Poon, Kenneth K.

Despite the popularity of working memory (WM) and updating training, recent reviews have questioned their efficacy. We evaluated a computer-based training programme based on the Running Span and Keep Track paradigms. We assigned 111 7-year-olds with poor WM and mathematical performances to updating training, one of two control groups, or a fourth group, who were administered Cogmed, a commercially available programme. At the immediate posttest, updating training produced only marginal improvements relative to control, but this was sustained and became significant six months post-training. Cogmed training resulted in substantial improvement at immediate posttest, but became marginal at delayed posttest. Neither type of training resulted in better performance in mathematics or generalised to other WM tasks that differed between WM or updating capacity and mathematics performance may be moderated by factions that do not benefit directly from improved capacity.

While there has been growing theoretical and policy interest in the areas of home-school partnership and inclusive education, relatively little work has linked the two fields. Where there have been studies, these have focused primarily on parent or school perspective. With inclusive education in its nascent stage in Singapore, this study examines the different roles emerging from home and school as well as factors underpinning this partnership. Data was drawn from interviews with 13 parents and 30 school staff. Our findings indicate that home-school partnership is a work in progress that is continually subject to home and school dynamics. The expectations and perceptions of parents and educators must be taken into consideration if the partnership is to succeed and sustain. Support from the wider community creates a synergy which reinforces home-school partnership and increases the visibility of children with disabilities by turning a private concern into a shared societal issue.

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.

Although preschool education for children aged six years and below is not compulsory in Singapore, about 99% of children attend at least one year of preschool in Singapore. Since their beginnings in the 1940s, preschools (kindergartens, child care centers, and infant care centers) have evolved and mushroomed all over Singapore, providing care and education services for young children and their families from different social and cultural backgrounds. Realizing that early childhood education (ECE) is essential and contributes to later development, learning and behavior, the government has introduced new policies, measures and initiatives to increase the number of preschools as well as improve the access, affordability and quality of ECE for all children in Singapore. The formation of the Early Childhood Development Agency (ECDA) in 2013, and the setting up of the National Institute of Early Childhood Development (NIEC) in 2018 are two of the many important milestones in the development of ECE in Singapore. The ECE sector has undergone tremendous changes, especially in teacher education (teacher preparation and professional development). The ECDA has introduced several changes to enhance teacher education, including a training and career pathway to attract and retain good personnel in the ECE sector and improve teacher professionalism, work conditions and well-being.

This book discusses the management of individuals on the autistic spectrum as well as other developmental challenges. It provides an excellent resource guide for parents, caregivers, educators, healthcare workers, psychologists, and everyone involved in the care of differently abled and autistic persons. The approach is practical, and the aim is to try to gain deeper understanding into these conditions. Based on the experience of the staff and parents of the Rainbow Centre, the management is a person-centred, multidisciplinary and quality-of-life focused approach to helping these persons. The book also covers the history and future directions across one's lifespan in the care of these individuals.

This pilot study explored the feasibility and utility of conducting a longitudinal study tracking the progress of a potentially large group of preschoolers in Singapore.