Singapore 21‖ report). Despite being a private sector, preschools in Singapore have been in the spotlight since the year 2000 when the MOE began to pay greater attention to quality in preschool education by intervening in a number of ways.The key assumption underlying the series of past and ongoing MOE initiatives is that quality preschool education can play a role to equalise or ―level up‖ children from lower socio-economic groups so that they are not disadvantaged in primary school (MOE, 7 Mar 2007). And yet, the definition of quality preschool education remains vague in official discourses and teaching communities. There is much lip service being paid to trendy terms such as ―play-based and interactive‖, or ―engaging and stimulating‖ but what do these actually look like? Do all teachers have common understanding of these supposedly quality practices?

This study recognizes that Singapore society is becoming increasingly diverse in the 21st century partly due to the continued influx of foreigners, and the widening income gap within its residential population. This diversity is definitely reflected in Singapore preschools. Given the increasing diversity within the populace, this research study‘s focus on teaching diverse learners in the Singapore context is an important contribution to expanding current theoretical notions of human ―diversity‖ and speaking to local and international research on culturally relevant pedagogies for the 21st century, in view of the changing social fabric of this nation.
Note: Restricted to NIE staff only. Contact author for access to report.
Project number: 
OER 04/08 SL
Grant ID: 
Education Research Funding Programme (ERFP)
Funding Agency: 
Ministry of Education, Singapore
File Permission: 
File Availability: 
With file
Appears in Collections:OER - Reports

Files in This Item:
File Description SizeFormat 
  Restricted Access
863.3 kBAdobe PDFView/Open
Show full item record

Page view(s)

checked on Nov 24, 2022


checked on Nov 24, 2022

Google ScholarTM


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.