Impact of Early Teachers on Brain Development of Malay Children from Lower Income Families in Singapore

This research proposal aims to analyse the impact of early teachers on the growth of the brain of Malay children from lower income families in Singapore. It will focus on the issue of the possible impact of early educators for the overall development of the group of the Singapore Malay children from the lower income group.

Running head: RESEARCH PROPOSAL
Research Proposal
THE IMPACT OF THE EARLY TEACHERS IN THE BRAIN DEVELOPMENT OF THE
CHILDREN OF LOWER INCOME FAMILIES OF MALAY COMMUNITY
Name of the student
Name of the university
Author Note

1RESEARCH PROPOSAL
Abstract
The paper proposes to analyse the impact of the early teachers in the growth of the brain of the
Malay children who come from the lower income group. This issue is considered to be an
important topic because brain development is the concern among the children of the lower
income group is found to be more in relation to the higher income grouped children. It is also
found that children of these families have lesser academic aspirations than the non-marginalized
population of Singapore. This issue is to be considered because it is a problem that arises from
the communication gap that early teachers face while reaching out to these Malay children. In
addition to this, it is important to consider the fact that the educational infrastructures of
Singapore in relation to the minority groups like the Malays are inadequate and not sufficient.
Moreover, it is also to be considered that the impact that these teachers make in developing the
cognitive capacity of the children are not sufficient. Hence, this research will propose finding the
impact of early teaching in the healthy development in mind and body. Therefore, it is expected
that detailed research would be conducted to find out the issue within a period of one year.

2RESEARCH PROPOSAL
Table of Contents
1.1 Background of the study........................................................................................................4
1.2 Problem statement.................................................................................................................4
1.3 Research rationale..................................................................................................................5
1.4 Research aims and objectives................................................................................................5
1.4 Theoretical framework...........................................................................................................6
1.5 Structure of the study.............................................................................................................6
1.6 Research question..................................................................................................................7
2. Literature Review........................................................................................................................7
2.1 The concept of and brain development initial years education.............................................7
2.2 The issue with the children of the Malay community in Singapore....................................10
2.3 Critical analysis of brain development and early teaching of the Malay children in
Singapore...................................................................................................................................12
3. Methodology..............................................................................................................................14
3.1. Philosophy of Research......................................................................................................14
3.2. Design of Research.............................................................................................................15
3.3. Method of Data Collection.................................................................................................16
3.4. Method of sampling as well as the size of the sample........................................................17
3.5. Analysis Technique for the Acquired Data........................................................................18
3.6 Ethical consideration in research.........................................................................................19
3.7 Study limitations..................................................................................................................19

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3.8 Expected outcomes..............................................................................................................20
References......................................................................................................................................22

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1.1 Background of the study
The development of brain for a child takes place at the adolescent phase (Berk, 2017).
Over 90 % of brain development happens during this period because it is in the state of brain
plasticity where it undergoes concrete changes (Bi et al., 2018). According to Berk (2017), early
teaching and the role of the parents have a positive impact on the brain development of the child.
Moreover, development occurs at the age of 1 or 2, and it continues till the adult age (Berk,
2017). However, the tender age is the most crucial part of the development of the brain (Bruer,
2011). The development of cognitive capacity and memory are the two most important factors of
the childhood where the impacts of the early teachers are important. According to Collins (2016),
the condition of the children especially from the lower income groups is severe compared to the
rest of the children of the higher income group. It is further argued by the author that there are
few other issues for consideration like the socio-economic growth, extreme poverty or unequal
employment are also important for the present state of these groups (Collins, 2016). Hence, it is
important to consider that their underachievement of these minority groups is not isolated rather
it is attached to their lower development of cognitive capacity and brain development of these
children (Berk, 2017). It is therefore important to consider that the issue does not reside with the
elderly population rather it is there within the foundation and the basic elementary education
where the issue resides (Bi et al., 2018).
1.2 Problem statement
According to Conkbayir (2015), the ability of cognition of the child develops at the
tender age of brain development, and this is not an isolated process rather there are other
influences of socialization, types of parenting, schooling of the children and most importantly the
impact of a good teacher. Since the ability of cognition of the children are higher at the tender

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age, the impact of the teacher is long-standing. It is found that the impacts of the inefficient
teachers are severe for a child as it might restrict the potentials which can impact the scope of the
child from realizing their potentials (Duchesne et al., 2018). It is found that an ineffective teacher
can impact the child’s growth in a severe way than any other issue of childhood (Eve Siu
LingChen et al., 2018). The issue is even severe for the children of lower income group because
they already have lesser opportunities in life than the rest of the population and this is one of the
reasons for their undergrowth persistently (Collins, 2016). It is also found that these children
from the lower income Malayan families have lesser aspiration in life for higher achievement
than the children of higher-income families (Guy et al., 2018). Hence, it is crucial to consider the
issue of impact by the early educators in shaping the brain development of the children.
1.3 Research rationale
There is a plethora of evidence showing the status of the Malay children in Singapore
especially from the lower income groups and how they fail to avail the better opportunities in
higher education. According to Collins (2016), it is estimated that a maximum number of under
development among the Malay children are because of the underachievement and
underdevelopment of their brain architecture during childhood(Berk, 2017). Hence, the purpose
of the research will be focused on the issue of the possible impact of early educators for the
overall development of the group of the Singapore Malay children from the lower income
grouped.
1.4 Aim and objectives of the research
This research proposes to highlight the issues and analyse the impact of the early
educators in the development of the brain architecture of the Malay underprivileged children in
Singapore. Hence, they are certain aims and objectives adopted for the purpose of the research.

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The research objectives are as follows:
1. Understanding the early years teaching methods and their impact on the children.
2. The link between brain development and the early teaching of the educators during
the initial years of a child’s life.
3. To suggest means to develop the ways for the enhanced development of the brain of
these underprivileged children of the Singaporean Malay families.
1.4 Theoretical framework
A theoretical framework is the blueprint of the research in a methodological way for
conducting the research (Choy, 2014). The inductive research method is adopted as the
framework here because inductive method helps to derive the knowledge to substantiate the
conclusion on the basis of derived data (Choy, 2014).There are researches which focus on the
inductive method because it helps to derive conclusions based on the premises undertaken in the
research. It will also help to infer data from different perspectives and general information
(Choy, 2014). The research will follow this framework as this approach provides enough scope
for exploring each issue with greater detail. This inductive research reasoning is taken as the
theoretical framework since it helps to derive knowledge from the observations and it also leave
scope for using multiple theories within the body of research.
1.5 Structure of the study
The research will be conducted by pointing out the broad issue of the topic and further
breaking it into smaller parts to highlight each theme for analysis of the issue. This will be
helpful to provide equal weight to each theme of the broader concept. The next part of the
research will be focused on the observation and finally the derivation base conclusions. The

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structure of the research will be to find out the Malay issue in Singapore with special reference to
the issue of the economic factor and how this is leading to the underdevelopment of the brain
among these children. The next part of the research is centered on the collection of data and their
analysis to arrive at a conclusion, and it is presented in the form of the expected outcome. The
aim of the research to follow this particular structure is to analyse the issue systematically and to
find the nuances of the same.
1.6 Research question
RQ1. What is the role of the infant teacher in the development of brain architecture of the
children coming from the lower income Malay families?
RQ2. What is the process of encouraging participation among children for the effective
development of the brain?
2. Literature Review
2.1 Brain development initial years education
The early years of childhood formulate the most critical phase in the life of an individual
(Hawley et al., 2015). The childhood period of the individual is highly important since most of
the brain development takes place during this phase. The thinking mechanism in individuals and
the nature of behavior is determined and modified in the adolescent period (Hawley et al., 2015).
The individual’s ability to memorize and the control over cognition is developed at this point in
the person’s life (Hodges et al., 2018). It can be said the family and schooling of the individual
also determines the abovementioned factors. One of the most crucial roles is played by the
teachers. This along with components such as hereditary factors and genome along with

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psychological factors has influence on learning to fulfil crucial roles of brain development in
children (Hodges et al., 2018). Thus, it can be said that the above-mentioned factors play a
crucial role in the upbringing and brain development of a child and also influence and determines
their growth in the future. The teacher’s understanding determines the brain development in a
person during the early days of their life (Klingberg, 2013). The role that they play can be
considered crucial because they hold the ability to influence, modify and restructure the
cognitive ability of the individuals(Mendaki.org.sg, 2019). Understanding regarding the method
used by teachers to restructure the cognitive ability of individuals can be used productively in
developing effective teaching and learning abilities (Fleer, 2018). The capability of the brain to
adapt and change with time with experiences can be termed as neuro-plasticity. Neuro-plasticity
is also known as the concept of brain plasticity. It is the ability of the brain of an individual to
adapt and change through varied experiences the individual had over their lifetime (Hodges et
al., 2018). The role that is played by a person’s teachers cannot be compared to any other
individual within the mental proximity of the individuals. Their importance cannot be
undermined as their impacton the individuals determine how they are going to turn out as a
person when they grow up. The knowledge of a person about a certain subject and scope of the
foundation of their personality is developed at early stages of education (Drew, 2010). Most
considerable growth in children is said to take place when they are aged under three (King,
2016). At the early ages, a child is subject to connection to more than million connections.
Connections are said to be established at every second in the early stage of life of a child. At this
age the delivery of a certain piece of information and the nature of response to such information
determines how the child is going to respond to such scenarios throughout their life (Drew,
2010). The foundation of the architecture of the brain flows a sequence that is considered as a

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bottom-up sequence. The same foundation that has been laid is said to be permanent and robust.
The network of systems in the brain of the child are determined by the newly formulated abilities
of a child (Mayesky et al., 2017). The shape of the bottom most framework of a certain piece of
information influences the following circuit that is present in the brain and the same modifies the
behavioral pattern of the individuals (Drew, 2010). Instances in which the child is affected
positively by any experience will affect their brain in the same manner to the same degree and
vice versa (Otto, 2015). As teacher act as the primary source through which children develop
new skill sets, the method of training that is used by them determine how they behave and react
to certain situations (Soon, 2016). It has been discoursed through empirical research
(Soon,2016), that a child’s behavior and reactions in conjunction to certain scenarios determined
the right wiring of the circuits that exists within their brain. At the early stages of development of
a child the importance of the role of a teacher cannot be stressed enough. Teachers are the
individuals that the children look up to, they are the source of motivation and inspiration of the
children. Teachers are the examples of perfect role models. They are the individuals who are
responsible for the children and they fulfil many roles together along with the most important
roles of teaching while watching over the children and communicating to them about what is
right and what is not right (Zhao et al., 2018). It is the role of the teacher that determines the
ability of a child to be engaged to think and rethink situations over and over again. It is the role
they play that determines a person’s ability to retrain their thinking and learning mechanism. The
teacher is said to be engaged in a phenomenon that is known as “whole brain teaching” (Soon,
2016). The prefrontal and the motor cortex of the brain are modified by the activities of a
teacher. The work of a teacher is more complex than one might think it to be. Their work
involves techniques through which the children become adept in using body lingual gestures that

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is characterized by subtle hand-arm movements and the teaching also shape up the ability of
person to produce attention seeking statements and other recognizable and differentiating factors.
As discoursed by the international mind, brain and education society, the role played by teachers
at early ages in the life of a child determines the process of cognition within them along with
social and cultural factors (Sharpe et al., 2019). It has been also argued that a child cannot
achieve to their full potential when they are under the influence of a bad teacher. Thus, it can be
understood that the role played by teachers during adulthood is much negligible as compared to
the role that they play in an individual’s childhood.
Fig: Brain Development during early childhood
Source: (Graham Scharf, 2019)
2.2The issue with the children of the Malay community in Singapore
There has been a lot of debate regarding the problems face by the Malay children in
Singapore (Mendaki.org.sg, 2019). However, one should understand the actual issue that exists
is much more complex than topics that are being debated. According to Li, (2018) the problem

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that is evident through the above -mentioned problem can be compiled into two terms. They are
said to be in transit from a state that can be considered as “organic solidarity” to the state of
“mechanic solidarity” (Mukhopadhaya, 2017). It has been discovered by the studies in the past
(Mukhopadhaya, 2017), that in Singapore, the Malay are treated as a minority in the country and
it was also found out that the achievement of the Malay people is considered negligible as
compared to the remaining part of the total Singapore population(Mendaki.org.sg, 2019). It was
found that the minorities were subject to under development in terms of education, they are
victims to drug abuse and their ability to attain social and economic growth is also negligible as
compared to the remainder of the population. The total community of Malay people and
particularly the children find themselves behind from their peers in terms of education and
achievement(Mendaki.org.sg, 2019). They are even lagging behind in business and other forms
of activities that are considered to be commercial irrespective of the degree of knowledge or
competence they have regarding their subject. It was found that only 56% of the Malay people
living in Singapore were influenced by the changes caused by modernization recently, the rate
which can be considered to be very slow if compared to the rest of the population (Sebastián,
2016). It is said that just a mere 9 % of the people have recognized that their situation has
prospered while the rest are still characterized by progressively slow growth (Sebastián, 2016).
The current positions of the people of the Malay community are being questioned by the
government and it is evident that the scenario is a result of the poverty that exists in the roots of
their community (Sebastián, 2016). People belonging to groups that are characterized by low
income often argue that the students of those communities have lower drive to achieve high
educational degrees if compared to the remainder of the Singapore population (Ren et al., 2018).
This has been identified as a grave concern of the Singapore community as a whole and the same

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can have negative effects on the complete community. The government of the country should be
able to identify the importance of the scenario and the issues that are arising mainly as a result of
scarcity of probabilities and the lack of financial backing from the part of the people belonging to
the minor communities(Mendaki.org.sg, 2019). It has been discoursed that the children
belonging to the low-income groups are far behind as they have discovered that the forms of
secondary and primary education piled along with the abiotic and the psychological determinants
(Sabapathy et al., 2014). One can argue that the adolescent period in a person is the most crucial
time in the life of a person and the same is responsible for development of cognitive processes in
the individuals. Stress hindrances development that the children from the backward communities
suffer can lead up to form risks such as abuse, uncertainty regarding educational opportunities
and support along with threats to status (Suratman, 2017). Thus, this research shows that ill
treatment in the early days lead to underachievement in the years of adolescence and young
adulthood. The government has introduced procedures through which the care giver and
caretaker can indulge in good teaching techniques so that this acts as betterment of the
community as a whole (Mendaki.org.sg, 2019). By doing this they can contribute to the
psychological and economic growth of the children and the community as a whole (James et al.,
2016). Inadequacy of proper infrastructure and unwell economic conditions hinder the student
belonging to such minor communities to be enrolled in educational institutes and schools.
It is necessary to change that mindset of the children belonging to such communities as majority
of them are found to be having the lack of aspirations as a result of lack of mental development
and growth (Hutton et al., 2015). It was found that the education system of Singapore is more
focused to provide education through which the students can modify and enrich their cognitive
abilities. Generally, the children are taught about basic languages such as English and their

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mother tongue at the early ages (Bolton et al., 2017). However, it has been discovered that
kindergartens, preschools and primary schools across Singapore fail to meet the above-
mentioned standards as they do not offer the education on languages such as Tamil and
Mandarin (Bolton et al., 2017). Monetary factors are considered the main reasons behind the
lagging of the minor communities. Furthermore, there seem to be a lack of teachers in the
country who can help to put an end to the gap that exists between the students of the minor
communities and the students belonging to ethnic backgrounds. Thus, it can be argued that the
educational system of the country needs to reform, and it is because of the same reason that
research should be carried out. Research should be carried out in order to establish the sole
causes behind the formation of the gap between individuals belonging to different communities.
The important role that is played by teachers in the early lives of a child life should not be
undermined by the Singaporean and they should realize the importance and role of the same in
developing cognitive abilities and skill of a child (Cohen, 2012). Thus, it should be point of main
focus of the government of Singapore. Major steps should be taken in order to cater to the needs
of the children belonging to the minor groups of the country (SoJungSeo et al., 2012). There are
multiple factors that have been identified to be responsible for the growth and brain development
of children in their early days. The main reason behind the gap can be identified to be the
inabilityof the proper income and infrastructure to back their ability to prosper. This issue can be
seen to be indirectly linked to the growth of the people of the country in terms of growth in
economical and cognitive terms. It is discovered that lack of proper communication framework is
responsible for the incidences of such problems. This further results in limited access to the rest
of the world and further disrupts their ability to prosper under adverse conditions.

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It can be said that parents are the most important teacher of an individual and their
teaching determines the majority of part of cognition and behavioral aspects of individuals
(Nagel et al., 2016). If proper teaching is introduced at the early stage the learning abilities of the
individual are bolstered. Thus, the factors discussed above can be termed as mattes of great
significance as the same is responsible for the way the country shapes up. It is known that the
young generation of the community is responsible for the future sustainability of the country and
thus an important degree of attention should be paid to the early teaching as it determines the
identity of the children and country in the long run.
3. Methodology
3.1. Philosophy of Research
Research works are generally dependent on the three kinds of philosophies. The three
kinds are interpretivism, positivism as well as realism (Choy, 2014). The following research will
take into consideration the aspect of interpretivism to conduct proper research. The philosophy of
interpretivism is generally dependent on the idea that the prevalent knowledge related to the
external world depends on notions as well as the coherent sharing amongst ideas as well as
discourses (Choy, 2014). Moreover, the research cannot be conducteddepending on mere
external objective facts.This philosophy is chosen and justified because interpretivism allows the
scope for interpretation and does not take into consideration the notion of objectivity. This form
of methodology chiefly focuses on the combinationof the factor of the researcher as well as the
subjects (Flick, 2015). Perhaps, this is one of the best forms of qualitative research as it
encompassesthe interviews and observations. Here, the ontology will assist in gauging the
existential nature and the reality, which in turn, will help in answering the questions (Flick,

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2015). The following research will focus on the inculcation of epistemology as well as ontology.
While the first one focuses on relativist perspective, the second depends on the emic approach.
The second perspective or emic perspective solely focuses on the conception of the researcher's
particular perception about reality. The following research will take into consideration the
perspective generated by the insider view. Thus, most of the perspectives shall be employed.
This will act as a research philosophy, which in turn, will prove to be helpful to find the research
external of the researcher (Panneerselvam, 2014). While the epistemological approach depends
on the belief of internal reality, the philosophy of interpretivismbelieves in the conception that
multiple realities exist at the same time and are relative to each other. As against the positivism
research philosophy, interpretivism hardly takes into consideration the framework of structure
and interpretivism adopts certain flexible issues (Gast et al., 2014). The approach of
interpretivismfails to encompass the notion of the inherent relationship shared between the two
constituents. This philosophy considers them to be exclusive from each other and solely
concentrates on acquiring proper knowledge in connection to human instead of arriving at
general statements(Flick, 2015).
3.2. Design of Research
To conduct researches, many design frameworks are available for the disposal of the
researcher. The prominent research designs are explanatory, analytical or descriptive as well as
the exploratory design model (Flick, 2015). The employment of the analytical design assist in the
comprehension of the research in descriptive terms. On the other hand, the explanatory design
serves to establish the correlation amongst the variables. Thirdly, the exploratory design serves
to implement the concepts at the early stages (Smith, 2015). For this research, the exploratory
model will be employed as it assists in exploring the innumerable concepts at the very beginning.

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In addition to this, the exploratory design will also assist in the scrutiny of the ideas as well as
concepts (Smith, 2015). The model of exploratory research assists in the development of
hypothesis and in the identification of proper courses of actions (Simonsohn et al., 2017). Once
the problem associated with the research gets identified, the employment of exploratory design
can help in gauging the concepts. In addition to this, this model is selected so as to enable the
researcher to highlight the variables and to build arenas for further research (Smith, 2015).
3.3. Method of Data Collection
In order to conduct elaborative and justified research, both primary, as well as secondary
data, should be employed. The collection of primary data rests on the collection of data through
the rigorous processes of interviews based on focus groups (Smith, 2015).The primary method of
collection of data also rests on the collection of information through survey sheets. It will be
collected through surveys and interviews conducted upon three teachers from the various centers
providing childcare. The secondary data will be generated through the academic journals, papers,
book and peer reviewed journals. In addition to this, it can be mentioned that the process of
interviews assists in the procurement of coherent information as well as personal perspectives on
the chosen topic. It can be said that interviews guarantee the accentuated response rate of the
participants (Smith, 2015). The method of interview is selected because it enables to capture the
direct and undiluted response of the interviewers as well the interviewees and has proved to be
better than most other methods. Certain limitations such as time constraint and other difficulties
act as limitations. Nevertheless, the method of interviews assists in garnering the views of the
persons who have been directly or indirectly affected by the various nuances of the topic. In
addition to this, interviews also assist in generating comprehensive views about the processes
related to research.

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3.4. Method of sampling as well as the size of the sample
In order to arrive at concrete results, the following research will take into consideration
the non-probability as well as the probability sampling methods (Smith, 2015). In addition to
this, researchers need to take into consideration the factor of selecting proper as well as concrete
sample size as this can determine the proper determination of concrete results. Choosing a
sample point towards the practice of selecting from a population to ease the process of arrive at
results (Smith, 2015). The benefit of choosing probability as well as non-probability sampling
method is that it will permit the employment of probability sampling and assist in the proper
selection of the sample size for arriving at the results. The probability sampling technique will
help in the collection of random samples, which in turn, will assist in the process of selecting
random choices that are dependent on the myriad automated processes. In addition to this, it
helps the researcher in exercising the autonomy of conducting the research depending on the
basic requirements of the following research (Smith, 2015). The technique of random sampling
also assists in the further segregation of the chosen population depending upon the innumerable
criteria such as the sex, gender or race (Smith, 2015). This method will prove to be extremely
useful because it can be said that each member of each criterion are different from each other and
their perceptions vary. The interviews conducted upon the three teachers will be conducted
keeping in mind data from the focus groups. Furthermore, the other interviews will be conducted
focused on the observations of the interviews in the childcare center.
3.5. Analysis Technique for the Acquired Data
One of the most important sections related to research is the technique that needs to be
adopted for the analysis of the acquired data. Proper analysis technique will assist in the
conversion of the acquired data into concrete numbers and numeric (Gast et al., 2014). Without

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the availability of proper measures to convert the acquired data into visual representations, the
facts, as well as the figures, are nothing but futile. After the acquired data is gathered, this
research will try to plunge into a conversion of the acquired data into graphical presentations.
This will enable as well as ease the process of reading and decoding the available data. The data
that is acquired will then be analysed to resolve the questions and to reach conclusions. Thematic
approach shall be employed by the research to decode and analyse the qualitative data (Gast et
al., 2014). Based on the themes of the research, the acquired data shall be analysed. The
employment of the thematic approach will assist in the rigorous analysis of the prevalent
thematic pattern and will also assist in arriving at the hypothesis in relation to the specific
phenomenon (Gast et al., 2014). Every research bound on themes and the employment of this
theme can assist in distributing attention on each theme. The semantic, deductive, latent and
inductive approaches can be clubbed under the thematic approach (Gast et al., 2014). Focusing
on the deductive approach, the following research will endeavor to infuse the prevalent and
relevant theories and literature, which shall be justified by the acquired data from the surveys as
well as the interviews.
3.6 Ethical consideration in research
Maintaining an ethical standard throughout the research is the most crucial part of it.
According to Gast et al., (2014), there are certain values like honesty, objectivity, integrity and
objectivity required for conducting any kind of research (Gast et al., 2014). Hence, it will be
considered that while collecting the primary data from interview and surveys, no participants are
forced to give a certain opinion or give consent without their permission. Moreover, it would be
considered that the use of a particular logo is restricted as that might be showcasing any form of
advertisement (Gast et al., 2014). There would be no use of logo even in the survey paper. In

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addition, it is to be kept in mind that the protection of all the members from these communities
will be ensured and enough measures would be taken to protect their interest while conducting
the research. It is important to consider that research is entirely for the academic purpose, and
any form of un-ethical and non-academic behavior will not be showcased during the research
process. Throughout the interview, it will be assured that prior consent has been taken from the
participants and the respective authorities and for that, an authorization letter is to be ensured
before conducting the research. It would be ensured that there is zero pressure from anyone in
any part of the research.
3.7 Study limitations
Situations arise where there is less control of the researcher, and it is purely external in
nature(Gast et al., 2014). As there are certain limitations for every research, it is to note that
these limitations put the major restriction on the researchers while conducting the research. The
primary restriction here is the lack of available data for the research. No matter how well it is
planned, there are bound to be certain limitations(Gast et al., 2014). In this situation, the amount
of time allotted for the research may be restricted, and this might limit the scope of the research.
It is also to be considered that the availability of certain secondary data is also in trouble. It may
also happen that while collecting the primary data, consent is not given from the desired
authority and it restricts the scope of the research. Moreover, there are issues like cultural biases
that can restrict the scope of the researchers. This can also lead to a biased understanding of the
issues for consideration which may result in a shallow and parochial understanding of the issues.
Hence, these limitations are problematic for the researchers conducting the researchers.
3.8 Expected outcomes
This research is supposed to arrive at these possible conclusions:

20RESEARCH PROPOSAL
1. Role that teachers play for the effective development of the brain among the children.
2. Role of these teachers in the development of brain architecture of lower income grouped
children of Malay families in Singapore.
3. The lacking in the desired level of teaching and the underdevelopment of brain
architecture of the brain.

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Activities 1st to
3rdmonth
4thto 5th
month
6th to
7thmonth
7th
month
8th
month
9th to
12th
month
12th
month
Topic selection 
Collection of data both
primary and secondary
 
Layout formation 
Literature review   
Analysis and
interpretation of
collected data
  
Findings  
Concluding remarks 
Final draft  
Submission 
Fig: Gantt chart
Source: As created by the author

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References
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Bolton, K., & Botha, W. (2017). English as a medium of instruction in Singapore higher
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152). Springer, Cham.
Bruer, J. T. (2011). The myth of the first three years: a new understanding of early brain
development and lifelong learning. New York: Free Press.
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