Exploring relationships among kindergarten teachers' beliefs, reported practices, and observed pedagogy in Singapore : a mixed-method approach

Abstract

Governments worldwide are exerting efforts to enhance the quality of early childhood education (ECE) by advocating child-centred curricula that promote active learning through play. Many governments, including Singapore, have developed a curriculum framework as part of their national agenda to uplift the quality of ECE. The teacher who delivers the curriculum has a critical role in determining pedagogical quality and it is widely accepted that teacher beliefs form the basis of their instructional decisions and actions. This thesis examines the relationships among kindergarten teachers’ curriculum and instructional beliefs, reported practices, and observed pedagogy in Singapore. Four studies were conducted and both quantitative and qualitative methods were used to analyse data collected from multiple sources. Study One explored teachers’ reported ECE beliefs and practices, and their associations with teacher- and kindergarten-related factors. A questionnaire was administered to 167 teachers of 4- to 5-year-olds from non-profit kindergartens. Factor analyses revealed three belief factors relating to learning through (i) a child-centred, developmental approach; (ii) a teacher-centred, academic approach; and (iii) free and spontaneous play, as well as four factors related to practices in (i) non-academic activities; (ii) interactive academic activities; (iii) structured academic activities; and (iv) teacher-led activities. Findings indicated that teachers believed in the importance of both child-centred and teacher-centred practices but child-centredness was prioritised over teacher-centredness. Teachers’ child-centred beliefs were positively correlated to level of ECE training, teacher-centred beliefs, teachers’ age, and to their teaching experience. Beliefs in child-centredness and teacher-centredness predicted report of interactive academic activities, and beliefs in teacher-centredness influenced reports of structured academic and teacher-led activities after controlling for demographic and contextual variables. Study Two examined the relationship between beliefs and observed practices of 10 teachers purposively selected from the surveyed sample in Study One. Classroom observations over two days for each teacher found that teachers’ beliefs were not always reflected in their observed practices. Despite prioritising child-centred practices in theory, most teachers used more than 50% of classroom time on teacher-directed whole class instruction and activities for teaching specific knowledge and skills. Study Three investigated contextual factors affecting teachers’ observed practices by interviewing the 10 teachers from Study Two. Qualitative analyses of the interview data revealed that systemic challenges arising from structural constraints, teachers’ differential emphasis on learning and playing, their views about children, academic rigour of primary schools, and demands from parents may have contributed towards the prevalence of teacher-directed group teaching in kindergartens. Study Four examined a range of classroom instructional practices adopted by kindergarten teachers. Four teachers were purposively selected from Study Two for an in-depth description to illuminate the variety and qualities of instructional teaching practices. Findings revealed that kindergarten teaching in Singapore is teacher-directed with active participation from the children for focused learning. Findings from this thesis suggest that Singapore kindergarten teachers’ beliefs and practices are influenced by curriculum reform initiatives and the realities of the local context and culture. Implications of the findings for policy and practice are discussed.