Ee Lynn Ng
Biographic Data
| ID | 6605016 |
|---|---|
| NAME | Ee Lynn Ng |
| GIVEN NAMES | Ee Lynn |
| FAMILY NAME | Ng |
| SIGNATURE | NG E L |
| AFFILIATIONS | National Institute of Education, Nanyang Technological University |
| ORCID | 0000-0002-6587-2059 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Developing the Wecare cross-national research alliance for investigating early childhood educators’ wellbeing
Purpose This paper describes the development of the WECARE cross-national research alliance for investigating early childhood educators’ wellbeing, and details the experiences of some of WECARE’s 17 members. Design/methodology/approach The paper explores and situates the WECARE team’s experiences within extant literature on cross-national and collaborative research groupings alongside a strongly practical focus. Findings The study’s findings incl…
Accounting for the SES-Math Achievement Gap at School Entry
Childhood socioeconomic status (SES) is strongly predictive of math achievement in early childhood and beyond. In this study, we aimed to further our understanding of the mechanisms underpinning the SES-achievement gap by examining whether two aspects of self-regulation—executive functions (EF) and behavioral self-regulation (BSR)—mediate between SES and math achievement. Using data from a longitudinal study in Singapore ( n = 1,257, 49% males), …
“That’s just impossible in my kindergarten.” Advocating for ‘glocal' early childhood curriculum frameworks
As a result of globalization, kindergarten curriculum frameworks in Asia have been strongly influenced by Western theories, pedagogies, and values. In this article, we argue that Singapore’s Nurturing Early Learners and Hong Kong’s Kindergarten Education Curriculum Guide present key notions that are inconsistent with cultural values that are deeply rooted in these two societies. To overcome the challenges these inconsistencies trigger for teacher…
Home and school factors in early English language development
The current study explored the home and school factors that are important for Singaporean pre-schoolers’ (N = 1440) early English development from K1 to P1. Language input quantity and quality factors at home (e.g., number of English books,) and at school (e.g., instructional support in class) were used to predict children’s English vocabulary and word reading development using linear mixed-effects models. Children’s internal factors (e.g., non-v…
Fine motor and executive functioning skills predict maths and spelling skills at the start of kindergarten
Research shows that executive functions (EF) and fine motor skills (FMS) contribute to early academic skills, possibly in overlapping ways. We examine whether and how EF and FMS interact in the concurrent prediction of maths, reading and spelling skills at the start of kindergarten. Structural Equation Modelling (SEM) on data from 1248 five-year-olds supports a compensatory account of EF and FMS in contributing towards maths and spelling skills. …
No prominent works on this page.
Accounting for the SES-Math Achievement Gap at School Entry
Childhood socioeconomic status (SES) is strongly predictive of math achievement in early childhood and beyond. In this study, we aimed to further our understanding of the mechanisms underpinning the SES-achievement gap by examining whether two aspects of self-regulation—executive functions (EF) and behavioral self-regulation (BSR)—mediate between SES and math achievement. Using data from a longitudinal study in Singapore ( n = 1,257, 49% males), …
“That’s just impossible in my kindergarten.” Advocating for ‘glocal' early childhood curriculum frameworks
As a result of globalization, kindergarten curriculum frameworks in Asia have been strongly influenced by Western theories, pedagogies, and values. In this article, we argue that Singapore’s Nurturing Early Learners and Hong Kong’s Kindergarten Education Curriculum Guide present key notions that are inconsistent with cultural values that are deeply rooted in these two societies. To overcome the challenges these inconsistencies trigger for teacher…
Home and school factors in early English language development
The current study explored the home and school factors that are important for Singaporean pre-schoolers’ (N = 1440) early English development from K1 to P1. Language input quantity and quality factors at home (e.g., number of English books,) and at school (e.g., instructional support in class) were used to predict children’s English vocabulary and word reading development using linear mixed-effects models. Children’s internal factors (e.g., non-v…
Fine motor and executive functioning skills predict maths and spelling skills at the start of kindergarten
Research shows that executive functions (EF) and fine motor skills (FMS) contribute to early academic skills, possibly in overlapping ways. We examine whether and how EF and FMS interact in the concurrent prediction of maths, reading and spelling skills at the start of kindergarten. Structural Equation Modelling (SEM) on data from 1248 five-year-olds supports a compensatory account of EF and FMS in contributing towards maths and spelling skills. …
Developing the Wecare cross-national research alliance for investigating early childhood educators’ wellbeing
Purpose This paper describes the development of the WECARE cross-national research alliance for investigating early childhood educators’ wellbeing, and details the experiences of some of WECARE’s 17 members. Design/methodology/approach The paper explores and situates the WECARE team’s experiences within extant literature on cross-national and collaborative research groupings alongside a strongly practical focus. Findings The study’s findings incl…
Psychology (5 works) · Developmental psychology (4 works) · Early childhood (3 works) · Early Childhood Education and Development (3 works) · Mathematics education (3 works) · Pedagogy (3 works) · Political science (3 works) · Cognition (2 works) · Curriculum (2 works) · Executive functions (2 works)