標(biāo)題: Titlebook: Early Childhood Development and Education in Singapore; Oon Seng Tan,Kenneth K. Poon,Anne Rifkin-Graboi Book 2022 The Editor(s) (if applic [打印本頁(yè)] 作者: 延展 時(shí)間: 2025-3-21 16:17
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書(shū)目名稱(chēng)Early Childhood Development and Education in Singapore讀者反饋學(xué)科排名
作者: 是剝皮 時(shí)間: 2025-3-21 21:45 作者: 不合 時(shí)間: 2025-3-22 02:59 作者: 持續(xù) 時(shí)間: 2025-3-22 07:22 作者: 精致 時(shí)間: 2025-3-22 11:32 作者: PRO 時(shí)間: 2025-3-22 16:41 作者: PRO 時(shí)間: 2025-3-22 18:01
Cross-Cultural Considerations for Adapting Valid Psychoeducational Assessments,pedagogical effects, and ultimately inform broader education policy. Much research and practice in child learning and development is predicated on accurate measurement. However, most common measurement instruments (tests, surveys) have been developed and validated in Western contexts. While these me作者: outrage 時(shí)間: 2025-3-22 22:05
The Importance of Positive Environments on Infant and Early Childhood Neurodevelopment: A Review anr interventions, learning, and childhood well-being? Humans live among ever-changing circumstances and therefore require extensive neurocircuitry supporting abilities to learn, regulate, and respond to information throughout life. Nevertheless, biological plasticity is energetically costly, and so i作者: 者變 時(shí)間: 2025-3-23 02:50 作者: exostosis 時(shí)間: 2025-3-23 08:49
,Using Guided Play to Facilitate Young Children’s Exploratory Learning,exploratory play, depending on the manner in which they get involved: For example, directly instructing children what to do when facing a novel artifact may discourage them from further exploration and discovery learning (Bonawitz E, Shafto P, Gweon H, Goodman ND, Spelke E, Schulz L, Cognition 120(3作者: 圍巾 時(shí)間: 2025-3-23 13:42
Master Your Feelings: Emotional Competence in Early Childhood Parent-Related Antecedents and Child ter, we first describe three major components of children’s emotional competence: emotion understanding, emotion regulation, and empathy. Then, we discuss emotional competence’s (1) typical development; (2) relation with other child outcomes, such as social competence, internalizing and externalizin作者: mydriatic 時(shí)間: 2025-3-23 15:26 作者: IDEAS 時(shí)間: 2025-3-23 20:24
Harmonious Bilingual Development: The Concept, the Significance, and the Implications,(De Houwer, The International Journal of Bilingualism 19(2): 169, 2015). This notion has attracted increasing attention in recent years, but the application of this concept within the Singaporean context remains unknown. The current chapter begins by introducing Harmonious Bilingual Development and 作者: 消音器 時(shí)間: 2025-3-24 00:08 作者: 縱火 時(shí)間: 2025-3-24 04:02
,Preschool Teachers’ Experiences of Work-Related Stress: A Pilot Study of Singapore Teachers,y supportive learning environments. However, teachers’ abilities to provide such high-quality learning environments may be hindered by work-related stress. Prolonged exposure to stress is also associated with several undesirable outcomes, including lower job satisfaction and increased motivation to 作者: Nomadic 時(shí)間: 2025-3-24 08:59 作者: 剛毅 時(shí)間: 2025-3-24 13:56 作者: Foolproof 時(shí)間: 2025-3-24 18:14 作者: 不整齊 時(shí)間: 2025-3-24 19:55
school which is for children aged?seven?years and above. ‘Pre-school’ will also be used interchangeably with the term, ‘early childhood’, unless there is a need to make a distinction.) (kindergarten or childcare centre) before entering?Primary?One?(P1) (Tan, Int J Child Care Educ Policy, 11(7):1–22,作者: 一起平行 時(shí)間: 2025-3-25 02:04 作者: infarct 時(shí)間: 2025-3-25 03:19 作者: Ataxia 時(shí)間: 2025-3-25 08:20
arch Council, Shonkoff JP, Phillips DA (eds) From neurons to neighborhoods: The science of early childhood development. National Academies Press, Washington, DC, 2000). However, children with disabilities or at risk of developing disabilities may struggle to achieve the same levels of competencies i作者: 農(nóng)學(xué) 時(shí)間: 2025-3-25 12:08
pedagogical effects, and ultimately inform broader education policy. Much research and practice in child learning and development is predicated on accurate measurement. However, most common measurement instruments (tests, surveys) have been developed and validated in Western contexts. While these me作者: 使痛苦 時(shí)間: 2025-3-25 19:51
r interventions, learning, and childhood well-being? Humans live among ever-changing circumstances and therefore require extensive neurocircuitry supporting abilities to learn, regulate, and respond to information throughout life. Nevertheless, biological plasticity is energetically costly, and so i作者: excrete 時(shí)間: 2025-3-25 21:07
ment on holistic education, they are increasingly being used in schools around the world, including in Singapore, to support the development of socio-emotional competencies and cognitive, emotional, and behavioral self-regulation in students. These skills underlie the “21st Century Competencies” reg作者: 脫離 時(shí)間: 2025-3-26 00:32
exploratory play, depending on the manner in which they get involved: For example, directly instructing children what to do when facing a novel artifact may discourage them from further exploration and discovery learning (Bonawitz E, Shafto P, Gweon H, Goodman ND, Spelke E, Schulz L, Cognition 120(3作者: Mirage 時(shí)間: 2025-3-26 06:07
ter, we first describe three major components of children’s emotional competence: emotion understanding, emotion regulation, and empathy. Then, we discuss emotional competence’s (1) typical development; (2) relation with other child outcomes, such as social competence, internalizing and externalizin作者: 通情達(dá)理 時(shí)間: 2025-3-26 12:21
or 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作者: 加花粗鄙人 時(shí)間: 2025-3-26 12:41 作者: Aerophagia 時(shí)間: 2025-3-26 20:15
g in childhood- behavioural, emotional and ADHD type, little is known about how these relationships come to develop, while even less is known among children who grow up learning two or more languages..This is of global concern, as a substantial number of individuals who speak two languages exist aro作者: Memorial 時(shí)間: 2025-3-26 21:34
y supportive learning environments. However, teachers’ abilities to provide such high-quality learning environments may be hindered by work-related stress. Prolonged exposure to stress is also associated with several undesirable outcomes, including lower job satisfaction and increased motivation to 作者: Ganglion 時(shí)間: 2025-3-27 03:47 作者: Occipital-Lobe 時(shí)間: 2025-3-27 08:29 作者: 難管 時(shí)間: 2025-3-27 11:44
Oon Seng Tan,Kenneth K. Poon,Anne Rifkin-GraboiExpounds on the current climate of early childhood education research in Singapore.Presents a macro and micro focus on the development of the early childhood education sector in Singapore.Adopts a hol作者: 因無(wú)茶而冷淡 時(shí)間: 2025-3-27 17:06
Empowering Teaching and Learning through Policies and Practice: Singapore and International Perspecthttp://image.papertrans.cn/e/image/300677.jpg作者: 伙伴 時(shí)間: 2025-3-27 21:34 作者: Hdl348 時(shí)間: 2025-3-27 23:48 作者: Diuretic 時(shí)間: 2025-3-28 02:21 作者: 逃避責(zé)任 時(shí)間: 2025-3-28 07:43 作者: figment 時(shí)間: 2025-3-28 12:27 作者: 手工藝品 時(shí)間: 2025-3-28 15:19
Learners Curriculum (NEL, 2003, 2012) utilizing Schiro’s idea of curriculum ideology with a focus on learner-centeredness. Furthermore, it presents 12 preschool teachers’ interpretations of good-quality ECE and curriculum changes in Singapore. Discourse analyses and discursive pragmatics (Zienkowski作者: faction 時(shí)間: 2025-3-28 20:44 作者: 套索 時(shí)間: 2025-3-28 23:06 作者: FER 時(shí)間: 2025-3-29 05:20
pore differs from Western contexts and how these contextual factors relate to and can inform the adaptation and use of different types of measurement instruments: self- and other-report inventories, norm-referenced standardised tests, and computerised adaptive tests (CATs). For example, norm-referen作者: 內(nèi)閣 時(shí)間: 2025-3-29 08:20 作者: 銀版照相 時(shí)間: 2025-3-29 14:32
apter concludes with a section on recommendations and implications for policy and practice, including a brief discussion of mindfulness in the local school settings and the need for future studies examining systems-level approaches involving teachers and parents.作者: 公式 時(shí)間: 2025-3-29 16:33 作者: 有花 時(shí)間: 2025-3-29 20:29
g and shared book reading are discussed in detail at the end of the chapter given their potential contribution to Singaporean children’s Harmonious Bilingual Development. It is suggested that these approaches be implemented with the child bilinguals’ characteristics in mind.作者: 愉快么 時(shí)間: 2025-3-30 00:13 作者: Bother 時(shí)間: 2025-3-30 05:26
ridging the knowledge gap between international findings and local evidence. In the first section, we provide a review of the theory and empirical findings on work-related stress in teachers. In the second section, we report findings from a pilot study involving one-to-one interviews with preschool 作者: NAV 時(shí)間: 2025-3-30 12:00
Introduction to Early Childhood Development and Research in Singapore,se or trauma have been linked to outcomes such as lower levels of school readiness, attentional problems, and/or difficulties in socioemotional development (e.g., Psychogiou et al., 2020; Fearon & Belsky, 2004; Dearing et al., 2001; Enlow et al., 2012).作者: peak-flow 時(shí)間: 2025-3-30 16:20
The Honeycomb of Early Childhood Development (ECD): A Big Picture Approach for Supporting Developme research, practice, and policies in ECD. It comprises six important factors: 1) economics, where we talk about ECD as an investment that is practical for our economy and beneficial for children when done . and .; 2) equity, where the importance of enabling access to ECCE for every child is highligh作者: Myocarditis 時(shí)間: 2025-3-30 20:12
Pre-school Teacher Education in Singapore: Developments and Challenges,oung children, there have been many changes in teacher education (teacher preparation &?professional development) programmes in terms of their entry requirements, duration and content over the years?(ECDA, 2018)..Although some progress has been made in recent decades, the government would need to un作者: ABIDE 時(shí)間: 2025-3-31 00:33 作者: intuition 時(shí)間: 2025-3-31 02:25 作者: 分離 時(shí)間: 2025-3-31 07:18
Early Childhood Intervention for Young Children with Special Needs in Singapore: Where We Have Beenative years of ECI development in Singapore from 1950 to 2000 and describes the expansion of ECI services from 2001 to 2020, offering a brief description of the support programs offered in a range of inclusive to specialized settings. The second section presents key findings from the small but growi
