Please use this identifier to cite or link to this item:
Early childhood education
Teachers' pedagogical thinking
Curriculum implementation
Quality of early childhood education
Issue Date: 
Office of Education Research, National Institute of Education, Singapore
Layne, H. J. (2020). Literature review on educators’ perceptions and reasoning on the good quality kindergarten program and discrepancy between the curriculum and practice. National Institute of Education (Singapore), Office of Education Research.
Singapore has intensively focused on the quality of early childhood education programs to guarantee the development of the Singaporean society and wealth (Lim-Ratnam, 2013). Internationally, within the past decade, countries with well-developed or developing Early Childhood Education (ECE) systems have witnessed a range of reviews, public policies, inquiries, and research into what constitutes quality in ECE curriculum and curriculum implementation (Organisation for Economic Co-operation and Development OECD, 2006). The Singapore Kindergarten Impact Project (SKIP; OER09/14RB) has conducted longitudinal and in depth research on the child development and over all the implementation of the curriculum. This proposed SUG study utilized the research results from the SKIP. Teachers' pedagogical choices and reasoning have been identified to be influenced by values in education nationally and internationally (Bautista et al. 2016). Despite the push of current ECE curricula towards child-centered approach in Singapore, the research has indicated that preschool teachers tend to prioritize certain learning areas over others, especially under the pressure from the parents (Bautista et al., 2016; Lim-Ratnam, 2013).
Note: Restricted to NIE Staff.
Project number: 
SUG 09/17 HJL
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
871.21 kBAdobe PDFView/Open
Show full item record

Page view(s) 50

checked on Jan 31, 2023


checked on Jan 31, 2023

Google ScholarTM


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