1. Dr Karuppiah Nirmala

2. 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

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

4. 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)

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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)

11. Classroom Organisation Instructional Support
CLASS – 3 Domains
Classroom Quality
Emotional Support
Classroom Organisation
Instructional Support
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12. Classroom Organisation Instructional Support
CLASS – 3 Domains
Classroom Quality
Emotional Support
Classroom Organisation
Instructional Support
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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

13. 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
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14. 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
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The degree to which teachers’ interactions with students & classroom activities place on emphasis on students’ interests, motivations & points of view

15. 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
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16. 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
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17. 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

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

19. Preliminary Findings

20. Preliminary Findings

21. Preliminary Findings

22. Preliminary Findings

23. Preliminary Findings

24. Preliminary Findings

25. Preliminary Findings

26. Preliminary Findings

27. Preliminary Findings

28. Preliminary Findings

29. Preliminary Findings

30. Preliminary Findings

31. Preliminary Findings

32. 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

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

34. Thank you!
Dr Karuppiah Nirmala Senior Lecturer Early Childhood and Special Needs Education National Institute of Education 1 Nanyang Walk Singapore