NIE Data Repository (National Institute of Education)
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Related Data for: Variation in maternal sensitivity and the development of memory biases in preschoolers
No full textLinks between maternal sensitivity, hippocampal development, and memory abilities suggests early life insensitive care may shape structures and schemas influencing future decisions and stress management, biasing children to negative information. While it is possible that this pattern of neurodevelopment may have adaptive consequences, for example, preventing children from encountering untoward experience with future adversity, it may also leave some children at risk for the development of internalizing problems. Here, in a Two Wave Study, we examine whether insensitive care predicts subsequentially assessed memory biases for threatening (but not happy) stimuli in preschoolers (n=49), and if such relations cut across different forms of relational memory, i.e., memory for relations between two “items”, between an “item” and its spatial location, and an “item” and its temporal sequence. In a subset (n = 18) we also examine links between caregiving, memory, and hippocampal subregion volume. Results indicate no main or interactive influence of gender on relational memory. However, insensitive caregiving predicted the difference between Angry and Happy memory during the Item-Space condition B =2.451, se = 0.969, p = 0.014, 95% CI [.572, 4.340]), as well as memory for Angry (but not Happy) items (B = -2.203, se = 0.551, p <0.001, 95% CI [-3.264,-1.094]). Memory for the difference between Angry and Happy stimuli in the Space condition associated with larger right hippocampal body volumes (Rho = 0.639, p = 0.004). No relations were observed with internalizing problems. Results are discussed with reference to developmental stage and in consideration of whether negative biases may serve as an intermediate factor linking early life insensitive care and later socioemotional problems including an increased incidence of internalizing disorders
Related Data for: Maternal education and siblings: Agents of cognitive development in kindergarten
No full textIn this study (n = 1000, Mage at K1entry = 53.4 months, SD = 3.4; 53% females), we investigated the contributions of the family socioeconomic status (SES; maternal education and an income-related measure) and number and age of siblings to the development of children's math, reading, and working memory (WM) updating skills over the kindergarten years. Results from a multivariate multilevel growth curve model showed that children from more disadvantaged SES backgrounds already had a multifaceted developmental lag at kindergarten entry. Maternal education was the aspect of SES that more clearly affected the child's cognitive development; the mother's education predicted children's math, reading, and WM-updating skills at kindergarten entry as well as the rate of development of reading skills over the kindergarten years. Independently of SES status, children with more siblings also showed poorer reading and math skills than those in one-child families at kindergarten entry. We also found that both older and younger siblings affected, negatively, children's reading skills before they attended kindergarten—which suggests that the development of reading skills is more responsive to environmental factors during the first years than other aspects of the child development. The findings underscore the independent role of siblings upon entry to kindergarten, and the enduring role of maternal education even after children are exposed to formal schooling
Related Data for: Quality of life and meeting 24-h WHO guidelines among preschool children in Singapore
No full textThe objective of the study was to determine the proportion of preschool children under 5 years old meeting the 24-h World Health Organisation guidelines on physical activity, sedentary behaviour and sleep. Another objective was to examine the association between the health-related quality of life and meeting these guidelines among preschool children in Singapore. Parents completed an online and anonymous SMALLQ® (Surveillance of digital Media hAbits in earLy chiLdhood Questionnaire) on children’s physical activity, sedentary behaviour and sleep. Meeting the 24-h WHO guidelines meant, within a 24-h period, (i) having at least 180 min of physical activity (ii) engaging in less than 60 min of screen media and (iii) having 10–13 h of good quality sleep. Parent-reported health-related quality of life of the children was determined using the Pediatric Quality of Life Inventory™, collected online at the same time. Parent-reported data showed that 12.6% met none while 9.6% of preschool children met all the WHO guidelines. 70.7%, 56.9% and 26.5%, of preschool children respectively, achieved the sleep, physical activity and screen media use guidelines within a 24-h period. 40.5% met two guidelines while 37.4% met one guideline. Significant differences were detected in the health-related quality of life among preschool children who met all, none, or met 1–2 of the WHO guidelines (i.e. total health score: 82.9 ± 12.4 vs. 76.4 ± 15.1 vs. 78.6 ± 14.5%, p < 0.05; ƞ2 = 0.008–0.11). Our results show that the health-related quality of life of preschool children increased with the number of WHO guidelines accomplished
Related Data for: Survey on Singapore science teachers and science teaching of students with special education needs in inclusive classrooms
No full textThis paper reports on a first study about Singapore primary science teachers’ views and practices in inclusive science classrooms. Rasch analysis was performed on an online teacher survey administered to 108 teachers, which was conducted to investigate teachers’ views about students with special education needs (SEN; Construct A), self-efficacy views in teaching students with SEN (Construct B), and their science teaching practices in inclusive classrooms (Construct C). The findings show that it was generally easy for the science teachers to agree with items in Constructs B and C, but not in Construct A. A closer examination of the individual constructs revealed positive teachers’ views, their feelings of inadequacy and wish for greater school support, and selected types of accommodations and modifications practiced in their classrooms. This study contributes new insights drawn from an Asian study, offers a validated instrument, and provides science teacher educators ideas for supporting science teachers in inclusive science teaching
Related Data for: Effects of textured insoles and elastic braces on dynamic stability in patients with functional ankle instability
No full textBackground
Functional ankle instability (FAI) is a common condition that affects individuals who have experienced previous ankle sprains. Textured insoles and elastic ankle braces have been previously used as interventions to improve stability in FAI patients. However, the optimal combination of these interventions has not been fully explored. The objective of this study was to investigate the effects of different types of textured insoles and elastic ankle braces on the dynamic stability of individuals diagnosed with FAI.
Methods
The study involved 18 FAI patients who performed single-leg landing tasks with and without wearing an eight-band elastic ankle brace while wearing textured insoles with protrusion heights of 0 mm, 1 mm, and 2 mm. The dynamic posture stability index (DPSI) and its components in the anterior-posterior (APSI), mediolateral (MLSI) and vertical (VSI) directions were calculated from the ground reaction force collected from the Kistler force plate during the first three seconds of the landing tasks.
Results
A significant interaction was found between textured insole type and ankle brace for DPSI (P = 0.026), APSI (P = 0.001), and VSI (P = 0.021). However, no significant interaction was observed for MLSI (P = 0.555). With elastic ankle braces, textured insoles with 1-mm protrusions significantly enhanced anterior-posterior, mediolateral, vertical, and overall stability compared to textured insoles with no and 2 mm protrusions (P
Conclusions
The combination of textured insoles with 1-mm protrusion heights and an elastic ankle brace could enhance the dynamic stability of individuals with FAI, potentially mitigating the risk of ankle sprains.</p
Replication Data for: Meta-analytic connectivity modelling of functional magnetic resonance imaging studies in autism spectrum disorders
No full textThe current meta-analysis investigated activation differences between ASD and neurotypical controls irrespective of task type. Activation likelihood estimation meta-analyses were performed to examine consistent hypo-activated and/or hyper-activated regions for all tasks combined, and for social and non-social tasks separately; meta-analytic connectivity modelling and behavioral/paradigm analyses were performed to examine co-activated regions and associated behaviors. One hundred studies (mean age range=18-41 years) were included. The ASD group showed significant (p<0.05) hypo-activation in one cluster around the left amygdala (-22, 0, -18, volume=1224 mm3, maximum ALE=0.023), and this cluster co-activated with two other clusters around the right cerebellum (42, -56, -22, volume=2560mm3, maximum ALE=0.046) Lobule VI/Crus I and the left fusiform gyrus (BA47) (-42, -46, -18, volume=1616, maximum ALE-0.046) and left cerebellum (-42, -58, -20, volume=1616mm3, maximum ALE=0.033) Lobule VI/Crus I. While the left amygdala was associated with negative emotion (specifically fear) (z=3.047), the left fusiform gyrus/cerebellum Lobule VI/Crus I cluster was associated with language semantics (z=3.724) and action observation (z=3.077). These findings highlight the left amygdala as a region consistently hypo-activated in ASD and suggest the potential involvement of fusiform gyrus and cerebellum in social cognition in ASD
Related Data for Thesis/Dissertation: Experiences in the design and participation of an online mindfulness training for Singapore educators: Narratives of a mindfulness teacher and educator-participants
No full textTeaching is a rewarding but stressful profession. The job-related stressors which included high workloads and long working hours had subjected many educators to risks of burnout, job frustration and job attrition, and could dilute any well-meaning education initiatives. Amid the ongoing COVID-19 pandemic, educators’ mental wellbeing had worsened, with more than doubling of educators seeking counselling help. Given the issues of educator stress, it is necessary to consider interventions that could support their stress-coping, resilience, and wellbeing. The adoption of Mindfulness-based programs (MBPs) for educators as a potential professional development had been growing due to its evidenced benefits on a host of wellbeing outcomes. However, its growth is not without resistance at the personal and social levels. This perception could be due to the lack of understanding of the curriculum intentions and teaching practice amidst the lack of in-depth qualitative studies.
The aim of this qualitative study using the narrative inquiry approach was to investigate the nuances of the implementation of a brief, online mindfulness intervention through the lived experiences of a small group of four educators who participated in the intervention designed to support educators’ stress-coping and wellbeing. In addition, the study supported the understanding of the underlying wellbeing processes implied “within” and “outside” the virtual classroom contexts as participants engage in mindfulness practices. Further, the study also illuminated the reflective practice of the mindfulness teacher through the experiences of designing and delivering the intervention. Using semi-structured interviews, self-reported quantitative surveys, and teacher’s journals and memos, the current study provided an in-depth understanding of the patterns revealed by narratives at both individual and collective levels from the participants and the teacher.
Using a thematic analysis approach, the findings generated patterns of meanings across six themes: (i) format of training influenced learning and engagement; (ii) experiential practices supported right understanding and integration of mindfulness; (iii) implied learning was supported by experiential inquiry-based learning process, (iv) multitude of underlying mechanisms interacted to support wellbeing; (v) applying mindfulness at the boundaries of educators’ professional practice; (vi) supporting educators’ access to mindfulness.
The overall results indicated that a brief, online mindfulness intervention showed promise in supporting educators’ wellbeing through supporting their course engagement, overcoming skepticism towards mindfulness, and exploration of personal mindfulness practice. Through the engagement of the mindfulness practices, it cultivated their awareness, reperceiving, healthy stress-coping, emotion regulation, self-compassion, and relatedness with others including colleagues and students. The results extended to the relevance of mindfulness at the professional level and highlighted the barriers of implementation at both the personal and institution levels. Overall, this study contributed to the consideration of MBPs as a PD for educators at the policy level, reflective practice of the mindfulness teacher, and existing mindfulness research which considered wellbeing at the broader level. Limitations of the present study and researcher’s reflexivity were highlighted and discussed. More research involving larger sample size and longer-term trials is needed to evaluate alternative formats of training for educators
Related Data for: The distribution of leadership between vice-principals and principals in Singapore
No full textThis article examines the distribution of leadership between vice-principals and principals in Singapore. Vice-principals are an important leadership source in schools because they contribute to various key functions in school, including staff development, student learning and management. This research is on vice-principals’ contributions which are underrepresented in the literature. The study consisted of interviews of 28 vice-principals and 10 principals from 37 schools in Singapore. A mixed case-oriented and theme-oriented strategy was adopted, with member checking conducted through a case write up for each vice-principal. The findings illustrate how vice-principals worked with principals to co-set directions, motivate staff, lead instruction, and promote a desired culture. The study suggests the possibility of viewing the vice-principal and the principal as a leadership couple, with each performing complementary or overlapping practices, through a combination of collaborated and collective distribution. The study also illustrates vice-principals’ leadership and agency vis-à-vis principals’, which otherwise have been neglected
Related Data for: Time to play in Javanese preschool children: An examination of screen time and playtime before and during the COVID-19 pandemic
No full textThis comparative–descriptive multi-national research examined the screen time and playtime of preschool children aged 1–6 years before and during the COVID-19 pandemic. Parents reported on the play and screen habits of preschool-aged children on the weekday and weekends using a questionnaire on the lifestyle habits of their children. Results indicated a significant difference in screen time and playtime on the weekday and weekend before the pandemic (screen time: 1.91 ± 2.40 vs. 2.16 ± 2.60 h; playtime: 3.55 ± 2.49 vs. 4.11 ± 2.58 h, both p 0.05). Before- and during-COVID-19 comparisons showed that the average daily screen time increased by 150% from 2.04 h to 3.06 h (p < 0.05), while the average play time decreased by 12.3% (3.83 to 3.36 h, p < 0.05). Based upon international guidelines for movement behaviours of young children, special attention and actions are needed to manage the excessive daily screen time and preserve the average daily playtime of Javanese preschool children. These results present useful benchmarking data for parents, teachers, and health authorities to initiate ameliorative interventions to better balance children’s screen time and playtime as Indonesia emerges from the COVID-19 pandemic to a COVID-19 endemic
Related Data for: The impact of technology use on adolescents' leisure reading preferences
No full textThere is worldwide concern about the decline in children and adolescent enjoyment of reading as documented by international and national surveys, with smartphones and other technologies often blamed for the decline. Yet, with recent rapid improvements in technologies for reading, the accelerated adoption of devices for learning during the pandemic and increased access to e-books through the public library system in Singapore, the relationship between adolescent technology use and reading may be more complex than is typically painted in popular press. This mixed-methods study seeks to make current an understanding of adolescent reading in relation to technology by exploring adolescents' preferred reading devices, their use of technology for reading and their use of public e-resources for reading. In this study, adolescents preferred using their smartphones over print forms for reading and preferred to read social media online. E-books accessed freely through the public library were under-utilised, and adolescents reported lack of knowledge or experience about how to look for reading resources online. Findings suggest an intentional and nuanced approach is needed to create an ecosystem of opportunities for adolescents to have meaningful reading experiences in print and digitally