Parental Involvement in Education and Young Children’s Well-being in Singapore
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Publisher
Springer Nature Singapore
Link
https://link.springer.com/content/pdf/10.1007/978-981-97-3515-0_9
Reference68 articles.
1. Bach, D., & Christensen, S. (2017). Battling the tiger mother: Pre-school reform and conflicting norms of parenthood in Singapore. Children & Society, 31(2), 134–143. https://doi.org/10.1111/chso.12162
2. Bach, D., & Christensen, S. (2021). Middle-class cultivation out of tune? Challenges to intensive parenting in Singapore. British Journal of Sociology of Education, 42(4), 475–489. https://doi.org/10.1080/01425692.2021.1872368
3. 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(1), 1–18. https://doi.org/10.1186/s40723-016-0024-4
4. Berthelsen, D., Brownlee, J., & Karuppiah, N. (2011). Teachers’ beliefs and practices in early childhood education in Singapore. Pearson Custom Publishing.
5. Bronfenbrenner, U., & Morris, P. A. (2009). The bioecological model of human development. In W. Damon & R. Lerner (Eds.), Handbook of child psychology: Vol 1, Theoretical models of human development (pp. 793–828). Wiley. https://doi.org/10.1002/9780470147658
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