This study explored the curriculum-related beliefs and practices reported by Singapore kindergarten
teachers at a time when concerted efforts are being made to promote children’s holistic development
through a child-centered curriculum that emphasizes active learning through play and interaction. A
questionnaire was administered to a sample of 167 teachers of 4- to 5-year-olds. Factor analyses
revealed three reliable factors for teachers’ beliefs and four factors for their classroom practices.
Teachers endorsed philosophies in child-centeredness and teacher-centeredness but there was stronger
endorsement of child-centered approach. Correlation and regression analyses conducted revealed
some relationships between beliefs and reported practices as well as associations of beliefs and
practices with certain personal and kindergarten factors. Overall, beliefs in child-centeredness and
teacher-centeredness predicted interactive academic activities, and beliefs in teacher-centeredness
influenced reports of engaging in structured academic and teacher-led activities after controlling for
demographic and contextual variables.