How pre-school teachers in Singapore respond to the Ministry of Education agenda using literacy materials in an early literacy programme

This thesis reports an investigation into how pre-school teachers in Singapore respond to the Ministry of Education agenda, as outlined in its 2003 Curriculum Framework, using literacy materials in an early childhood literacy programme over a period of one year. Data were collected through semi-structured interviews, classroom observations and written documents. Data were analysed using open, axial and selective coding. The findings show pre-school teachers respond to the Ministry’s agenda through the integration of three dimensions of influences, namely the selection of literacy materials, teachers’ beliefs and their experiences in using literacy materials, and the literacy environment of children.