Titlebook: Early Childhood Development and Education in Singapore; Oon Seng Tan,Kenneth K. Poon,Anne Rifkin-Graboi Book 2022 The Editor(s) (if applic

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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

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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

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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

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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

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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

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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

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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

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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