Dr Karuppiah Nirmala

Singapore Kindergarten Impact Project A Longitudinal Study tracking children from Kindergarten 1 (K1) to Primary 1 (P1) Currently, a 3-year study with the possibility of extending to higher levels Team of researchers consists of Investigators, Research Fellows, Research Associates & Research Assistants

Funding & Support NIE Office of Educational Research (OER) Ministry of Education (MOE) Early Childhood Development Agency (ECDA)

International Studies Growing Up in Australia (The Longitudinal Study of Australian Children) Millennium Cohort Study (UK) Effective Provision of Pre-School Education (UK) Early Childhood Longitudinal Studies (USA)

Purpose To evaluate the academic, cognitive & socio-emotional outcomes for pre-school children as they enter primary school To ascertain how these outcomes vary according to the process & structural factors of the pre-school environment

Sample Over 1600 children/1 teacher per classroom 116 classrooms/80 pre-schools (mainly kindergartens) Types of pre-schools (government, government-funded, not-for-profit & commercial) Pre-schools serving middle & lower income families

Qualifications of Teachers Teachers have the following educational & professional qualifications stipulated by the Early Childhood Development Agency (ECDA) At least 5 GCE ‘O’ Levels with B4 in English Language or higher At least a Diploma in Early Childhood Care & Education (ECCE) in Teaching or higher

Areas of Study Language & Literacy Numeracy Social & Emotional well being Physical Development Self-regulation Teacher-Child Interactions determines the quality of children’s development & learning experiences

Data Collection & Analysis Classroom Assessment Scoring System (CLASS) by Pianta, Paro, & Hamre (2013) Assesses the quality of ECCE through 3 crucial domains of teacher-child interactions – emotional support, classroom organisation & instructional support Establishes an accurate picture of classroom interactions through brief, repeated observation & scoring cycles Highlights areas of strengths & areas for improvement Provides important information related to accountability, professional development & research

Implementation Schedule Q1 2015 Q2 2015 Q3 2015 Q4 2015 Q1 2016 Q2 2016 Q3 Q4 Child testing start K1 (wave 1)   Classroom observations of teacher-child interaction K1  Coding Child testing end K1 (wave 2) Data analysis for wave 1 and wave 2  Wave 2 Classroom observations of teacher-child interaction K2 Child testing end K2 (wave 3)

Classroom Organisation Instructional Support CLASS – 3 Domains Classroom Quality Emotional Support Classroom Organisation Instructional Support Add notes from paper read this morning

Classroom Organisation Instructional Support CLASS – 3 Domains Classroom Quality Emotional Support Classroom Organisation Instructional Support Add notes from paper read this morning Supporting children’s social & emotional functioning Classroom processes related to organisation and management of children’s behaviour, time and attention Supporting children’s cognitive & language development

CLASS – 10 Dimensions Classroom Quality Emotional Support Positive Climate Negative Climate Teacher Sensitivity Regards for Student Perspective Classroom Organisation Behaviour Management Productivity Instructional Learning Formats Instructional Support Concept Development Quality of Feedback Language Modelling Add notes from paper read this morning

CLASS – Dimensions for Emotional Support Classroom Quality Emotional Support Positive Climate Negative Climate Teacher Sensitivity Regards for Student Perspective The emotional connection, respect & enjoyment demonstrated between teachers & students, & among students The level of expressed negativity such as anger, hostility or aggression exhibited by teachers &/or students in the classroom Teachers’ awareness of & responsivity to students’ academic & emotional concerns Add notes from paper read this morning The degree to which teachers’ interactions with students & classroom activities place on emphasis on students’ interests, motivations & points of view

CLASS – Dimensions for Classroom Organisation Classroom Quality Classroom Organisation Behaviour Management Productivity Instructional Learning Formats How effectively teachers monitor, prevent & redirect behaviour How well the classroom runs with respect to routines & the degree to which teachers organise activities & directions so that maximum time can be spent in learning activities How teachers facilitate activities & provide interesting materials so that students are engaged & learning opportunities are maximised Add notes from paper read this morning

CLASS – Dimensions for Instructional Support Classroom Quality Instructional Support Concept Development Quality of Feedback Language Modeling How teachers use instructional discussions & activities to promote students’ higher-order thinking skills in contrast to a focus on rote instruction How teachers extend students’ learning through their responses to students’ ideas, comments & work The extent to which teachers facilitate & encourage students’ language Add notes from paper read this morning

CLASS – Indicators Classroom Quality Emotional Support Positive Climate * Relationships * Positive Affect * Positive Communication * Respect Negative Climate * Negative Effect * Punitive Control Sarcasm/Disrespect * Severe Negativity Teacher Sensitivity * Awareness * Responsiveness * Addresses Problems * Student Comfort Regards for Student Perspective * Flexibility & Student Focus * Support for Autonomy & Leadership * Student Expression * Restriction of Movement Classroom Organisation Behaviour Management * Clear Behaviour Expectations * Proactive Redirection of Misbehaviour Student Behaviour Productivity * Maximising Learning Time Routines Transitions Preparation Instructional Learning Formats * Effective Facilitation * Variety of Modalities & Materials * Student interest * Clarity of Learning Objectives Instructional Support Concept Development * Analysis & Reasoning * Creating * Integration Connections to the Real World Quality of Feedback * Scaffolding * Feedback Loops Prompting thought Processes * Providing Information Encouragement & Affirmation Language Modeling * Frequent Conversations * Open0ended questions * Repetition & Extension * Self- & Parallel Talk * Advanced Language Add notes from paper read this morning

Scoring Score of 1 to 7 Low (1, 2) – few indications Mid (3, 4, 5) – some indications High (6, 7) – many indications

Preliminary Findings

Preliminary Findings

Preliminary Findings

Preliminary Findings

Preliminary Findings

Preliminary Findings

Preliminary Findings

Preliminary Findings

Preliminary Findings

Preliminary Findings

Preliminary Findings

Preliminary Findings

Preliminary Findings

Discussion & Conclusion Most classrooms scored as follows: Emotional Support – mid Classroom Organisation – mid Instructional Support – low & mid Implications for Teacher-education & Professional Development Instructional Support Teachers to review & reflect on teaching & learning processes own pedagogy & practice

Issues & Challenges Collecting data when the K2 children enter P1 Understanding of the Dimension on ‘Productivity’ Measuring the Indicator on ‘Warmth’

Thank you! Dr Karuppiah Nirmala Senior Lecturer Early Childhood and Special Needs Education National Institute of Education 1 Nanyang Walk Singapore 637616 nirmala.karuppiah@nie.edu.sg