Kimberley Kong- PhD in Psychology (Child and Youth Research), Trinity College Dublin Ireland
- Senior Lecturer at University of Science Malaysia
Kimberley Kong
- PhD in Psychology (Child and Youth Research), Trinity College Dublin Ireland
- Senior Lecturer at University of Science Malaysia
Working on a British Academy funded study on early childhood education in refugee children
About
23
Publications
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Introduction
My research interests are in the area of academic resilience among marginalised population, child well-being and development, early childhood experiences, play and learning. I am currently working on a British Academy research project studying refugee preschool children in Malaysia in collaboration with University of Oxford. I am also trained to use IDELA and EAP-ECDS in my studies.
Skills and Expertise
Current institution
Additional affiliations
August 2018 - present
Publications
Publications (23)
The purpose of the study was, 1) to identify risk and protective factors that predict academic achievement in low socioeconomic status (SES) pupils in Ireland; and 2) to establish if these predicting factors are unique and applicable only in low-SES pupils. Using two waves of the Irish nationally representative longitudinal data, a multi-informant...
Problem behaviors have often been associated with poor learning in preschool children. However, most of these studies have mainly been situated in Western contexts. The current study, based on a single case study of a Malaysian preschool, explores the link between problem behaviors and early literacy skills of preschool children aged between 4 and...
Refugee children are some of the most vulnerable populations in the world. Early Childhood Education and Care (ECEC) for refugee children can have positive impacts on child outcomes, however most of the evidence stems from research from high income countries. This paper reports on a critical review, carried out to evaluate what we know about benefi...
In Malaysia, early childhood education (ECE) provision is divided into two age groups. Children under the age of 4 attend nurseries or childcare centers known as “TASKA,” while children aged 5–6 attend preschools. The Department of Social Welfare oversees TASKA, and the Ministry of Education oversees preschools. ECE in Malaysia is provided through...
Early English exposure has a big impact on children’s language development and future learning, especially as English becomes more and more important as an international language. Children’s attitudes (CA) and behaviors toward learning English can be influenced by their parents. This study aims to give a thorough examination of the relationship bet...
This qualitative study explores the integration of Western play-based pedagogy with traditional Chinese
educational practices in two Chinese kindergartens. Focusing on how twelve teachers adapt and blend
global and local pedagogical influences, the study identifies key strategies for implementing a hybrid
play-based approach. The teachers in the...
This qualitative study offers a unique perspective on the integration of play and traditional collective teaching in Southeast China, focusing on two public kindergartens that predominantly serve children from low-income, ethnically diverse families. The research explores how teachers in this context navigate the balance between guided play and col...
This study examined factors associated with four domains of school readiness among 170 preschoolers from low-income families in seven Malaysian public preschools. Direct assessments of preschool children’s performance on a battery of tasks indicated proficient levels of readiness in approaches to learning, language and emergent literacy, and socioe...
There are concerns about the negative impact of early English instruction on preschoolers’ attitudes, especially regarding parents’ beliefs (PB) and certain home literacy environments (HLE). However, limited research exists on how these factors influence young children’s attitudes toward learning English. This study examined the impact of PB and HL...
A critical review of the research evidence on early childhood education and care in refugee contexts in low- and middle-income countries
School readiness (SR) is a crucial predictor of future academic success, especially for disadvantaged children. However, research on school readiness in low-income and middle-income countries (LMICs), especially in Asia, is limited. This review aims to describe the school readiness of left-behind children (LBC) in China during early childhood, focu...
In Malaysia, early childhood education (ECE) provision is divided into two age groups. Children under the age of 4 attend nurseries or childcare centers known as “TASKA,” while children aged 5–6 attend preschools. The Department of Social Welfare oversees TASKA, and the Ministry of Education oversees preschools. ECE in Malaysia is provided through...
Due to the COVID-19 pandemic, most educational institutions switched to online learning as a standard education delivery model. The use of social media has since become an essential and integral component of students’ lives, both as a tool to facilitate learning as well as for social connections. The current study examines the use of social media a...
Bloomsbury Education and Childhood Studies
Bloomsbury Education and Childhood Studies
Bloomsbury Education and Childhood Studies
This study was initiated to address the relationship between parent-reported problem behaviour symptoms (externalising and internalising) and standardised measures of academic achievement. The sample comprised of 3678 boys and 3846 girls in Ireland who were tracked over two time points. The first wave of data was collected when the children were 9...
Numerous studies have documented relationships between problem behaviours and academic achievement measures. This study was initiated to address the relationship between parent-reported problem behaviour symptoms (externalising and internalising) and standardised measures of academic achievement. The sample comprised of 3678 boys and 3846 girls in...
A longitudinal data involving 300 persistently poor Irish children was conducted to study the academic outcomes of children in response to the effects of poverty. Data was collected when the children were initially 9 years old and later at 13 years old. Findings reveal considerable heterogeneity in responses among impoverished children, signifying...
Longitudinal data involving 8,000 Irish children was used to study how child, family, school and community factors might mitigate the effects of poverty on academic achievement. Data was collected when the children were initially 9 years old and later at 13 years old. Measures that included socioemotional difficulties, parenting style, academic sel...
Investigation Of Academic Resilience Among Socioeconomically Disadvantaged Irish Adolescents Using A Two-Wave Longitudinal Data
