Learning areas for holistic education: Kindergarten teachers' curriculum priorities, professional development needs, and beliefs

Alfredo BAUTISTA ARELLANO, Siew-Chin NG, David MUÑEZ, Rebecca BULL

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7 Citations (Scopus)

Abstract

Contemporary kindergarten curriculum frameworks emphasize the importance of promoting children's holistic development, thereby focusing on both academic and non-academic learning areas. This exploratory study was conducted with a sample of 123 in-service kindergarten teachers in Singapore. The goals were to investigate the following: (1) how teachers prioritized the importance of the various learning areas of the 'Nurturing Early Learners' curriculum framework; (2) teachers' professional development (PD) needs regarding these learning areas; and (3) the extent to which teachers with different beliefs about children and how they learn differed in their prioritizations and PD needs. Data were collected through an online questionnaire and analyzed using non-parametric techniques. Results indicated that (1) academic and non-academic areas were found to be intertwined in teachers' priority rankings, although Social and Emotional Development was the top learning area for most teachers; (2) teachers reported high PD needs in all learning areas, especially in Discovery of the World and Aesthetics and Creative Expression; and (3) teachers holding more traditional beliefs tended to prioritize academic areas. No differences were found when comparing teachers' responses according to their level of education, age, and years of teaching experience. We discuss the findings in light of prior literature, the implications and limitations of the study, and lines for further research. Copyright © 2016 The Author(s).
Original languageEnglish
Article number8
JournalInternational Journal of Child Care and Education Policy
Volume10
DOIs
Publication statusPublished - Nov 2016

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kindergarten teacher
need development
curriculum
teacher
learning
education
emotional development
kindergarten
level of education
social development
Singapore
ranking
aesthetics
questionnaire

Citation

Bautista, A., Ng, S.-C., Múñez, D., & Bull, R. (2016). Learning areas for holistic education: Kindergarten teachers' curriculum priorities, professional development needs, and beliefs. International Journal of Child Care and Education Policy, 10. Retrieved from https://doi.org/10.1186/s40723-016-0024-4

Keywords

  • Kindergarten teachers
  • Learning areas
  • Holistic education
  • Curriculum
  • Professional development
  • Beliefs