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ERIC Number: EJ777050
Record Type: Journal
Publication Date: 2007-Nov
Pages: 26
Abstractor: Author
Reference Count: 47
ISSN: ISSN-1359-866X
Singaporean Early Childhood Teachers' Beliefs about Literacy Development in a Multilingual Context
Lim, Christina; Torr, Jane
Asia-Pacific Journal of Teacher Education, v35 n4 p409-434 Nov 2007
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. (Contains 8 tables and 1 appendix.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: Teachers; Policymakers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Singapore