Khng, Kiat Hui

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.

Since the formal introduction of mindfulness-based practices (MBP) into clinical settings in the late 1970s, a growing body of research has demonstrated their benefits in diverse settings, from clinical programs, business and sports, to education. Along with the development of standardized mindfulness-based programs in the areas of clinical therapy, counselling, self-enhancement, and corporate training, standardized curricula for school-based mindfulness have become available, and are gaining popularity around the world. However, the adoption of MBP in schools in Singapore, whether formally or informally, seems to be lagging behind that of counterparts in countries such as Australia, UK, and USA. The current paper describes the current state of mindfulness-in-education in Singapore, focussing on the extent and ways in which MBP are incorporated into the local school setting. Included are also brief introductions to mindfulness, mindfulness in education, and mindfulness-in-education research in Asia. Local research and continuing efforts in the area, as well as challenges and future directions are discussed.

Research shows that executive functions (EF) and fine motor skills (FMS) contribute to early academic skills, possibly in overlapping ways. We examine whether and how EF and FMS interact in the concurrent prediction of maths, reading and spelling skills at the start of kindergarten. Structural Equation Modelling (SEM) on data from 1248 five-year-olds supports a compensatory account of EF and FMS in contributing towards maths and spelling skills. Controlling for socio-economic status, age, time spent in kindergarten and intelligence, the influence of EF on spelling achievement was larger for children with poorer compared to better FMS, and vice versa; FMS significantly predicted maths achievement only in children with high but not low EF, and vice versa. Identifying EF or FMS difficulties at or before the start of kindergarten may be important. Different approaches to intervention involving EF and FMS may be appropriate for maths versus spelling skills. We suggest for early childhood curricula to enhance opportunities for FMS development, especially for children who enter kindergarten with poor FMS.

Mindfulness and democratic attitudes in teachers seem to overlap in promoting teacher-student relationships and student learning in classrooms. To examine if there are positive associations between teachers' mindfulness and democratic attitudes, the current study examined relationships between dispositional mindfulness and teacher attitudes (democratic and autocratic) among 50 pre-service teachers in Singapore. Correlation analyses revealed a positive relationship between teachers ' democratic attitudes and their dispositional mindfulness and significant associations between specific components of mindfulness (Observing, Describing and Non-reactivity) and teachers' democratic and autocratic attitudes. A marginally significant difference was shown in democratic attitudes according to the experience of International Practicum (IP), where teachers with IP experience have lower democratic attitudes. This is contrary to what existing literature predicts. Overall , this study's findings can potentially provide directions for future programmes in Singapore to promote mindfulness and democratic attitudes in prospective teachers .

The COVID-19 pandemic presents a significant challenge to the lives and well-being of families with underaged children. Although previous studies have documented COVID-related deterioration in well-being and identified protective and risk factors, the mechanisms under which the pandemic leads to worsened well-being remain unclear. In addition, from a policymaker’s perspective, it is important to differentiate between the effects of government-issued infection control measures (such as lockdown) and families’ voluntary responses when facing the coronavirus (such as self-quarantine) on well-being. Using Singapore as an example, we collected retrospective self-reports on the everyday activities, stressors, and well-being of parents and other caregivers at three timepoints: before local transmission (Pre-pandemic), after local transmission but before the “circuit breaker” (Pandemic), and during the “circuit breaker” (Lockdown). We estimated the effects of the pandemic itself and families’ voluntary responses to it by contrasting Pandemic against Pre-pandemic, and we estimated the additional effects of imposed lockdown measures by contrasting Lockdown against Pandemic. Results showed significant changes in jobs and income, childcare arrangement, family dynamics, and parents’ emotional well-being throughout the three timepoints. Both mothers and fathers reported to worry most about the health and safety of family members and self. Mothers’ time spent on housework partially mediated the effect of lockdown on their emotional well-being, and parents’ conflict with other adults in the household partially mediated the effects of both pandemic and lockdown on their emotional well-being. The effects of pandemic and lockdown were also moderated by parents’ age, education level, and fathers’ authoritarian values.