Abstract
Singapore’s death rates from COVID-19 are among the lowest in the world. After a two-month closure of all educational settings in 2020, early childhood professionals worked to re-open childcare centres using a phased approach. COVID-safe classroom guidelines that minimised physical interaction and eliminated outdoor play were implemented. Although these stringent procedures were designed to protect children from possible infection, they were challenging for early childhood professionals who sought to maintain the quality of the curriculum by supporting children’s well-being. In this study, well-being refers to a complex physical and psychological state and dispositions and is commonly used as an indicator of the quality of care. This study compared the same cohort of infants and toddlers’ levels of well-being before and during the pandemic in 20 selected childcare centres over two consecutive years. Data were collected by using an observational scale to assess well-being in infants and toddlers. A survey and interviews were also used to capture principals’ and teachers’ perspectives on educational opportunities and challenges during the pandemic. Findings have implications for the provision of high-quality curriculum for infants and toddlers in both local and global contexts during these uncertain times.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
ABC/Reuters. (2021). Singapore the country most fully vaccinated against COVID-19, tracker finds. https://www.abc.net.au/news/2021-08-30/singapore-covid-80-percent-full-vaccinated/100417746
Abdullah, W. J., & Kim, S. (2020). Singapore’s responses to the COVID-19 outbreak: A critical assessment. The American Review of Public Administration, 50(6–7), 770–776. https://doi.org/10.1177/0275074020942454
Aldrich, M. (2016, 22 January). Too much screen time is raising rate of childhood myopia. Keck School News. https://keck.usc.edu/too-much-screen-time-is-raising-rate-of-childhood-myopia/
Baker, J. A. (2021, 17 May). COVID-19: Parents more prepared for students to do home-based learning after last year’s experience. Channel NewsAsia. https://www.channelnewsasia.com/singapore/covid-19-parents-more-prepared-children-home-based-learning-1376726
Battiste, N. (2021). Why the COVID pandemic is causing eye issues in children. https://www.cbsnews.com/news/covid-eye-problems-children/
Bernhardt, J. L. (2000). A primary caregiving system for infants and toddlers: Best for everyone involved. Young Children, 55(2), 74–80. https://www.jstor.org/stable/42727776
Bowlby, J. (1969). Attachment. In Attachment and loss (vol. 1). Basic.
Choo, K. K. (2010). The shaping of childcare and preschool education in Singapore: From separatism to collaboration. International Journal of Child Care and Education Policy, 4, 23–34. https://doi.org/10.1007/2288-6729-4-1-23
Coller, R. J., & Webber, S. (2020). COVID-19 and the wellbeing of children and families. Pediatrics, 146(4). https://doi.org/10.1542/peds.2020-022079
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Sage.
Dabrowski, A. (2020). Teacher wellbeing during a pandemic: Surviving or thriving? Social Education Research, 2, 35–40. https://doi.org/10.37256/ser.212021588
Degotardi, S., & Pearson, E. (2016). Infant play: How interactions build and support relationships. In M. Ebbeck & M. Waniganayake (Eds.), Play in Early Childhood Education: Learning in diverse contexts (2nd ed., pp. 76–95). Oxford University Press.
Department for Children Schools and Families (DCSF). (2008). Targeted mental health in schools project – Using the evidence to inform your approach: A practical guide for head teachers and commissioners. DCSF.
Department of Education. (2021). Children of critical workers and vulnerable children who can access schools or educational settings. https://www.gov.uk/government/publications/coronavirus-covid-19-maintaining-educational-provision/guidance-for-schools-colleges-and-local-authorities-on-maintaining-educational-provision
Department of Education Employment and Workplace Relations (DEEWR). (2009). Belonging, being & becoming: The early years learning framework for Australia. https://docs.education.gov.au/system/files/doc/other/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf
Department of Education Training and Employment. (2008). Assessing for learning and development in the early years using observation scales: Reflect respect relate. DECS Publishing.
Department of Statistics. (2020). Married couples. https://www.singstat.gov.sg/-/media/files/visualising_data/infographics/c2020/c2020-married-couples.pdf
Department of Statistics. (2021). Singapore population. https://www.singstat.gov.sg/modules/infographics/population
Dolby, R. (2007). The circle of security: Roadmap to building supportive relationships. Early Childhood Australia.
Dudovitz, R. N., Russ, S., Berghaus, M., Iruka, I. U., DiBari, J., Foney, D. M., Kogan, M., & Halfon, N. (2021). COVID-19 and children’s wellbeing: A rapid research agenda. Maternal and Child Health Journal, 25(11), 1655–1669. https://doi.org/10.1007/s10995-021-03207-2
Eadie, P., Levickis, P., Murray, L., Page, J., Elek, C., & Church, A. (2021). Early childhood educators’ wellbeing during the COVID-19 pandemic. Early Childhood Education Journal, 49(5), 903–913. https://doi.org/10.1007/s10643-021-01203-3
Early Childhood Development Agency. (2020a). How to be an educator? https://www.ecda.gov.sg/shapeourtomorrow/Pages/HowPage.aspx
Early Childhood Development Agency. (2020b). Keeping our children safe against COVID-19. https://www.ecda.gov.sg/PressReleases/Pages/Advisory-to-Parents-Keeping-Our-Children-Safe-Against-COVID-19-Preschools-to-suspend-general-services.aspx
Early Childhood Development Agency. (2020c). Phased reopening of preschools and early intervention centres from 2 June 2020. https://www.ecda.gov.sg/PressReleases/Pages/PHASED-REOPENING-OF-PRESCHOOLS-AND-EARLY-INTERVENTION-CENTRES-FROM-2-JUNE-2020.aspx
Early Childhood Development Agency. (2020d). Precautionary measures in preschools – 2019 Novel Coronavirus (2019-nCoV). https://www.ecda.gov.sg/PressReleases/Pages/Advisory-to-Parents-Precautionary-Measures-In-Preschools-2019-Novel-Coronavirus-(2019-Ncov).aspx
Early Childhood Development Agency. (2020e). Statistics on ECDCs. https://www.ecda.gov.sg/Operators/Pages/Statistics-n-Reports.aspx
Early Childhood Development Agency. (2021). Become an early childhood educator. https://www.ecda.gov.sg/shapeourtomorrow/Pages/HomePage.aspx
Ebbeck, M., Teo, G. L. C., Tan, C. T., & Goh, M. (2014). Relooking assessment: A study on assessing developmental learning outcomes in toddlers. Early Childhood Education Journal, 42, 115–123. https://doi.org/10.1007/s10643-013-0602-9
Ebbeck, M., Phoon, D. M. Y., Tan-Chong, E. C. K., Tan, M. A. B., & Goh, M. L. M. (2015). A research study on secure attachment using the primary caregiving approach. Early Childhood Education Journal, 43(3), 233–240. https://doi.org/10.1007/s10643-014-0647-4
Ebbeck, M., Warrier, S., & Goh, M. L. M. (2018). Early experiences matter: A relationships-based curriculum for the birth-to-three age group. Early Childhood Education Journal, 46(1), 83–92. https://doi.org/10.1007/s10643-017-0847-9
Ebbeck, M., Yim, H. Y. B., & Warrier, S. (2019). Early childhood teachers’ views and teaching practices in outdoor play with young children in Singapore. Early Childhood Education Journal, 47(3), 265–273. https://doi.org/10.1007/s10643-018-00924-2
Ebbeck, M., Yim, H. Y. B., Ho, S. Y., & Sharma, M. (2021). Continuity of care: Primary caregiving in Singapore. Early Childhood Education Journal, 1–10. https://doi.org/10.1007/s10643-021-01156-7
Fonsén, E., Lahtinen, L., Sillman, M., & Reunamo, J. (2020). Pedagogical leadership and children’s wellbeing in Finnish early education. Educational Management Administration & Leadership, 1–16. https://doi.org/10.1177/1741143220962105
Garvis, S., & Pendergast, D. (Eds.). (2017). Health and wellbeing in childhood (2nd ed.). Cambridge University Press.
Gassman-Pines, A., Ananat, E. O., & Fitz-Henley, J. (2020). COVID-19 and parent-child psychological wellbeing. Pediatrics, 146(4). https://doi.org/10.1542/peds.2020-007294
Goh, T. (2021, 8 March). Over 150,000 staff in educational institutions to be offered Covid-19 vaccine from March 10. The Straits Times. https://www.straitstimes.com/singapore/health/over-150000-staff-in-educational-institutions-to-be-offered-covid-19-vaccine-from
Government of Singapore. (2020). COVID-19 circuit breaker: What you need to know about home-based learning. https://www.gov.sg/article/covid-19-circuit-breaker-what-you-need-to-know-about-home-based-learning
Government of Singapore. (2021). Public housing: Enabling all working Singaporeans to own a home. https://www.gov.sg/features/public-housing
Gromada, A., Richardson, D., & Rees, G. (2020). Childcare in a global crisis: The impact of COVID-19 on work and family life. United Nations. https://doi.org/10.18356/16d757a1-en
Health Promotion Board. (2018). Singapore achieves breakthrough in reducing prevalence of myopia by almost 5%. https://www.hpb.gov.sg/article/singapore-achieves-breakthrough-in-reducing-prevalence-of-myopia-by-almost-5
Heung, S. (2021, 30 August). Coronavirus pandemic contributing to ‘myopia boom’ among Hong Kong children, study finds. https://www.scmp.com/news/hong-kong/health-environment/article/3146928/coronavirus-pandemic-contributing-myopia-boom?module=perpetual_scroll&pgtype=article&campaign=3146928
Honig, A. S. (2002). Secure relationships: Nurturing infant/toddler attachment in the early care settings. National Association for the Education of Young Children.
Hujala, E., Eskelinen, M., Keskinen, S., Chen, C., Inoue, C., Matsumoto, M., & Kawase, M. (2016). Leadership tasks in early childhood education in Finland, Japan, and Singapore. Journal of Research in Childhood Education, 30(3), 406–421. https://doi.org/10.1080/02568543.2016.1179551
Hyson, M., & Tomlinson, H. B. (2014). The early years matters: Education, care and the wellbeing of children, birth to 8. Teachers College Press.
Jalongo, M. R. (2021). The effects of COVID-19 on early childhood education and care: Research and resources for children, families, teachers, and teacher educators. Early Childhood Education Journal, 49(5), 763–774. https://doi.org/10.1007/s10643-021-01208-y
Laevers, F. (1997). Assessing the quality of childcare provision: ‘Involvement’ as criterion. Researching Early Childhood, 3, 151–165.
Laevers, F., & Declercq, B. (2018). How well-being and involvement fit into the commitment to children’s rights. European Journal of Education, 53(3), 325–335. https://doi.org/10.1111/ejed.12286
Lally, J. R. (2010). School readiness begins in infancy: Social interactions during the first two years of life provide the foundation for learning. Phi Delta Kappa, 92(3), 17–21.
Lally, J. R., & Mangione, P. L. (2017). Caring relationships: The heart of early brain development. Young Children, 72(2), 17–24. https://www.naeyc.org/resources/pubs/yc/may2017/caring-relationships-heart-early-brain-development
Lee, A., & Bhopal, S. (2021). Coronavirus school closures: What’s the evidence? https://theconversation.com/coronavirus-school-closures-whats-the-evidence-154210
Mayr, T., & Ulich, M. (1999). Children’s wellbeing in day care centres: An exploratory empirical study. International Journal of Early Years Education, 7(3), 229–239. https://doi.org/10.1080/0966976990070303
McMurray, A. J., Pace, R. W., & Scott, D. (2004). Research: A commonsense approach. Thomson Learning.
Ministry of Health. (2020). Multi-ministry taskforce on Wuhan coronavirus: Terms of reference (TORs) and composition. https://www.moh.gov.sg/docs/librariesprovider5/default-document-library/multi-ministry-taskforce-on-wuhan-coronavirus-and-tor%2D%2D-final.pdf
Office for National Statistics UK. (2020). Population estimates. https://www.ons.gov.uk/peoplepopulationandcommunity/populationandmigration/populationestimates
Onwuegbuzie, A. J., & Leech, N. L. (2005). On becoming a pragmatic researcher: The importance of combining quantitative and qualitative research methodologies. International Journal of Social Research Methodology, 8(5), 375–387. https://doi.org/10.1080/13645570500402447
Park, E., Logan, H., Zhang, L., Kamigaichi, N., & Kulapichitr, U. (2020). Responses to Coronavirus pandemic in early childhood services across five countries in the Asia-Pacific rgion: OMEP policy forum. International Journal of Early Childhood, 52(3), 249–266. https://doi.org/10.1007/s13158-020-00278-0
Rajendran, S. (2020, 29 April). Singapore’s Covid-19 death rate low, but seniors vulnerable. The Straits Times. https://www.straitstimes.com/singapore/spores-covid-19-death-rate-low-but-seniors-vulnerable
Sando, O. J. (2019). The physical indoor environment in ECEC settings: Children’s wellbeing and physical activity. European Early Childhood Education Research Journal, 27(4), 506–519. https://doi.org/10.1080/1350293X.2019.1634238
Singapore Department of Statistics. (2020). Population and population structure. https://www.singstat.gov.sg/find-data/search-by-theme/population/population-and-population-structure/latest-data
Tong, G. C., & Yip, C. (2021, 5 September). ‘My mental health is at an all-time low’: Teachers talk of burnout, MOE aware that ‘gaps’ need plugging. https://www.channelnewsasia.com/cna-insider/my-mental-health-all-time-low-teachers-talk-burnout-moe-aware-gaps-need-plugging-2157151
UNESCO. (2020). With one in five learners kept out of school, UNESCO mobilizes education ministers to face the COVID-19 crisis. https://en.unesco.org/news/one-five-learners-kept-out-school-unesco-mobilizes-education-ministers-face-covid-19-crisis
UNESCO. (2021). COVID-19 educational disruption and response. https://en.unesco.org/news/covid-19-educational-disruption-and-response
UNICEF. (2021). COVID-19 and school closures. https://data.unicef.org/resources/one-year-of-covid-19-and-school-closures/
Vukovic, R. (2020). COVID-19: Practical tips for early years teaching and learning. https://www.teachermagazine.com/au_en/articles/covid-19-practical-tips-for-early-years-teaching-and-learning
Winter, P. (2003). Curriculum for babies and toddlers: An evaluation of the first phase of the South Australian curriculum, standards and accountability framework in selected childcare centres in South Australia. Unpublished Master’s Thesis. University of South Australia. Adelaide.
Wong, C. W., Tsai, A., Jonas, J. B., Ohno-Matsui, K., Chen, J., & Ang, M. T. (2020). Digital screen time during the COVID-19 pandemic: Risk for a further myopia boom? American Journal of Ophthalmology, 223, 333–337. https://doi.org/10.1016/j.ajo.2020.07.034
World Health Organisation. (2020). WHO Director General’s opening remarks at the Mission Briefing on COVID-19. https://www.who.int/dg/speeches/detail/who-director-general-s-opening-remarks-at-the-mission-briefing-on-covid-19%2D%2D-12-march-2020
Yim, H. Y. B., & Lee, L. W. M. (2016). Urban play spaces for children. In M. Ebbeck & M. Waniganayake (Eds.), Play in early childhood education: Learning in diverse contexts (2nd ed., pp. 250–269). Oxford University Press.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2022 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this chapter
Cite this chapter
Ebbeck, M., Yim, H.Y.B., Ho, S.Y., Sharma, M. (2022). COVID-19 Influences on the Quality of Curriculum in Selected Childcare Centres in Singapore. In: Pattnaik, J., Renck Jalongo, M. (eds) The Impact of COVID-19 on Early Childhood Education and Care. Educating the Young Child, vol 18. Springer, Cham. https://doi.org/10.1007/978-3-030-96977-6_22
Download citation
DOI: https://doi.org/10.1007/978-3-030-96977-6_22
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-96976-9
Online ISBN: 978-3-030-96977-6
eBook Packages: EducationEducation (R0)