Early Childhood Teachers’ Views and Teaching Practices in Outdoor Play with Young Children in Singapore

Ebbeck, Marjory; Yim, Hoi Yin Bonnie; Warrier, Sheela

doi:10.1007/s10643-018-00924-2

Cited by 21 publications

(6 citation statements)

References 21 publications

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“…In a survey study, Tan and Rao (2017) reported that teachers believed in both child-centered and teacher-centered pedagogies, but they have a stronger recognition of the child-centered approach. Consistently, Ebbeck et al (2019) found that 91% of teachers valued outdoor play as it could support children's physical and social-emotional development. However, challenges existed, such as the risks of health and safety (e.g., climate, mosquito), limited physical resources, and classroom management difficulty.…”

Section: Perceived Curriculummentioning

confidence: 80%

Curriculum Hybridization and Cultural Glocalization: A Scoping Review of International Research on Early Childhood Curriculum in China and Singapore

Yang

2022

ECNU Review of Education

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Purpose This article presents a scoping review of the internationally published research on the early childhood curriculum (ECC) reforms, policies, measures, and effectiveness in China and Singapore, to explore the joint and interactive effects of globalization and localization in ECC in two different contexts. Design/Approach/Methods We reviewed and analyzed the chosen studies with a multilevel curriculum framework: formal curriculum, perceived curriculum, operational curriculum, and curriculum ideology. Findings The synthesis of evidence indicated that in both China and Singapore (1) a constructivist orientation is relied upon to construct the formal curricula; (2) the perceived curricula have been heavily influenced by the indigenous values and contextual realities; and (3) the Western ideology embedded in the formal curricula has not been realized, as reflected in the operational curricula. Originality/Value The phenomenon of curriculum hybridization has been scrutinized to explain these findings regarding curriculum ideologies and practices. As confirmed by the findings and theoretical explanations, the 3CAPs framework (culturally, contextually, and child-individually appropriate practices) can be employed to guide the development of ECC in policies and practices.

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Section: Perceived Curriculummentioning

confidence: 80%

Curriculum Hybridization and Cultural Glocalization: A Scoping Review of International Research on Early Childhood Curriculum in China and Singapore

Yang

2022

ECNU Review of Education

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“…However, as was previously emphasized, the preschool teachers in the current study mostly implemented art activities; therefore, they may see the end product as a motivation for implementing art activities. In the literature, Ebbeck, Yim, and Warrier (2019) reported physical and human resources as an influencing factor in teachers' practices. According to Güler and Demir (2016), parents' and school administrators' expectations from teachers also play a role in their decisions regarding classroom activities.…”

Section: Discussionmentioning

confidence: 99%

Learning Activities in Preschool Classrooms: Preferences of Preschool Teachers and Views of Parents

Konca

İlhan

2021

Participatory Educational Research

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Early childhood teachers and their preferences are very important in order to apply a balanced curriculum in the early childhood education classroom. On the other hand, the views of parents play an important role in classroom implementations; although their views can sometimes create barriers for teachers, and sometimes teachers can be inspired by them. As a result, both teachers' preferences and parents' views need to be investigated in order to understand how they affect learning activities in early childhood education classrooms. With this purpose, this study aims to investigate preschool teachers' preferences and parents' views of learning activities applied in preschool classrooms through a case study. The study included 25 preschool teachers and 33 preschool children's parents. Data collection took the form of semi-structured interviews held with the preschool teachers and the parents of preschool children. The results of the study revealed that the preschool teachers mostly preferred art, mathematics, and literacy activities, whilst science, drama, and body movement activities were the least implemented types of activities in the early childhood classroom. On the other hand, language, literacy and body movement activities were considered most important activities by parents. Moreover, the needs of the children, products, and processes were the first three reasons behind the teachers' classroom activity preferences, whilst the teachers' self-confidence in applying the activities was the least influential factor in their activity preferences.

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“…In addition, there are a variety of activities that can take place in naturebased education, such as using outdoor spaces as learning places (Leea & Bailie, 2019) and including nature as a resource or concept in the regular program (Harwood et al, 2020) in order to raise environmental awareness (Bonnett, 2021), create a bond between nature and children (Gull et al, 2019), protect the environment (Güler Yıldız et al, 2021), or learn with nature even during Covid-19 pandemic (Burke et al, 2021). While aiming for these, children's motor skills, cognitive skills, socio-emotional skills, and language and literacy skills are also supported through a play-based learning approach (Ebbeck et al, 2019). The roots of nature-based education are based on different theories which have significant influences on early years education: the views of Comenius on the relationship between nature and sensory experiences; the opinions of Froebel on nature and collaboration; the ideas of Piaget on nature and first-hand experiences; the views of Montessori on nature and intrinsic motivation; the opinions of Steiner on nature and experiential learning; and the statements of Rousseau on nature and healthy development (Ahi & Kahriman-Pamuk, 2021;Blackwell, 2015).…”

Section: Nature-based Learning For Young Childrenmentioning

confidence: 99%

Nature-Based Learning and Digital Competencies in Early Years Education

GENÇTEN>

AYDEMİR>

Gültekin

2022

Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi

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The activities, approaches, and classroom instructions in which technology is at the center gradually increase as a necessity of our world. Through classroom practice, it is aimed that children develop competence and skills from an early age. On the other hand, substantial research has been undertaken on nature-based approaches to children’s learning. However, integrating the benefits of nature-based learning and digital competencies has yet to be understood. The present study seeks to understand and explain this integration and relationship between nature and technology in the early years of education. For this purpose, this study used previous literature as a supporting resource. This review found evidence that the practice of integrating nature-based learning with technology is effective in children’s understanding and development. Therefore, this study can contribute to a better understanding of why and how to integrate these different approaches and should be valuable to practitioners wishing to support children with a well-rounded approach.

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Early Childhood Teachers’ Views and Teaching Practices in Outdoor Play with Young Children in Singapore

Cited by 21 publications

References 21 publications

Curriculum Hybridization and Cultural Glocalization: A Scoping Review of International Research on Early Childhood Curriculum in China and Singapore

Curriculum Hybridization and Cultural Glocalization: A Scoping Review of International Research on Early Childhood Curriculum in China and Singapore

Learning Activities in Preschool Classrooms: Preferences of Preschool Teachers and Views of Parents

Nature-Based Learning and Digital Competencies in Early Years Education

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