Written by Emeritus Prof Marjory Ebbeck et al., this paper discusses the readiness of early childhood educators in embarking on leadership roles. It also presents the factors that motivate or discourage educators from taking on such positions. Based on the findings obtained from an online survey and a focus group discussion, this paper offers recommendations with regards to organisational support that would foster and develop leadership in early childhood professionals.
Written by Emeritus Prof Marjory Ebbeck, Associate Professor Bonnie Yim, Yvonne Chan and Mandy Goh, this paper reported Singaporean parents’ and caregivers’ views on their young children’s access and use of technological devices. Along with the emerging use touchscreen devices, views on the benefits and risks of touchscreen devices were specifically sought and reported as well. Results show that a relatively sizeable number of children were exposed to and used technological devices in their daily lives. This paper also highlights key implications and considerations for parents and educators to inform them of ways to better guide their young children in navigating the pervasive digital space.
Written by Emeritus Prof Marjory Ebbeck, Dr Geraldine Teo-Zuzarte, Cynthia Tan and Mandy Goh, this paper reported reports on a research study in Singapore that investigated curriculum effectiveness using developmental learning outcomes as a means of assessing children. The research was devised to examine if eight specified broad developmental learning outcomes could measure the effectiveness of the curriculum by assessing children's learning as shown in qualitative data. Practical examples showed evidence of children's learning and the role of the educator in facilitating and documenting developmental learning outcomes.
Written by Emeritus Prof Marjory Ebbeck et al., this paper reported a relationships-based curriculum and how it extended the active involvement of the infants, toddlers, and young children (up to the age of three) in their learning. Conducted over a year using a well-tested, traditional before-and-after methodology, children were observed to show significantly improved active involvement.
