Contemporary kindergarten curriculum frameworks emphasize the importance of promoting children’s holistic development, thereby focusing on both academic and non-academic learning areas. This exploratory study was conducted with a sample of 123 in-service kindergarten teachers in Singapore. The goals were to investigate the following: (1) how teachers prioritized the importance of the various learning areas of the ‘Nurturing Early Learners’ curriculum framework; (2) teachers’ professional development (PD) needs regarding these learning areas; and (3) the extent to which teachers with different beliefs about children and how they learn differed in their prioritizations and PD needs. Data were collected through an online questionnaire and analyzed using non-parametric techniques. Results indicated that (1) academic and non-academic areas were found to be intertwined in teachers’ priority rankings, although Social and Emotional Development was the top learning area for most teachers; (2) teachers reported high PD needs in all learning areas, especially in Discovery of the World and Aesthetics and Creative Expression; and (3) teachers holding more traditional beliefs tended to prioritize academic areas. No differences were found when comparing teachers’ responses according to their level of education, age, and years of teaching experience. We discuss the findings in light of prior literature, the implications and limitations of the study, and lines for further research.

中文翻译：

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整体教育的学习领域：幼儿园教师的课程重点，专业发展需求和信念

当代的幼儿园课程框架强调了促进儿童整体发展的重要性，因此侧重于学术和非学术学习领域。这项探索性研究是对新加坡123名在职幼儿园教师进行的抽样调查。目的是调查以下内容：（1）教师如何优先考虑“培育早期学习者”课程框架中各个学习领域的重要性；（2）关于这些学习领域的教师专业发展（PD）需求；（3）对孩子有不同信仰的老师在何种程度上以及他们的学习方式在优先次序和学习需求方面存在差异。通过在线问卷收集数据，并使用非参数技术进行分析。结果表明：（1）尽管社会和情感发展是大多数教师的学习重点，但学术和非学术领域却与教师的优先级问题交织在一起。（2）教师在所有学习领域都报告了很高的PD需求，尤其是在《发现世界》和《美学与创造力表达》中；（3）持有更多传统信仰的教师倾向于优先考虑学术领域。根据教师的受教育程度，年龄和教学经验比较教师的反应时，没有发现差异。我们将根据现有文献，研究的意义和局限性以及进一步研究的思路来讨论研究结果。（2）教师在所有学习领域都报告了很高的PD需求，尤其是在《发现世界》和《美学与创造力表达》中；（3）持有更多传统信仰的教师倾向于优先考虑学术领域。根据教师的受教育程度，年龄和教学经验比较教师的反应时，没有发现差异。我们将根据现有文献，研究的意义和局限性以及进一步研究的思路来讨论研究结果。（2）教师在所有学习领域都报告了很高的PD需求，尤其是在《发现世界》和《美学与创造力表达》中；（3）持有更多传统信仰的教师倾向于优先考虑学术领域。根据教师的受教育程度，年龄和教学经验比较教师的反应时，没有发现差异。我们将根据现有文献，研究的意义和局限性以及进一步研究的思路来讨论研究结果。