Early Childhood Teacher Research and Social-Emotional Learning: Implications for the Development of Culturally Sensitive Curriculum in Singapore

Autor/inn/en	Yang, Weipeng; Peh, Jaslene; Ng, Siew Chin
Titel	Early Childhood Teacher Research and Social-Emotional Learning: Implications for the Development of Culturally Sensitive Curriculum in Singapore
Quelle	In: Policy Futures in Education, 19 (2021) 2, S.197-215 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yang, Weipeng)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-2103
DOI	10.1177/1478210320983499
Schlagwörter	Foreign Countries; Social Emotional Learning; Teacher Researchers; Preschool Education; Preschool Teachers; Toddlers; Preschool Curriculum; Social Influences; Cultural Influences; Culturally Relevant Education; Conflict Resolution; Student Centered Learning; Barriers; Child Care Centers; Skill Development; Program Effectiveness; Singapore + Suchen Sie Ihr Suchwort? Ausland; Lehrerforschung; Pre-school education; Vorschulerziehung; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Infant; Infants; Toddler; Kleinkind; Sozialer Einfluss; Cultural influence; Kultureinfluss; Conflict solving; Konfliktlösung; Konfliktregelung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Kompetenzentwicklung; Qualifikationsentwicklung; Singapur
Abstract	Teacher research has been promoted as a context-relevant approach to improving children's learning experiences in early childhood settings. In this article, we focus on social-emotional learning (SEL), a crucial domain of the early childhood curriculum, to illustrate the role of teacher research in changing early childhood teachers' everyday practices. We present an informative project on facilitating toddlers' conflict resolution to exemplify the process of early childhood teacher research for supporting SEL. Evidence of the teacher research project revealed that integrating the child-focused approach into the existing curriculum was beneficial for promoting children's conflict resolution skills and self-regulation. As situated in the particular context of Singapore, this case of teacher research presents how to successfully innovate early childhood curriculum practices within sociocultural realities, which include the hierarchical management culture, the imbalance between pressure upon and support for teachers, and limited time and resources. Suggestions and implications for early childhood practitioners and policymakers are also discussed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01