Singaporean early childhood teachers' beliefs about literacy development in a multilingual context | Macquarie University ResearchOnline

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Title: Singaporean early childhood teachers' beliefs about literacy development in a multilingual context
Related: Asia-Pacific journal of teacher education, Vol. 35, Issue 4, p.409-434
DOI: 10.1080/13598660701611412
Publisher: Routledge
Date: 2007
Author/Creator: Lim, Christina
Author/Creator: Torr, Jane
Description: 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.
Description: 26 page(s)
Resource Type: journal article
Organisation: Macquarie University. Institute of Early Childhood

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