Singaporean early childhood teachers' beliefs about literacy development in a multilingual context

Christina Lim*, Jane Torr

*Corresponding author for this work

    Research output: Contribution to journalArticle

    10 Citations (Scopus)

    Abstract

    It is widely recognised that teachers' pedagogical practices are influenced by many factors, including their personal experiences, their theoretical knowledge and the institutional context in which they work. Yet little is known about the beliefs held by Singaporean teachers about language and literacy development. Given the significance of early childhood for subsequent academic achievement, this study employed a survey method to explore the beliefs about literacy held by 79 teachers of 4- to 6-year-old children in prior-to-school settings. The findings indicate that almost all teachers viewed their primary goal as fostering children's ability to communicate and express themselves. They believed in using an eclectic approach rather than focusing on one or other 'method'. The findings have implications for early childhood teacher education programs, professional development and implementation of Government policies in Singapore.

    Original languageEnglish
    Pages (from-to)409-434
    Number of pages26
    JournalAsia-Pacific Journal of Teacher Education
    Volume35
    Issue number4
    DOIs
    Publication statusPublished - Nov 2007

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