Image of the Singapore Child

Ebbeck, Marjory; Warrier, Sheela

doi:10.1007/s10643-008-0278-8

Cited by 9 publications

(7 citation statements)

References 3 publications

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“…In a study conducted by Ebbeck and Warrier (2008), to identify the image of the Singapore child by analysing the contents of one of the leading newspapers of the nation, it was found that children were predominantly portrayed as passive and vulnerable, needing adult attention. The visibility of children in the media was low compared with their total presence in the population.…”

Section: Who and What Of Children In Singapore?mentioning

confidence: 99%

Children's rights: television programmes aired in Singapore

Warrier

Ebbeck

2013

Early Child Development and Care

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This article focuses on aspects of children's rights as portrayed in television. The results of a six-month research study show analyses of television content of Channel 5, which is the only free-to-air, 24-hour, English-language entertainment channel in Singapore. The results identify the role of television in assisting Singapore to meet its obligations in regard to the Convention on the Rights of the Child. News and advertisements aired on Channel 5 during primetime (between 7 pm and 10 pm) were recorded over a six-month period, and those featuring or related to children were analysed for the study. The samples were categorised and subcategorised based on the principles of the Convention (UNICEF, (2011a, June 2). Convention on the rights of the child. Rights Under the Convention on the Rights of the Child): Participation, Protection, Development, and Survival. A fifth category, not under United Nations Convention on the Rights of the Child-Object, was devised by the researchers. The results of this study have shown that the representation of children on television in Singapore is, in part, a reflection of how Singaporean society views children. Analyses of the media content indicated that protection and development of children was Singapore's top priority. Despite the fact that children were considered to need adult protection there was no reference to the Convention.

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Section: Who and What Of Children In Singapore?mentioning

confidence: 99%

Children's rights: television programmes aired in Singapore

Warrier

Ebbeck

2013

Early Child Development and Care

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“…In terms of reforming early childhood curriculum in the cultural context of Singapore, there is an urgent need to bring in the SEL component, which is valuable for preparing them to meet the challenges they will inevitably face in daily activities and lifelong pursuits. As the image of Singapore child is always characterised as being passive and incapable of expressing opinions on matters (Ebbeck and Warrier, 2008), more SEL opportunities will enable them to build relationships, practice social skills and become active and responsible citizens. Furthermore, the academic-focused culture has been evident in Singapore’s early childhood sector, with teachers and parents prioritising academic areas in young children’s learning (Bautista et al., 2016; Clarke and Sharpe, 2003).…”

Section: Conclusion Limitations and Implicationsmentioning

confidence: 99%

Early childhood teacher research and social-emotional learning: Implications for the development of culturally sensitive curriculum in Singapore

Yang

Peh

2021

Policy Futures in Education

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Teacher research has been promoted as a context-relevant approach to improving children’s learning experiences in early childhood settings. In this article, we focus on social-emotional learning (SEL), a crucial domain of the early childhood curriculum, to illustrate the role of teacher research in changing early childhood teachers’ everyday practices. We present an informative project on facilitating toddlers’ conflict resolution to exemplify the process of early childhood teacher research for supporting SEL. Evidence of the teacher research project revealed that integrating the child-focused approach into the existing curriculum was beneficial for promoting children’s conflict resolution skills and self-regulation. As situated in the particular context of Singapore, this case of teacher research presents how to successfully innovate early childhood curriculum practices within sociocultural realities, which include the hierarchical management culture, the imbalance between pressure upon and support for teachers, and limited time and resources. Suggestions and implications for early childhood practitioners and policymakers are also discussed.

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“…They also believe that some parents enrol their children in enrichment and tuition classes and hence, preschools are expected to raise the bar to keep up with the children's higher levels of academic skills (Yongbeon & Fung, 2021). This, in turn, has placed pressure on primary schools to raise the bar as well, resulting in spiralling levels of stress placed on the children, parents and teachers in both the preschools and primary schools (Bach & Christensen, 2017;Ebbeck & Chan, 2011;Ebbeck & Warrior, 2008;Lim-Ratnam, 2013). An over emphasis on school readiness skills and employing primary school teaching methods has also led to the 'schoolification' of some preschools in Singapore (Gunnersdottir, 2004, p.1).…”

Section: Introductionmentioning

confidence: 99%

“…According to Ebbeck & Warrior (2008), this phenomenon could be attributed to Singapore being a "result-oriented, exam focused education system" (p. 248). Similarly, Lim-Ratnam (2013) also believes that the pressures of Singapore's high-stakes examination system in schools have contributed to a strong emphasis on academic skills in the preschools and schools.…”

Section: Introductionmentioning

confidence: 99%

What are Singapore parents’ perception of play in the early years?

Karuppiah

2022

J Child Edu Soc

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International research indicate that play is the most effective way for children to learn and develop physically, cognitively, socially and emotionally as well as reduces stress and enhances confidence, curiosity and creativity. Despite the importance and benefits of play for children’s learning and development, play seems to be vanishing from preschool classrooms globally (and in Singapore) for various reasons. It is believed that one of the reasons for this phenomenon could be the lack of parents’ support for children’s play due to their high expectations and demand for academic achievement and the lack of their awareness or understanding on the importance of play in children’s development. Hence, the key purpose of this exploratory study is to gather data from parents on their perception of play and holistic development in Singapore preschools. Data were collected from 30 parents through interviews using a semi-structured questionnaire. The data collected were transcribed verbatim and coded and subsequently, organised by research question and analysed and interpreted constructively and reflexively. The findings of the study revealed that although most Singapore parents understood and recognised the importance of play and holistic development in the early years, some of them wanted preschools to prepare their children academically for primary school. Parents also shared a list of factors which supported or impeded their support for children’s play and some of them felt that they could benefit from parent education programmes. These findings highlight the importance of the school-family-community partnership in the education of young children in Singapore.

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Image of the Singapore Child

Cited by 9 publications

References 3 publications

Children's rights: television programmes aired in Singapore

Children's rights: television programmes aired in Singapore

Early childhood teacher research and social-emotional learning: Implications for the development of culturally sensitive curriculum in Singapore

What are Singapore parents’ perception of play in the early years?

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