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Singapore Preschool Teachers' Responses to the Introduction of A Framework for a Kindergarten Curriculum in the Context of 3 Preschool Settings

Ang, L; (2008) Singapore Preschool Teachers' Responses to the Introduction of A Framework for a Kindergarten Curriculum in the Context of 3 Preschool Settings. Asia-Pacific Journal of Research in Early Childhood Education , 2 (1) pp. 55-81. Green open access

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Abstract

This paper is based on a British Academy funded research project on teachers' responses to the introduction of the Singapore preschool curriculum entitled A Framework for a Kindergarten Curriculum (Ministry of Education, 2003). 15 teachers from 3 preschools were interviewed and their views analysed to identify issues in the implementation of the new curriculum. The teachers in this study welcomed the curriculum but had reservations about it. For them, the three main issues were limitations in funding and resources, a need for training, and the expectations of parents for a more formal approach to the curriculum. The cultural and economic context in which the preschools are located seem to have some influence on the teachers' ability to implement the Framework and on how the curriculum is delivered to children.

Type: Article
Title: Singapore Preschool Teachers' Responses to the Introduction of A Framework for a Kindergarten Curriculum in the Context of 3 Preschool Settings
Open access status: An open access version is available from UCL Discovery
Publisher version: http://www.pecerajournal.com/?page=5&a=21776
Language: English
Additional information: This version is the version of record. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: curriculum, national policy, teachers' views, Singapore kindergarten
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership
URI: https://discovery.ucl.ac.uk/id/eprint/1516976
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