Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Nak-Kanak: Journal of Child Research Journal of Research in Education and Pedagogy
Vinodhen, Vanessa
Unknown Affiliation
Arts Humanities Education Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
A Historical Analysis of the Education System in Singapore during the 1920s –1958 Vinodhen, Vanessa
Journal of Research in Education and Pedagogy Vol. 2 No. 2 (2025): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrep.v2i2.49

Abstract

This article outlines a historical analysis of the development of Singapore’s education system during the period of 1920 to 1958, focusing on the historical, political, and social contexts that shaped education policies during this period. The study examines three significant stages of governance: the colonial era (1920–1942), the Japanese Occupation (1942–1945), and the pre-independence period (1946–1958). Using a qualitative historical research approach, this paper draws on archival materials, government reports, and secondary sources to analyze the ideologies and educational strategies employed by each regime to address Singapore’s education challenges. Key findings reveal that under colonial rule, education policies emphasized English-medium schools to support administrative needs, often neglecting local communities. The Japanese Occupation disrupted existing structures, introducing policies to promote Japanese language and culture, which were met with resistance. In the post-war pre-independence phase, efforts were made to expand access to education, standardize curricula, and address inequalities, laying the groundwork for a modern education system. The analysis underscores the profound influence of political ideologies and governance structures on educational priorities and outcomes. These insights demonstrate how Singapore’s early education policies evolved in response to shifting socio-political landscapes, contributing to the foundation of a system known today for its emphasis on equity and excellence. The paper highlights the importance of historical context in shaping education systems and suggests that lessons from Singapore’s past can inform contemporary education policy discussions, particularly in postcolonial and rapidly developing contexts.
A Qualitative Framework of Teacher-Mediated Fine Motor Skill Scaffolding in Low-Resource Early Childhood Settings Ademola Oyeyemi, Ahmed; Roubides, Pascal; S. Ballado, Ronato; Vinodhen, Vanessa; Kebede, Workineh; Mosae, Tlalane; Angga Pratama, Ryan; Niyibizi, Onesme
Nak-Kanak: Journal of Child Research Vol. 3 No. 1 (2026)
Publisher : Program Studi Pendidikan Guru Pendidikan Anak Usia Dini, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Trunojoyo Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21107/njcr.v3i1.220

Abstract

Background of the study: Fine motor development is essential for early academic readiness, autonomy, and self-confidence. Although prior research emphasizes its importance, limited attention has been given to how teachers scaffold fine motor skills in low-resource early childhood settings, where access to standardized materials is often constrained. Aims and scope of paper: This study aims to develop a qualitative framework explaining how teachers scaffold fine motor development through everyday instructional practices in low-resource early childhood settings. It examines strategies for assessing children’s abilities, adapting learning activities, and using locally available materials to address developmental variability among children aged 5–6 years. Methods: A qualitative descriptive approach was employed at Kindergarten Anugerah, an early childhood education institution. Data were collected through classroom observations and semi-structured interviews with early childhood teachers. Observational data captured real-time learning activities and teacher–child interactions, while interviews elicited teachers’ pedagogical reasoning and professional reflections. Data were analyzed using an interactive thematic analysis model to identify recurring patterns and instructional practices. Results: The findings indicate that teachers actively engage in diagnostic observation to identify variations in children’s fine motor development. Instructional scaffolding was implemented through the adaptive use of low-cost and locally available materials, including beach sand, modeling clay, textured objects, and art-based activities such as tearing, folding, and collage-making. Teachers emphasized creativity, hands-on engagement, and flexible instructional responses as key mechanisms for supporting children with delayed fine motor skills. Contribution: This study develops a qualitative framework of teacher-mediated fine motor scaffolding in low-resource early childhood settings. The framework explains how assessment, material adaptation, and responsive instruction interact to support fine motor development. By foregrounding the role of educators in resource-constrained environments, the study extends fine motor pedagogy beyond resource-rich contexts and provides transferable insights for early childhood education in the Global South.
Relational Coherence in Educating Generation Alpha: Digital Exposure, Adult Guidance, and Home-School Coordination in Indonesian Early Childhood Education R. Slate, John; Vinodhen, Vanessa; Putri Amanah, Adinda; Xolile Ntshangase, Mohammed
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 11 No. 2 (2026)
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Sunan Kalijaga, Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jga.2026.112-09

Abstract

This study examines how adults involved in early childhood education in Indonesia understand Generation Alpha, respond to children’s digital exposure, and identify challenges in guiding children across home and school. Rather than treating Generation Alpha simply as a technologically fluent cohort, the study approaches digital childhood as a developmental and relational condition shaped by adult guidance, family routines, teacher authority, and home-school coordination. A small-scale interpretive qualitative design was employed, with data collected through open-ended written responses from three purposively selected adult participants who were directly involved in raising or educating young children. The responses were analyzed thematically to identify recurring patterns in participants’ understandings, strategies, concerns, and perceived barriers. The findings show that participants initially defined Generation Alpha through birth cohort and digital proximity. Their educational responses emphasized gadget supervision, personal attention, skills development, and holistic guidance. Digital exposure was associated with concerns about discipline, reduced social interaction, and communication development, although these concerns should be understood as adult perceptions rather than causal evidence. The most prominent pattern was relational: participants repeatedly linked educational difficulties to limited parental involvement, weak trust in teachers, and insufficient cooperation between home and school. The study contributes to global discussions on Generation Alpha by shifting attention from digital competence alone to relational coherence. It suggests that early childhood education in digitally saturated environments depends not only on how families and schools manage technology, but also on how adults build shared expectations, consistent guidance, and trustworthy relationships that support children’s learning, communication, and development.
Co-Authors Ademola Oyeyemi, Ahmed Angga Pratama, Ryan Kebede, Workineh Mosae, Tlalane Niyibizi, Onesme Putri Amanah, Adinda R. Slate, John Roubides, Pascal S. Ballado, Ronato Xolile Ntshangase, Mohammed