Academic Profile : Faculty

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Dr Ng Ee Lynn
Assistant Centre Director, Early Childhood Education Research, Centre for Research in Child Development, OER Centre for Research in Child Development
Senior Research Scientist, National Institute of Education - Office of Education Research
Assistant Centre Director, Early Childhood Education Research, Centre for Research in Child Development, National Institute of Education
External Links
 
Journal Articles (Central)
Chan, W. T., Bull, R., Ng, E. L., Waschl, N., & Poon, K. K. (2021). Validation of the Child Behavior Rating Scale (CBRS) using multilevel factor analysis. Psychological Assessment, 33(11), 1138-1151.

Ng, E. L., Bull, R., & Khng, K. H. (2021). Accounting for the SES-math achievement gap at school entry: Unique mediation paths via executive functioning and behavioral self-regulation. Frontiers in Education, 6(null), 703112.

Ng, E. L., Bull, R., Bautista, A., & Poon, K. (2021). A bifactor model of the Classroom Assessment Scoring System in preschool and early intervention classrooms in Singapore. International Journal of Early Childhood, 53, 197-218.

Khng, K. H., & Ng, E. L. (2021). Fine motor and executive functioning skills predict maths and spelling skills a t the start of kindergarten: A compensatory account. Journal for the Study of Education and Development, 44(3), 675-718.

Bautista, A., Bull, R., Ng, E. L., & Lee, K. (2021). 'That's just impossible in my kindergarten.' Advocating for 'g local' early childhood curriculum frameworks. Policy Futures in Education, 19(2), 155-174.

Bull, R., Yao, S. Y., & Ng, E. L. (2017). Assessing quality of kindergarten classrooms in Singapore: Psychometric properties of the Early Childhood Environment Rating Scale-Revised. Internation al Journal of Early Childhood, 49(1), 1-20.

Ng, E. L., Lee, K. (2016). Test anxiety and children's working memory task performance: Does trait or state anxiety matter more?. Journal of Experimental Psychopathology, 7(3), 374-390.

Ng, E. L. & Lee, K. (2015). Effects of trait test anxiety and state anxiety on children's working memory task performance. Learning and Individual Differences, 40(null), 141-148.

Ng, E. L., Lee, K. (2010). Children's task performance under stress and non-stress conditions: A test of the processing efficiency theory. Cognit ion and Emotion, 24(7), 1229-1238.

Lee, K., Ng, E. L., Ng, S. F. (2009). The contributions of working memory and executive functioning to problem representation and solution generation in algebraic word problems. Journal of Educational Psychology, 101(2), 373-387.

L ee, K., Ng, S. F., Ng, E. L., Lim, Z. Y. (2004). Working memory and literacy as predictors of performance on algebraic word problems. Journal of Experimental Child Psychology, 89(2), 140-158.

Book Chapters (Central)
Ng, E. L., Meow, E. (2022). Preschool teachers' experiences of work-related stress: A pilot study of Singapore teachers.. In Tan, O. S., Poon, K., Rifkin-Graboi, A., O'Brien, B. (Ed.), Early childhood development and education in Singapore(PP. 303-320). Singapore: Springer Natu re.

Ng, E. L., & Lee, K. (2019). The different involvement of working memory in math and test anxiety. In I. Mammarella, S. Caviola, A. Dowker (Ed.), Mathematics anxiety: What is known and what is still to be understood(PP. 126-140). London: Routledge.

 
Conference Papers (Central)


Conference Papers Without Proceedings

Waschl, N., Poon, K. K., Ng, E. L., & Koh, H. Y. (2022, May). Research Data Sharing. Paper presented at Redesigning Pedagogy International Conference, Singapore.

Waschl, N., Sun, G. Y., Chan, M., Poon, K. K., Ng, E. L., & Koh, H. Y. (2022, M ay). Research Data Management: Challenges in an Educational Context. Paper presented at Redesigning Pedagogy International Conference, Singapore.

Ng, E. L., Bull, R. (2020, June). Accounting for the SES-math achievement gap at s chool entry: Unique indirect paths via executive functioning and self-regulation. Paper presented at The 3rd Mathematical Cognition and Learning Society (MCLS) Conference, Dublin, Ireland.

Ng, E. L., Bull, R., Bautista, A., & Poon, K. (2019, August). Factor structure of the CLASS in Sin gapore preschools serving mainstream and special needs children. Paper presented at 18th Biennial European Association for Research on Learning and Instruction (EARLI), Aachen, Germany.

Khng, K.H., Ng E. L. (2019, August). Fine motor skills and executive functions in early childhood: Latent interactions in predicting early reading, spelling, and mathematics skills. Paper presented at 18th Biennial European Association for Research on Learning and Instruction (EARLI), Aachen, Germany.

M''ez, D., Bull, R., & Ng, E. L. (2019, August). Phonological awareness mediates the effect o f SES on math achievement across the kindergarten years. Paper presented at 17th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Aachen, Germany.

Ng, E. L., Bull, R., & Munez, D. (2019, March). The SES math achievement gap in early childhood : Contributions of executive functioning and approaches to learning. Paper presented at Society for Research in Child Development Biennial Meeting, Baltimore, Maryland, United States.

Khng, K. H., & Ng, E. L. (2018, July). Motor skills at the start of kindergarten: Contributions to socio-em otional self-regulation, cognitive skills, math, reading, and spelling (Poster). Paper presented at International Society for the Study of Behavioural Development (ISSBD) 25th Biennial Meeting, Gold Coast, Singapore.

Ng, E. L., Bull, R. (2018, July). Multiple pathways to acquiring early mat h skills: At-risk children benefit from better self-regulation and learning-related social skills. Paper presented at 25th Biennial Meeting of the International Society for the Study of Behavioral Development, Gold Coast, Queensland, Australia.

Sng, W. Q., Baustista, A., Bull, R., & Ng, E. L. (2017, May). Alignment between Pedagogical Principles and Classroom Practices in Singapore Preschool Education. Paper presented at Redesigning Pedagogy 2017 Education for the Future: Creativity, Innovation, Values, Singapore.

Ng, E. L., Yao, S. Y., Ong, R., Karuppiah, N. (2017, May). Con sistency in classroom interactions: Preschool teachers' emotional supportiveness and children's self-regulation and socio-emotional outcomes. Paper presented at Redesigning Pedagogy International Conference 2017 - Education for the Future: Creativity, Innovation, Values, Singapore.

Bull, R., Y ao, S-Y., & Ng, E. L (2017, April). Measuring quality of early childhood environments in Singapore. Paper presented at Biennial Conference of the Society for Research in Child Development, Austin, United States.

Ng, E. L., & Lee, K. (2013, September). Test anxiety and children's task per formance: Trait vs. state anxiety and the moderating role of working memory load. Paper presented at Joint '7th SELF Biennial International Conference' and 'ERAS Conference', Singapore.

 
Keynote Speeches & Editorship of Special Issues (Central)




Keynote Addresses

Ng, E. L. (2018, August). 2nd Henry David Hochstadt Early Childhood Symposium. KEYNOTE ADDRESS, Transitioning from preschool to primary school: A comparison of children in "shared" vs. "non-shared" environments, Singapore.

Other Research Outputs/Projects (Central)








Professional Articles

Ng, E. L., Bull, R., Khng, K. H., & Ang, M. (2021, January). NIE Research Brief Series Transitioning from kindergarten to primary school: Exploring the linksbetween children's self-regulation skills, socio-emotional competence and academic outcomes, 21-0 04, 2.







 
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