Siew Chin Ng
Biographic Data
| ID | 6528122 |
|---|---|
| NAME | Siew Chin Ng |
| GIVEN NAMES | Siew Chin |
| FAMILY NAME | Ng |
| SIGNATURE | NG S C |
| AFFILIATIONS | The University of Melbourne |
| ORCID | 0000-0003-1353-5971 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 7 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Thinking with
International studies have reported extensively on outdoor learning in bush (Australia) or forest settings (e.g., U.K. and Nordic countries). Yet, limited studies have investigated urbanized environments comprising community facilities and city settings. This study shares early childhood teachers’ exploration and engagement with outdoor community settings in Singapore. Innovative practices emerged in response to the community and context in urban…
Bilingual families and the home literacy environment
Background Accumulating evidence shows that the home literacy environment (HLE) has a potent and early influence on children's language and literacy development. However, there is a more limited understanding of HLE and its contribution to children's outcomes for simultaneous bilingual children exposed to two languages at home, particularly in the Asian context. Methods In this study with 801 six‐year‐old bilingual learners, HLE and language and …
Promoting Social Emotional Learning through Shared Book Reading
Research Findings: Early childhood educators play an important role in promoting children’s social emotional learning (SEL). This study proposes a comprehensive coding scheme to explore teachers’ strategies and children’s responses in shared book reading (SBR), which create opportunities to share pictures and storylines to examine social circumstances and emotional situations. Drawing on videotaped observations of nineteen classrooms from a large…
Promoting bilingualism and children’s co-participation in Singapore language classrooms
Show-and-Tell is one of many activities recommended for encouraging children’s oral language production in classrooms across the world, but there is little research on the topic. From existing studies, teacher facilitation is posited as key to shaping children’s oral language production. This paper explores teacher strategies for facilitating children’s oral language production during Show-and-Tell, in the case studies of four Singapore preschool…
Early childhood teacher research and social-emotional learning
Teacher research has been promoted as a context-relevant approach to improving children’s learning experiences in early childhood settings. In this article, we focus on social-emotional learning (SEL), a crucial domain of the early childhood curriculum, to illustrate the role of teacher research in changing early childhood teachers’ everyday practices. We present an informative project on facilitating toddlers’ conflict resolution to exemplify th…
Child, family, and school factors in bilingual preschoolers’ vocabulary development in heritage languages
Child characteristics, family factors, and preschool factors are all found to affect the rate of bilingual children's vocabulary development in heritage language (HL). However, what remains unknown is the relative importance of these three sets of factors in HL vocabulary growth. The current study explored the complex issue with 457 Singaporean preschool children who are speaking either Mandarin, Malay, or Tamil as their HL. A series of internal …
The structure of home literacy environment and its relation to emergent English literacy skills in the multilingual context of Singapore
Child, family, and school factors in bilingual preschoolers’ vocabulary development in heritage languages
Child characteristics, family factors, and preschool factors are all found to affect the rate of bilingual children's vocabulary development in heritage language (HL). However, what remains unknown is the relative importance of these three sets of factors in HL vocabulary growth. The current study explored the complex issue with 457 Singaporean preschool children who are speaking either Mandarin, Malay, or Tamil as their HL. A series of internal …
The structure of home literacy environment and its relation to emergent English literacy skills in the multilingual context of Singapore
Promoting bilingualism and children’s co-participation in Singapore language classrooms
Show-and-Tell is one of many activities recommended for encouraging children’s oral language production in classrooms across the world, but there is little research on the topic. From existing studies, teacher facilitation is posited as key to shaping children’s oral language production. This paper explores teacher strategies for facilitating children’s oral language production during Show-and-Tell, in the case studies of four Singapore preschool…
Early childhood teacher research and social-emotional learning
Teacher research has been promoted as a context-relevant approach to improving children’s learning experiences in early childhood settings. In this article, we focus on social-emotional learning (SEL), a crucial domain of the early childhood curriculum, to illustrate the role of teacher research in changing early childhood teachers’ everyday practices. We present an informative project on facilitating toddlers’ conflict resolution to exemplify th…
Promoting Social Emotional Learning through Shared Book Reading
Research Findings: Early childhood educators play an important role in promoting children’s social emotional learning (SEL). This study proposes a comprehensive coding scheme to explore teachers’ strategies and children’s responses in shared book reading (SBR), which create opportunities to share pictures and storylines to examine social circumstances and emotional situations. Drawing on videotaped observations of nineteen classrooms from a large…
Bilingual families and the home literacy environment
Background Accumulating evidence shows that the home literacy environment (HLE) has a potent and early influence on children's language and literacy development. However, there is a more limited understanding of HLE and its contribution to children's outcomes for simultaneous bilingual children exposed to two languages at home, particularly in the Asian context. Methods In this study with 801 six‐year‐old bilingual learners, HLE and language and …
Thinking with
International studies have reported extensively on outdoor learning in bush (Australia) or forest settings (e.g., U.K. and Nordic countries). Yet, limited studies have investigated urbanized environments comprising community facilities and city settings. This study shares early childhood teachers’ exploration and engagement with outdoor community settings in Singapore. Innovative practices emerged in response to the community and context in urban…
Psychology (7 works) · Pedagogy (6 works) · Developmental psychology (5 works) · Mathematics education (5 works) · Linguistics (4 works) · Sociology (4 works) · Child Development and Digital Technology (3 works) · Early Childhood Education and Development (3 works) · Neuroscience of multilingualism (3 works) · Parental Involvement in Education (3 works)