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 journalArticlepeer-review

    7 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
    Pages (from-to)583-600
    Number of pages18
    JournalJournal of Research in Childhood Education
    Volume34
    Issue number4
    Early online date26 Feb 2020
    DOIs
    Publication statusPublished - 1 Oct 2020

    Keywords

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

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