Skip to main content Accessibility help
×
Hostname: page-component-8448b6f56d-t5pn6 Total loading time: 0 Render date: 2024-04-20T04:20:14.143Z Has data issue: false hasContentIssue false

24 - Implementation of an Early Childhood Prevention Program from a Health Care to Community-Based Setting in Singapore

Lessons from “Mission: I’m Possible”

from Asia & Australia

Published online by Cambridge University Press:  21 January 2017

Moshe Israelashvili
Affiliation:
Tel-Aviv University
John L. Romano
Affiliation:
University of Minnesota
Get access
Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2016

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Arnold, D. H., & Doctoroff, G. L. (2003). The early education of socioeconomically disadvantaged children. Annual Review of Psychology 54: 517–45.CrossRefGoogle ScholarPubMed
Ball, C. R., & Trammell, B. A. (2011). Response-to-intervention in high-risk preschools: critical issues for implementation. Psychology in the Schools 48: 502–12.Google Scholar
Barbarin, O., Bryant, D., McCandies, T., Burchinal, M., Early, D., Clifford, R., & Pianta, R. (2006). Children enrolled in public pre-K: the relation of family life, neighborhood quality, and socioeconomic resources to early competence. American Journal of Orthopsychiatry 76: 265–76.CrossRefGoogle ScholarPubMed
Barnett, S. W. (1992). Benefits of compensatory preschool education. Journal of Human Resources 27: 279312.Google Scholar
Berkel, C., Mauricio, A. M., Schoenfelder, E., & Sandler, I. N. (2011). Putting the pieces together: an integrated model of program implementation. Prevention Science 12: 2333.Google Scholar
Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. American Psychologist 32: 513–31.CrossRefGoogle Scholar
Burchinal, M. R., Peisner-Feinberg, E., Pianta, R., & Howes, C. (2002). Development of academic skills from preschool through second grade: family and classroom predictors of developmental trajectories. Journal of School Psychology 40: 415–36.CrossRefGoogle Scholar
Cadima, J., McWilliam, R. A., & Leal, T. (2010). Environmental risk factors and children’s literacy skills during the transition to elementary school. International Journal of Behavioral Development 34: 2433.CrossRefGoogle Scholar
Campbell, F. A., Ramey, C. T., Pungello, E. P., Sparling, J. J., & Miller-Johnson, S. (2002). Early childhood education: young adult outcomes from the Abecedarian Project. Applied Developmental Science 6: 4257.Google Scholar
Chazan-Cohen, R., Raikes, H., Brooks-Gunn, J., Ayoub, C., Alexander Pan, B., Kisker, E. E., Roggman, R., & Fuligni, A. S. (2009). Low-income children’s school readiness: parent contributions over the first five years. Early Education and Development 20: 958–77 doi: 10.1080/10409280903362402CrossRefGoogle Scholar
Chong, W. H., & Lee, B. O. (2014). Social-emotional learning: promotion of youth wellbeing in Singapore schools. In Wright, K., & McLeod, J. (eds.). Rethinking Youth Wellbeing: Critical Perspectives. Melbourne: Springer, pp. 161–77.Google Scholar
Chong, W. H., Moore, D., Nonis, K. P., Tang, H. N., Koh, P., & Wee, S. (2014). Mission I’m Possible (MIP): effects of a community-based project on the basic literacy skills of at-risk kindergarteners. Infants and Young Children 27: 6073.Google Scholar
Corrigan, A. (2002). Fast Track Project Technical Report. September 26. www.fasttrackproject.orgGoogle Scholar
Dinnebeil, L. A., McInerney, W. F., Roth, J., & Ramaswamy, V. (2001). Itinerant early childhood special education services: service delivery in one state. Journal of Early Intervention 24: 3544.Google Scholar
Duncan, G. J., & Magnusson, K. (2005). Can family socioeconomic resources account for racial and ethnic test score gaps? Future of Children 15(1): 3554.Google Scholar
Dunn, L. M., & Dunn, D. M. (2007). The Peabody Picture Vocabulary Test, 4th ed. Bloomington, MN: NCS Pearson.Google Scholar
Fox, S. E., Levitt, P., & Nelson, C. A. III (2010). How the timing and quality of early experiences influence the development of brain architecture. Child Development 81: 2840.Google Scholar
Gettinger, M., Ball, C., Mulford, L., & Hoffman, A. (2010). Prevention and early intervention for preschool children at risk for learning and behavior problems. In Doll, B., Pfohl, W., & Yoon, J. (eds.). Handbook of Youth Prevention Science. New York: Routledge.Google Scholar
Goh, W., Chong, W. H., Chan, W. P., & Tang, H. N. (2010). Baseline Study of the Early Intervention Programme for Infants and Young Children (EIPIC). Singapore: National Council of Social Service and KKH.Google Scholar
Goodman, R. (2001). Psychometric properties of the Strengths and Difficulties Questionnaire (SDQ). Journal of the American Academy of Child and Adolescent Psychiatry 40: 1337–45.Google Scholar
Gregoire, M. (2003). Is it a challenge or a threat? A dual-process model of teachers’ cognition and appraisal processes during conceptual change. Educational Psychology Review 15: 147–79.CrossRefGoogle Scholar
Guralnick, M. J. (1999). The nature and meaning of social integration for young children with mild developmental delays in inclusive settings. Journal of Early Intervention 22: 7086.Google Scholar
Guralnick, M. J., Neville, B., Hammond, M. A., & Connor, R. T. (2008). Continuity and change from full-inclusion early childhood programs through the early elementary period. Journal of Early Intervention 30: 237–50.CrossRefGoogle ScholarPubMed
Hindman, A. H., Skibbeb, L. E., Miller, A., & Zimmerman, M. (2010). Ecological contexts and early learning: contributions of child, family, and classroom factors during Head Start, to literacy and mathematics growth through first grade. Early Childhood Research Quarterly 25: 235–50.CrossRefGoogle Scholar
Hirsh-Pasek, K., & Burchinal, M. (2006). Mother and caregiver sensitivity over time: predicting language and academic outcomes with variable- and person-centered approaches. Merrill-Palmer Quarterly 52: 449–85.Google Scholar
Ho, L. Y. (2009). Raising children in Singapore: a paediatrician’s perspective. Annals Academy of Medicine 2: 158–62.Google Scholar
Hochberg, E. D., & Desimone, L. M. (2010). Professional development in the accountability context: building capacity to achieve standards. Educational Psychologist 45: 89106.CrossRefGoogle Scholar
Johnston, C., & Mash, E. J. (1989). A measure of parenting satisfaction and efficacy. Journal of Clinical Child Psychology 18: 167–75.Google Scholar
Justice, L. M., & McGinty, A. S. (2012). Early literacy intervention intensity and its relation to child outcomes. In Howes, C., Hamre, B. K., & Pianta, R. C. (eds.). Effective Early Childhood Professional Development: Improving Teacher Practice and Child Outcomes. Baltimore, MD: P. H. Brookes.Google Scholar
Landry, S. H., Zucker, T. A., Solori, E., Crawford, A. D., & Williams, J. M. (2012). In Howes, C., Hamre, B. K., & Pianta, R. C. (eds.). Effective Early Childhood Professional Development: Improving Teacher Practice and Child Outcomes. Baltimore, MD: P. H. Brookes.Google Scholar
Lantos, J. D., & Ward, N. A. (2013). A new pediatrics for a new century. Pediatrics 131(Suppl. 2): S121S126.CrossRefGoogle ScholarPubMed
Lloyd, J. W., Steinberg, D. R., & Wilhelm-Chapin, M. K. (1999). Research on the transition to kindergarten. In Pianta, R. C., & Cox, M. J. (eds.). The Transition to Kindergarten. National Center for Early Development & Learning. Baltimore, MD: Paul H. Brookes.Google Scholar
Lonigan, C. J., & Shanahan, T. (2010). Developing early literacy skills: things we know we know and things we know we don’t know. Educational Researcher 39: 340–6.CrossRefGoogle ScholarPubMed
Melby, J., Conger, R. D., Book, R., Rueter, M., Lucy, L., Repinski, D., Rogers, S., Rogers, B., & Scaramella, L. (1991). The Iowa Family Interaction Rating Scales. Ames: Iowa State University.Google Scholar
Ministry of Education (2012). List of MOE-Registered Kindergartens. www.moe.gov.sg/education/preschool/find-a-kindergartenGoogle Scholar
Moore, T. (2006). Early Childhood and Long Term Development. Perth: Australian Research Alliance for Children and Youth.Google Scholar
Morrison, F. J., & Connor, C. M. (2010). Literacy development in the transition to school. In Meece, J. L., & Eccles, J. S. (eds.). Handbook of Research on Schools, Schooling, and Human Development. New York: Routledge.Google Scholar
Moos, R., & Moos, B. (2002). The Family Environment Scale, 3rd ed. Menlo Park, CA: Mind Garden.Google Scholar
National Early Literacy Panel Report (2010). Summary, commentary, and reflections on policies and practices to improve children’s early literacy. Educational Researcher 39 (Special Issue).Google Scholar
Odom, S. L. (2009). The tie that binds: evidence-based practice, implementation science, and outcomes for children. Topics in Early Childhood Special Education 29: 5361.Google Scholar
Odom, S. L., Hanson, M., Lieber, J., Diamond, K., Palmer, S., Butera, G., & Horn, E. (2010). Prevention, early childhood intervention, and implementation science. In Doll, B., Pfohl, W., & Yoon, J. (eds.). Handbook of Youth Prevention Science. New York: Routledge.Google Scholar
Ramey, C. T., & Ramey, S. L. (1998). Early intervention and early experience. American Psychologist 53: 109–20.Google Scholar
Ramey, C. T., & Ramey, S. L. (1999). Beginning school for children at risk. In Pianta, R. C., & Cox, M. J. (eds.). The Transition to Kindergarten; National Center for Early Development & Learning. Baltimore, MD: Paul H. Brookes.Google Scholar
Ramey, S. L., & Ramey, C. T. (2006). Early educational interventions: principles of effective and sustained benefits from targeted early education programs. In Dickinson, D. K., & Neuman, S. B. (eds.). Handbook of Early Literacy Research, vol. 2. New York: Guilford Press, pp. 445–59.Google Scholar
Reynolds, A. J., Ou, S., & Topitzes, J. W. (2004). Path effects of early childhood intervention on educational attainment and delinquency: a confirmatory analysis of the Chicago child–parent centers. Child Development 75: 1299–328.Google Scholar
Reynolds, C. R., & Kamphaus, R. W. (2004). BASC-2: Behavior Assessment System for Children, 2nd ed. Circle Pines, MN: American Guidance Service.Google Scholar
Rouse, H. L., & Fantuzzo, J. W. (2009). Multiple risks and educational well being: a population-based investigation of threats to early school success. Early Childhood Research Quarterly 24: 114.Google Scholar
Sadler, F. H. (2003). The itinerant special education teacher in the early childhood classroom. Teaching Exceptional Children 3: 815.Google Scholar
Shonkoff, J. P., & Bales, S. N. (2011). Science does not speak for itself: translating child development research for the public and its policymakers. Child Development 82: 1732.Google Scholar
Thomson, C., Brown, D., Jones, L., Walker, J., Moore, D. W. …, & Glynn, T. L. (2003). Resource teachers learning and behavior: collaborative problem solving to support inclusion. Journal of Positive Behavior Interventions 5: 101–11.Google Scholar
Turner-Stokes, L. (2009). Goal attainment scaling (GAS) in rehabilitation: a practical guide. Clinical Rehabilitation 23: 362–70.CrossRefGoogle ScholarPubMed
Van Steensel, R., McElvany, N., Kurvers, J., & Herppich, S. (2010). How effective are family literacy programs? Results of a meta-analysis. Review of Educational Research 81: 6996.Google Scholar
Willson, V. L., & Hughes, J. N. (2009). Who is retained in first grade? A psychosocial perspective. Elementary School Journal 109: 251–66.Google Scholar
Woodcock, R. W., McGrew, K. S., Mather, N., & Schrank, F. A. (2001). Woodcock-Johnson III. Itasca, IL: Riverside.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×