Educational Qualifications

2024
PhD in Education, University of Melbourne, Australia. 

2017 
Master of Arts in Education, University College London, United Kingdom.

2010
Bachelor of Science in Early Childhood Educational Studies and Leadership,
Boston University, United States.

2008
Diploma in Early Childhood Education, Ngee Ann Polytechnic, Singapore.

Academic and Professional Experience

Professional Experience

2025 – Present
Lecturer, Singapore University of Social Sciences, Singapore

2024
Sessional Academic, RMIT University, Melbourne, Australia

2024
Sessional Academic, Deakin University, Melbourne, Australia

2021 – 2024
University Tutor, The University of Melbourne, Australia

2019 – 2023
Researcher, The University of Melbourne, Australia

2019 – 2024
Visiting Lecturer / Associate Faculty, Singapore University of Social Sciences, Singapore

2014 – 2019
Research Assistant, National Institute of Education, Nanyang Technological University, Singapore

2013 – 2014
Project Officer, Nanyang Technological University, Singapore

2010 – 2012
Early Childhood Teacher, Singapore

Selected Publications

Ng, S. C., Iorio, J. M., & Yelland, N. (2025). Thinking with: Relationality and lively connections within urbanised outdoor community environments. Education Sciences, 15(9), 1109. https://doi.org/10.3390/educsci15091109 

Zeng, H. Q., & Ng, S. C. (2025). Free play matters: Promoting kindergarten children’s science learning using questioning strategies during loose parts play. Early Childhood Education Journal, 53, 2373-2388. https://doi.org/10.1007/s10643-024-01741-6 

O’Brien, B. A., Arshad, N. A., & Ng, S. C. (2024). Bilingual families and the home literacy environment: An examination of English and ethnic language activities and outcomes. Journal of Research in Reading. http://doi.org/10.1111/1467-9817.12465 

Sun, H., Ng, S. C., & Peh, A. (2023). Shared book reading and children’s social-emotional learning in Asian schools. In King, R. B., Caleon, I. S., & Bernado, A. B. I. (Eds.), Positive psychology and positive education in Asia: Understanding and fostering well-being in schools. (pp. 293-310). Springer. https://doi.org/10.1007/978-981-99-5571-8 

Ng, S. C., & Sun, H. (2022). Promoting social emotional learning through shared book reading: Examining teacher’s strategies and children’s responses in kindergarten classrooms. Early Education and Development, 33(8), 1326-1346. https://doi.org/10.1080/10409289.2021.1974232 

Ng, S. C., Vijayakumar, P., Yussof, N. T., & O’Brien, B. A. (2021). Promoting bilingualism and children’s co-participation in Singapore language classrooms: Preschool teacher strategies and children’s responses in show-and-tell. Policy Futures in Education, 19(2), 216-241. https://doi.org/10.1177/1478210320960864 

Yang, W., Peh, J., & Ng, S. C. (2021). Early childhood teacher research and social-emotional learning: Implications for the development of culturally sensitive curriculum in Singapore. Policy Futures in Education, 19(2), 197-215. https://doi.org/10.1177/1478210320983499 

O’Brien, B. A., Ng, S. C., & Arshad, N. A. (2020). The structure of home literacy environment and its relation to emergent English literacy skills in the multilingual context of Singapore. Early Childhood Research Quarterly, 53, 441-452. https://doi.org/10.1016/j.ecresq.2020.05.014 

Sun, H., Ng, S. C., O’Brien, B. A., & Fritzsche, T. (2020). Child, family, and school factors in bilingual preschoolers’ vocabulary development in heritage languages. Journal of Child Language, 47(4), 817-843. https://doi.org/10.1017/S0305000919000904 

O’Brien, B. A., Habib, M., Yussof, N. T., & Ng, S. C. (2019). The phonological awareness relation to early reading in English for three groups of simultaneous bilingual children. Reading and Writing: An Interdisciplinary Journal, 32(4), 909-937. https://doi.org/10.1007/s11145-018-9890-1 

Ng, S. C., & Bull, R. (2018). Facilitating social emotional learning in kindergarten classrooms: Situational factors and teachers’ strategies. International Journal of Early Childhood, 50(3), 335-352. https://doi.org/10.1007/s13158-018-0225-9 

Bautista, A., Moreno-Nuñez, A., Ng, S. C., & Bull, R. (2018). Preschool educators’ interactions with children about sustainable development: Planned and incidental conversations. International Journal of Early Childhood, 50(1), 15-32. https://doi.org/10.1007/s13158-018-0213-0 

Bautista, A., Ng, S. C., Muñez, D., & Bull, R. (2016). Learning areas in holistic education: Kindergarten teachers’ curriculum priorities, professional development needs, and beliefs. International Journal of Child Care and Education Policy, 10(8), 1-18. https://doi.org/10.1186/s40723-016-0024-4 

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