Early Childhood Education Paper

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Humanities

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Question 1

This question requires you to read an article which was published in partnership with The Hechinger Report:
Mongeau, L. (2016, January 10). School’s out(doors). The Straits Times. Retrieved from http://www.straitstimes.com/opinion/schools-outdoo...

  1. (a) Based on what the author advocates, describe the early childhood educators’ role and the assumptions made about what young children need in the United States today.

  1. (b) Discuss if Singaporeans need to have a paradigm shift if we were to promote more outdoor learning for young children. Propose the kinds of policies and educational practices that would be required to support Singapore’s early childhood educators to promote outdoor learning. In your response, demonstrate your current understanding of local policies/practices, as well as knowledge of child development.

-----> yes, Singaporeans need to have a paradigm shift. Do elaborate on what kind of shift is required, and why?

Current Singapore's policies:

1. currently, Singapore requires Gross motor activities to be carried out (For full day services) 1 hour daily, with at least 30 minutes outdoors or 45 minutes thrice weekly outdoors or equivalent, or (For half day services) 30 min thrice weekly, with at least one session outdoors or equivalent

(reference: page 29 https://www.ecda.gov.sg/Documents/Resources/Guide%20to%20Setting%20up%20an%20Early%20Childhood%20Development%20Centre.pdf)

2. Every child care centre shall have access to outdoor play space. The outdoor playground must be within walking distance from the child care centre, i.e. the children should not cross any vehicular roads to reach the playground. For playgrounds located on different levels, staircases must not be more than 2 flights of steps (maximum 10 steps each). (reference: https://www.childcarelink.gov.sg/ccls/uploads/CCC_Guide.pdf Appendix C, or page 5) (too safe?)

3. “The GUSTO cohort is based in Singapore, a high-income country where screen use is among the highest globally. At 2 years of age, about 75% of our study children exceeded the recent AAP recommendations for 2 and 3 year old children. Similarly to previous reports in older children, we found that SVT tracks moderately between 2 and 3 years. An increase in SVT between 2 and 3 years was mostly due to an increase in hand-held device SVT, consistent with findings from a cross-sectional study among Singaporean children aged 2 years and below.” (Proof that Singaporean toddlers have too much screen time?)

(Reference: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5584344/ )

4. “Several parental behavioral predictors were also observed. Maternal television viewing time ≥ 3 h/day was among the strongest predictors of children’s total SVT and television viewing time, but not of hand-held device viewing time. Paternal television viewing time ≥ 2 h/day was associated, although less strongly, with total and device-specific SVT. Previous studies have reported that the presence of frequent screen users in the household is associated with children’s screen behavior. Altogether, the evidence suggests that children’s screen use behavior is strongly influenced by parental behavior. Targeting parental behavior in early childhood may be a potentially effective avenue for interventions aimed at reducing children’s SVT.” (There need to be a shift in parent’s mindset? Root of the problem?”

(Reference: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5584344/ )


— I’m not sure if you can find any other articles on Singapore’s childcare policies.

— Also, include on other good policies you may know from other countries to implement in Singapore.

  1. (c) The theme for the annual ECDA Conference 2019 is “Beyond the Classroom: Take Learning Outdoors” and a national outdoor learning guide will be shared with the EC sector.

Using Google Scholar and/or the SUSS library databases, select and review TWO recently published (i.e., in the last 5 years) journal articles that provides evidence to advocate for young children’s outdoor learning.

----> I have attached 4 journal articles which MAY or MAY NOT be useful. Do choose the best 2, otherwise do help me to outsource your own.

Discuss what you have learned from these two articles and think about THREE things that you would do to support either 3-year-olds’ OR 5-year-olds’ (select one age group) enjoyment of and learning in the outdoors.

———————————————————————————————————————————————

Question 2

This question relates to your current field placement experience or work experience in a child care or kindergarten in Singapore.

Analyse the kinds of fundamental tasks found in: (a) an early childhood teacher’s work; and (b) an early childhood leader’s work.

In your response, examine how a teacher’s and a leader’s work relates to specific characteristics or goals of their programme/centre. And classify the tasks according to the five areas suggested in Chapter 1 of Copple & Bredekamp (2009).

Create additional categories where necessary to classify the tasks that are fundamental in a leaders’ work. For clarity of presentation, please use tables or figures where necessary.



——> The five areas are Community of Learners, Teaching, Curriculum, Assessment, and Families. Please refer to Chapter 1 here: at https://www.dropbox.com/sh/tx6e8lwk9s7kryl/AABCpf0...

Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (3rd ed.). Washington, D. C.: National Association for the Education of Young Children.

——> An early childhood leader’s work are not limited to https://sso.agc.gov.sg/SL-Supp/S890-2018/Published/20181228?DocDate=20181228)

a) To manage the staff of a centre to ensure the proper provision of early childhood development services at the centre.

b) to ensure that the daily operations of the centre are carried out effectively.

(Also other tasks such as liaising with families, etc)

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Explanation & Answer

Attached.

Early Childhood Education – Outline
I.

The Early Childhood Educators’ role and the Assumptions made about What Young
Children need in the United States Today

II.

A Paradigm Shift for Singaporeans in the Context of Outdoor Learning for Young
Children


Current Singapore Policies and Educational Practices in Early Childhood
Education



Recommendations for the Promotion of Outdoor Learning

III.

Two Recent Articles Which Advocate for Young Children’s Outdoor Learning

IV.

Analysis of the Types of Fundamental Tasks Found in an Early Childhood Teacher’s
Work and an Early Childhood Leader’s Work


Early Childhood Teacher’s Work



Early Childhood Leader’s Work


Running head: EARLY CHILDHOOD EDUCATION

Early Childhood Education
Name
Institution

1

EARLY CHILDHOOD EDUCATION

2

Early Childhood Education
Part 1
The Early Childhood Educators’ Role and the Assumptions made about What Young
Children need in the United States Today
Teachers who focus on young children in a learning environment or institution are
known as Early Childhood Educators (ECEs). ECEs, therefore, specialize in teaching
children ranging from toddlers to children of the age of six years (Early Childhood
Development Agency, 2019). They provide young children with instruction and nursing in
line with fundamental education aspects. Primarily, ECEs should participate in the
development of programs which support child development holistically. They should ensure
that the programs safe and in tandem with legal requirements within respective jurisdictions.
ECEs streamline daily pre-school routines so that the group and individual needs of children
are met accordingly (Mongeau, 2016). They ensure that children are well-dressed, well-fed,
and safe. Young children need to explore various resources and materials as they grow, and
ECEs should ensure that these activities are part of their learning process. Thus, ECEs are in
charge of the provision of a variety of resources and materials. According to Mongeau
(2016), they assist the children to be imaginative, creative, and responsible. The ECEs guide
them as they discover new things. They should be keen to notice when a young child
experiences cognitive difficulty so that they can apply appropriate teaching methods.
According to Mongeau (2016), some of the assumptions made about what children
need in the United States are that schools without buildings are not worthy of licenses, time
indoors must be scheduled because it is more valuable than outdoor learning time, and that
outdoor learning is quite costly because of the requirements for children. Fiddleheads is an
outdoor pre-school, and since it cannot be granted a license because it is in Washington state,

EARLY CHILDHOOD EDUCATION

3

it can only be open until 1 pm (Mongeau, 2016). Clothing for children in outdoor pre-schools
can be quite expensive because the ECEs must ensure that they are safe and healthy,
especially when it is freezing. Dr Deborah Stipek, an early education student at Stanford
University, is sceptical regarding the outdoor pre-school model because she believes that
ECEs can still avail excellent natural materials to the children indoors (Mongeau, 2016). She
believes that learning is safe and highly effective, and ECEs can make it convenient by
incorporating outdoor aspects in indoor education. However, according to the writer of "Last
Child In The Woods," Richard Louv, children need to spend more time outdoors so that they
are healthy emotionally, physically, and socially in their development and learning process
(Mongeau, 2016).
A Paradigm Shift for Singaporeans in the Context of Outdoor Learning for
Young Children
The evolution of the pre-school system in Singapore began in 2000, and the system
continues to change rapidly in current times (Ng, 2011). Although the government and the
private sector have made efforts to enhance the quality of pre-school education in the
country, there is still the need of new policies and initiative implementation to support the
holistic development of young children. In Singapore, the quality standards of pre-school
education have been raised, but new ideas such as those which involve outdoor learning are
yet to be embraced wholeheartedly (Ng, 2011). Therefore, there should be a paradigm shift in
this context to revise the curriculum comprehensively such that it supports the emotional,
intellectual, physical, and social development of young children. In as much as ECEs need to
increase the academic success of children, they need to teach them how to reduce their stress
levels through physical activity (Ting, 2007). The incorporation of meaningful outdoor
learning aspects into the daily schedule for teaching so that ECEs can meet the needs of

EARLY CHILDHOOD EDUCATION

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diverse children years (Early Childhood Development Agency, 2019). Experts in early
childhood education agree that nature should be the core of a pre-school curriculum.
Current Singapore Policies and Educational Practices in Early Childhood Education
The Singapore pre-school education system has undergone various paradigm shifts
from "survival-driven education" to an "efficiency-driven system" then to an "ability-driven
system" in consecutive decades from the 1970s (Ng, 2011). The current system allows
children to discover their potential as the ECEs caters for their diverse needs through
customized programs. However, nature learning should be included adequately in the
knowledge-based structure. Currently, the performance of gross motor activities 1 hour daily
is a requirement in the pre-school education system (Early Childhood Development Agency,
2019). These activities are based on full-day services. Outdoor learning should cover 30 or 45
minutes, three times a week. In the case of half-day services, outdoor activities should
include 30 minutes thrice weekly years (Early Childhood Development Agency, 2019). There
must be an outdoor play space in every childcare center, and space must be a walking
distance to the center so that the children are safe from road accidents. Playgrounds which are
on different levels should not exceed two-step flights, and each flight should not be more than
ten steps (Early Childhood Development Agency, 2019). Currently, many Singaporean
children attend pre-school even though it is not compulsory. As a product of the private
sector, pre-school involves kindergarten and the childcare center. The Ministry of
Community Development, Youth and Sports (MCYS) licenses the childcare centers which
benefit children ranging between two months and six years. Ministry of Education (MOE)
registers the centers while the Child Care Centres Act (1988) regulates them. The Education
Act (1958) regulates kindergartens (Ng, 2011).

EARLY CHILDHOOD EDUCATION

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Singapore is a high-income country with enhanced technology, and it promotes the
use of screens. According to the GUSTO cohort study, approximately 75% of 2-3-year-old
children are involved in screen use. Study findings show that the increase of hand-held device
screen viewing time (SVT) leads to the concern of overall health problems (Bernard et al.,
2017). The cross-sectional study also confirmed that most Singaporean children between 2
and 3 years are highly exposed to longer SVT. This behavior was based on various parental
behavioral predictors. While maternal television screening time influenced children to be
more exposed to television, paternal viewing influenced the children to have more screening
time on both TV and hand-held device (Bernard et al., 2017). ECEs and administrators need
to target parents to shift their mindset and participate in interventions that can reduce their
children screen viewing time so that they participate in outdoor activities.
Singapore pre-schools provide a formalized nursery three-year education system for
4-year old children, while 5-year old children learn in Kindergarten One classes, and 6-year
old children learn in Kindergarten Two classes. MOE registers kindergartens under the
Education Act if they are eligible (Ng, 2011). Eligibility involves the suitability of premises
for the health and safety of children as per the relevant authorities, the existence of an
appropriate program for young children according to the MOE assessment measures, teachers
and principals professional and academic qualifications, and the availability of a management
committee capable of the efficient management of the kindergarten (Ng, 2011).
Recommendations for the Promotion of Outdoor Learning
A child can experience lifelong learning when he or she is exposed to quality early
education. Therefore, knowledge, communications and information technology should be
used effectively to enhance social and economic developments. Learning must incorporate
good dispositions and values so that a child becomes responsible, intelligent, social, and

EARLY CHILDHOOD EDUCATION

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creative. In its current efforts to improve pre-school structures, MOE should harness its
resources to promote research and implementation of strategies associated with outdoor
learning in early childhood education (Ting, 2007). The MOE should also consider preschools, which are purely outdoor in their assessment and determine measures for licensing
such entities as long as the ...


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