June 18, 2026

Marked by long working hours and high academic expectations, Singapore’s competitive culture has heavily influenced the early childhood education (ECE) landscape. With ECE centres operating long hours to support working parents, the structured curriculum prioritises academic preparation, distinguishing it from models in countries that focus on holistic child development. This raises important questions about the impact of ECE on children’s behavioural and academic outcomes, particularly in Singapore’s context.  

In ‘The link between hours of centre-based childcare and child development in 3- to 6-year-olds: Evidence from Singapore’ (Early Childhood Research Quarterly, 2024), Yue Bi (NUS Psychology), Associate Professor Xiao Pan Ding (NUS Psychology), and Professor Wei-Jun Jean Yeung (NUS Yong Loo Lin School of Medicine) explore the association between the number of hours of ECE and children’s developmental outcomes. Drawing on data from the Singapore Longitudinal Early Development Study (SG LEADS) (Yeung et al., 2019), the researchers analysed the weekly hours of ECE attendance and its effects on behaviour problems and academic performance among 2,452 3 to 6 year-old children.  

The researchers found an inverted-U-shaped relationship, with optimal benefits observed when children spent 35 to 40 hours weekly in ECE. Beyond this threshold, prolonged hours were linked to increased behaviour issues and diminished academic gains. Children displayed heightened stress, poorer academic performance, and reduced self-regulation abilities. These findings emphasise the need for a balanced approach, ensuring that ECE hours promote learning and social development without causing undue stress. 

While ECE offers critical developmental benefits, including social skills and foundational academic knowledge, excessive hours can lead to unintended drawbacks. Prolonged time in centres may elevate stress and disrupt parent-child bonding. Bi et al. (2024) suggest that to mitigate these negative impacts, ECE programs could implement strategies that address cognitive fatigue and stress. The researchers also highlight broader policy considerations, including enabling flexible work arrangements or shortening parents’ work hours, to reduce the reliance on extended ECE hours and promote a healthier balance for children and their families. Such measures can better align ECE practices with the developmental needs of Singaporean children. 

Read the article here.