Children’s Lifeworlds in a Global City: Singapore: Singapore (Global Childhoods in the Asia-Pacific, 2)

This book examines connections between policy contexts, school experiences and everyday activities of children growing up in the global city of Singapore. In particular, it explores how Singapore children’s everyday experiences inside and outside of school shape their orientations towards educational success. Alongside an analysis of school life and educational policies, it also considers children’s out-of-school activities, including leisure, homework, and enrichment activities, and connections between these and their school-based activities. The book draws on empirical data from Primary 4 classes in two Singapore schools in the form of student-completed surveys, classroom ethnographies, student responses to a learning dialogues activity, and a re-enactment of one child's out-of-school life, as well as curriculum and policy analysis. It provides readers with an in-depth understanding of Singapore Primary 4 children’s experiences inside and outside of school, including the structure of timetables and pedagogical approaches encountered in school lessons, children’s enjoyment of activities inside and outside of school, children’s engagement and wellbeing at school, and the impact of Singapore’s educational policies on children’s learning experiences. Moving beyond a simplistic focus on Singapore children’s academic performance in international high-stakes testing, the book offers a comprehensive exploration of their lives inside and outside of school. This holistic approach is unique in the Singapore context and contributes to a greater understanding of children’s everyday lives in the city. Acknowledgements Contents About the Authors 1 Introduction: Children’s Lifeworlds in the Global City of Singapore 1.1 The Global Childhoods Project: Singapore 1.2 The Context: Globalisation and Global Cities 1.3 Considering Children’s Lifeworlds 1.3.1 Children in Schools: Policy and Practices 1.4 Research Methods 1.4.1 Online Survey 1.4.2 Ethnographic Observations 1.4.3 Learning Dialogues 1.4.4 Re-enactments 1.5 Case Study Schools 1.5.1 School Equality 1.5.2 School Harmony 1.6 Outline of the Book References 2 Children in the Singapore Education System 2.1 Brief History of Education in Pre-independent Singapore 2.2 Education Policies and Changes in Post-independent Singapore 2.2.1 The Four Phases of Educational Development in Singapore 2.3 Current Education Challenges 2.3.1 The Need for Leisure Time 2.4 Looking Forward 2.4.1 Holistic Development 2.4.2 Revision to Assessment 2.4.3 Streaming to Subject-Based Banding 2.4.4 Professional Development 2.4.5 Education for Sustainable Development 2.4.6 Impact of the COVID-19 Pandemic References 3 Timetabling and Routines in Singapore Schools 3.1 Timetables: Structures for Achieving Educational Policies and Goals 3.2 Timetables in Primary Schools 3.2.1 Difference in Time Allocation for the Two Schools 3.2.2 Autonomy to Timetable Planning 3.2.3 Teacher and Classroom Allocation 3.2.4 Examination Versus Non-examination Subjects 3.2.5 Recess Time and Snack Time 3.3 School and Classroom Routines 3.3.1 Lesson Structure 3.3.2 Classroom Management 3.3.3 Volume and Noise Control 3.3.4 Classroom Logistical Operations 3.3.5 Group Work Routine 3.3.6 Silent Reading Routine 3.3.7 Home-Based Learning 3.4 Conclusions References 4 Pedagogical Encounters: Analysing Teaching and Learning in Singapore Classrooms 4.1 Learning by Design 4.1.1 Experiencing 4.1.2 Conceptualising 4.1.3 Analysing 4.1.4 Applying 4.2 Pedagogical Encounters in Two Singapore Schools 4.2.1 Knowledge Processes Utilised in an English Lesson at School Equality 4.2.2 Knowledge Processes Utilised in a Mathematics Lesson at School Harmony 4.2.3 Knowledge Processes Utilised in an Art Lesson at School Harmony 4.2.4 Knowledge Processes Utilised in an English Lesson at School Harmony 4.3 Conclusions References 5 Engagement and Orientations to Success in Singapore Schools 5.1 What Did the Students Look Forward to at School? 5.1.1 Academic Learning 5.1.2 Physical Education (PE) and Co-curricular Activities (CCA) 5.1.3 Social Activities and Interactions with Friends 5.2 What Did the Students Learn in School? 5.3 How Did the Students Feel About How They Were Doing at School? 5.4 What Did the Students Want to Do When They Left School? 5.5 Conclusions References 6 School Belonging and Wellbeing in Singapore 6.1 Theorising School Belonging 6.1.1 Microsystem Level 6.1.2 Mesosystem Level 6.1.3 Exosystem, Macrosystem and Chronosystem Levels 6.2 Students’ Self-perceptions and Their Schoolwork and Grades 6.2.1 Hardworking and Serious Students? 6.2.2 Students’ Descriptions of Their Grades 6.2.3 Students’ Happiness with Their Grades 6.2.4 Relationships Between Grades and Happiness 6.2.5 A Focus on Assessment 6.3 Relationships Between Teachers and Students 6.4 Relationships Between Students 6.5 Students’ Enjoyment of School 6.6 Conclusions References 7 Activities Outside of School in Singapore 7.1 Overview of Activities Outside of School 7.2 Time Spent on Homework Outside of School 7.3 Time Spent on Academic Enrichment Outside of School 7.4 Time Spent on Non-academic Enrichment Classes Outside of School 7.5 Time Spent on Leisure Activities Outside of School 7.6 Re-enactment: The Out-of-School Life of a 10-Year-Old Child in Singapore 7.7 Conclusions References 8 Lifeworlds of 9 and 10-Year-Old Children Living and Learning in Singapore 8.1 Being a School Student in Singapore 8.2 Timetables and Routines 8.3 Pedagogical Encounters 8.4 Engagement and Orientations to Educational Success 8.5 Wellbeing and Sense of Belonging 8.6 Outside of School 8.7 Where to Next? 8.8 Assessment 8.9 Values-Based Education 8.10 Connecting School and Out-of-School Lifeworlds 8.11 Possibilities References Index