Abstract:
For 40 years, the Singapore education system has adopted a ‘standard’ curriculum, however the Minister of Education, Mr. Shanmugaratnam (2006) has stated that the ‘one size fits all’ approach is not feasible in a ‘globalized world’. There is a call for a shift from academic rote learning to more experiential engaged learning, lifelong learning and learning that is considered character building. The Singapore MOE and policy makers have realized the importance of early childhood. In 2003, the Ministry of Education (MOE) launched a Pre-school Curriculum Framework based on a two-year pilot research study. The resultant new curriculum focused on developing the child holistically, on learning through play and experimentation, and on interacting with the teacher. To help raise the professional standard of pre-school educators, the MOE mandated that by 2008, all preschool teachers and principals should attain the minimum qualification of a pre-school teaching diploma and leadership diploma respectively.
A qualitative research methodology was used to study the challenges, problems and emerging transition issues faced by the stakeholders involved in the Singapore curriculum reforms. The research methodology entails a case study of one kindergarten. Data collection methods consisted of interviews, observation and 2 document analysis. Analysis provides insights of indirect and direct influences on stakeholders in a kindergarten while attempting change as required by the MOE. Findings include an exploration of how change is viewed, experienced and handled by all those involved in the kindergarten during this time.
A qualitative research methodology was used to study the challenges, problems and emerging transition issues faced by the stakeholders involved in the Singapore curriculum reforms. The research methodology entails a case study of one kindergarten. Data collection methods consisted of interviews, observation and 2 document analysis. Analysis provides insights of indirect and direct influences on stakeholders in a kindergarten while attempting change as required by the MOE. Findings include an exploration of how change is viewed, experienced and handled by all those involved in the kindergarten during this time.