A Study of Cognitive Development of Pre-School Children (3 - 6+) and Implications for Intervention in Singapore.

Autor/in	Chang, Agnes Shook Cheong
Titel	A Study of Cognitive Development of Pre-School Children (3 - 6+) and Implications for Intervention in Singapore.
Quelle	(1988), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Age Differences; Cognitive Ability; Cognitive Development; Early Childhood Education; Educational Strategies; English (Second Language); Language Skills; Longitudinal Studies; Mathematics Skills; Private Education; Social Development; Young Children; Singapore + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Denkfähigkeit; Kognitive Entwicklung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lehrstrategie; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Sprachkompetenz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Privatunterricht; Soziale Entwicklung; Frühe Kindheit; Singapur
Abstract	In 1983, the Institute of Education in Singapore started a nine-year longitudinal project funded by the Bernard van Leer Foundation in Holland to study the cognitive and social development of pre-school children in Singapore. Each phase of the project was to last 3 years. Phase One (July 1983 through June 1986) concentrated on the collection of baseline data from which possible subsequent intervention strategies would be recommended. Phase Two (July 1986 through June 1989) focuses on center-based intervention strategies. Phase Three (July 1989 through June 1992) proposes to work on the involvement of parents in center activities. Between 1983 and 1986, four data collections were carried out on a sample of pupils aged 3.5 to 6 years from 40 local preschool centers. The chosen subjects were tested on a range of language, mathematics, cognitive and social tasks. Children attending private kindergartens were generally found to score better on most tasks, especially on the English Language Tasks. On most cognitive and mathematical tasks, the gap narrowed for the older students, although this change was not demonstrated on the English Language Tasks. The results suggest that there is a strong case for intervention in English at the pre-school level for Phase Two. (RJC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC