Blending constructivism and instructivism

a study of classroom dialogue in Singapore kindergartens

Qiushi Yin, Weipeng Yang*, Hui Li

*Corresponding author for this work

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

The Singapore government has launched kindergarten curriculum reform since 2003 to promote constructivism in teaching and learning, which seems to contradict the traditional pedagogy. Using video analysis, we examined the actual classroom dialogue in six Chinese language classrooms to understand to what extent the constructivist pedagogy has been implemented in Singapore kindergartens. Evidence indicated the classroom dialogs in the Singapore kindergartens were knowledge-driven and teacher-directed, which is per se instructivism-based. The findings call for a further reflection on the progressive early childhood education reforms and the enhancement of professional support for early childhood teachers in Singapore and other similar contexts.

Original languageEnglish
Number of pages18
JournalJournal of Research in Childhood Education
DOIs
Publication statusE-pub ahead of print - 26 Feb 2020

Keywords

  • classroom dialogue
  • constructivism
  • early childhood education
  • Singapore
  • teacher-child interaction

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