ABSTRACT The Singapore government has launched kindergarten curriculum reform since 2003 to promote constructivism in teaching and learning, which seems to contradict the traditional pedagogy. Using video analysis, we examined the actual classroom dialogue in six Chinese language classrooms to understand to what extent the constructivist pedagogy has been implemented in Singapore kindergartens. Evidence indicated the classroom dialogs in the Singapore kindergartens were knowledge-driven and teacher-directed, which is per se instructivism-based. The findings call for a further reflection on the progressive early childhood education reforms and the enhancement of professional support for early childhood teachers in Singapore and other similar contexts.

中文翻译：

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建构主义与建构主义的融合：新加坡幼儿园的课堂对话研究

摘要新加坡政府从2003年开始发起幼儿园课程改革，以促进建构主义的教与学，这似乎与传统的教学法相矛盾。通过视频分析，我们检查了六个中文教室的实际课堂对话，以了解新加坡幼儿园在何种程度上实施了建构主义教学法。有证据表明，新加坡幼儿园的课堂对话是知识驱动和教师指导的，其本质是基于教学论的。调查结果要求进一步反思渐进式的幼儿教育改革，并加强对新加坡和其他类似情况下的幼儿教师的专业支持。