王有利博士

背景简介

王博士在北海道大学取得了教育学硕士学位（MEd）及教育学博士学位(PhD)。他的研究方向是幼儿的数学发展，特别是幼儿在幼稚园的数学经验如何影响他们的算术能力和解决行为。多年来，王博士也发表了多篇关于该研究方向的学术论文。

在加入圣方济各大学之前，王博士曾在北海道大学担任过助理讲师以及研究助理。除此之外，他还作为幼儿教育的研究员和教育家/顾问，活跃于日本的幼儿教育领域。他经常组织研究交流工作和幼稚园参观等活动，充分发挥了日本幼儿教育工作者与其他国家和地区（包括新加坡、香港、澳门、台湾、中国、泰国、英国和芬兰在内）教育工作者之间访谈交流、相互学习等桥樑纽带作用。

学历

北海道大学 教育心理学专业，获教育学博士学位

北海道大学 教育心理学专业，获教育学硕士学位

新加坡管理大学 经济学（副修心理学），获经济学学士学位

学术/专业机构会员资格

1. International Journal of Techno-Humanities (SFU), 执行委员会成员
2. Journal of Childhood, Education & Society (JCES), 编辑委员会成员
3. The International Academic Forum (IAFOR) Journal of Education - Studies in Education, 审查委员会成员
4. Educational Psychology: An International Journal of Experimental Educational Psychology, 审查委员会成员
5. International Journal of Child, Youth & Family Studies, 审查委员会成员

教学

• 特殊学习需要儿童的社会环境
• 幼儿数学
• 现代幼稚教育趋势及政策
• 多元社会的家校－社区协作
• 研究专案（一）：研究方法
• 促进学童幼小衔接
• 支援儿童不同学习需要

研究方向

• 学前儿童课程及教育方法
• 幼儿数学
• 社会文化比较研究
• 儿童游戏

研究项目

• CIHE's IDG research grant's Application (IDG220106: Approved) (Project period: 01/01/2023 - 30/06/2024). Title: A Pilot Study: Exploring the effectiveness of Virtual Reality (VR) as a teaching and learning tool on preschool student teachers' (PSTs) learning of play-based classroom design. Co-I (Co- Investigator)

•  National Science and Technology Council, Taiwan, ROC. (111-2410-H-415-002-). Title: 学龄前幼儿加减法可逆概念与类比推理能力的发展：印尼、日本与台湾跨国研究 (Preschoolers' understanding of inversion and analogical reasoning：A cross-cultural study in Indonesia, Japan, and Taiwan) (Approved) Co-PI (Co-Principal Investigator)

• National Science and Technology Council, Taiwan, ROC. (NSTC 111-2410-H-415-011-) Title: Preschoolers' comprehension and development of analogical reasoning: A cross-cultural study in Indonesia, Japan, and Taiwan (Approved) Co-I (Co- Investigator)

论文及教材

• Ong, M. Y. L. (2024). Japanese young children's base-10 understanding and its development in kindergartens. Japanese Research Association of Psychological Science. Japan.

• Ong, M. Y. L. (2024). Japanese kindergarten teachers' beliefs about young children's mathematical development. Taiwan Education Research Association (TERA) – GACC. Kaoshiung, Taiwan (ROC).

• Ong, M. Y. L., & Kawata, M. (2023). Teacher support for children's base-10 understanding in Japanese kindergartens. International Journal of Early Years Education, 1–17. https://doi.org/10.1080/09669760.2023.2259443
• Lei, H., Choi, V. W. C., & Ong, M. Y. L. (2023). Student-Teachers' Practicum Experiences in Hong Kong and Macao during the COVID-19 Pandemic. Journal of Communication and Education, 6(1), 67-88.
• Ong, M. Y. L., Ho, K. L. C., Kawata, M., Takahashi, M., & Mizuno., K. (2022). Understanding of base-10 concept and its application: A cross-cultural comparison between Japan and Singapore. International Journal of Early Years Education, 30(4), 766 – 780. https://doi.org/10.1080/09669760.2020.1848525 
• Ong, M. Y. L. (2019). How do teachers provide mathematical support for young children in Japanese kindergartens? Exploring the 4Is mathematical support. Human Developmental Research, 33, 85-99. (In Japanese)
• Ong, M. Y. L. (2018). How do young children develop numerical cognition in Japanese kindergartens? The relation between Japanese kindergarten activities and teacher support. Human Developmental Research, 32, 185-188. (In Japanese)
• Kawata, M., & Ong, M. Y. L. (2017). Hattatsushinrigaku・sainyuumon: Bure-kurusu wo unda juyō no kenkyuu [Developmental Psychology: Revisiting the Classic studies]. In Kato Hiromichi., Kawata Manabu., & Ito Takashi. (Eds.), Gakeppuchi no youji: shikakutekidankai wo koete [Infants on the edge] (pp. 43-66). SAGE and Shinyosha.
• Ong, M. Y. L. (2016). Young children and mathematics: A relook at mathematical development from sociocultural perspectives. Bulletin of Faculty of Education, Hokkaido University, 126, 43-74.
• Ong, M. Y. L., & Kawata, M. (2016). Examining the effect of playing an arithmetic-based game – "Chopsticks" on the arithmetical competencies of 5-year-old children in Singapore. International Journal of Learning, Teaching and Educational Research, 15(6), 102-113. (Scopus)
• Ong, M. Y. L., Kawata, M., & Takahashi, M. (2016). The relation between frequently exposed context in the early childhood settings' mathematical activities and arithmetic skills: A cross-cultural comparison of 6-year-old children in Singapore and Japan. International Journal of Education and Research, 4(5), 259-272.

学术会议及演讲

•  Ong, M. Y. L. (2024). Japanese kindergarten teachers' beliefs about young children's base-10 understanding. Pacific Early Childhood Education Research Association (PECERA) – Annual Conference Tokyo 2024.

• Ong, M. Y. L. (2023). The relationship between arithmetic errors related to base-10 and arithmetical development among 5-year-old Japanese kindergarteners. Taiwan Education Research Association (TERA) – GACC (International Conference). Kaoshiung, Taiwan (ROC).

•  Lai, M. L., Kumagai, S., Yu, M. R., Ong, M. Y. L., & Chen, M. F. (2023). Preschoolers' understanding of addition-subtraction inverse principle: A cross-cultural study in Taiwan and Japan. Taiwan Education Research Association (TERA) – GACC (International Conference). Kaoshiung, Taiwan (ROC).

• Lei, H., Choi, V. W. C., & Ong, M. Y. L. (2023). Student-Teachers' Practicum Experiences in Hong Kong and Macao during the COVID-19 Pandemic. International Conference on Engaged Learning & Innovative Teaching in Higher Education (International Conference). Hong Kong, SAR

• Ong, M. Y. L., & Kawata, M. (2018). Promoting preschool children's understanding of base ten system through skipping games. European Early Childhood Education Research Association. The 28^th Annual Meeting. Budapest, Hungary.
• Ong, M. Y. L., Kawata, M., & Takahashi, M. (2017). Counting moves in Japanese kindergarten(s). European Early Childhood Education Research Association. The 27^th Annual Meeting. Bologna, Italy.
• Lai, M. L., Baroody, A., Lee, C. C., & Ong, M. Y. L. (2017). Fostering preschoolers' acquisition of the cardinal word principle. Society for Research in Child Development. 2017 Biennial Meeting. Austin, Texas.
• Kato, H., Ota, M., & Ong, M. Y. L. (2016). Examining the proportion of mediator and bystander in school bullying among Japanese children across grade levels. The 31^st International Congress of Psychology. Yokohama, Japan.
• Ong, M. Y. L., Kawata, M., & Takahashi, M. (2016). Influence of context in kindergartens' activities on the arithmetical competencies: A cross-cultural comparison of preschoolers in Japan and Singapore. International Society for the Study of Behavioural Development. 24th Biennial Meeting. Vilnius, Lithuania.
• Ong, M. Y. L., Kawata, M., & Takahashi, M. (2015). The effect of Socio-cultural medium on arithmetic performances & problem solving behaviors: A cross-cultural comparison of Japanese and Singaporean Preschoolers. The Pacific Early Childhood Education Research Association. 16th Annual conference. Sydney, Australia.
• Ong, M. Y. L., Kawata, M., & Takahashi, M. (2014). The implication of socio-cultural medium on arithmetical development: A cross-cultural comparison of Japanese and Singaporean preschoolers. The Pacific Early Childhood Education Research Association. 15^th Annual conference. Bali, Indonesia.
• Ong, M. Y. L., Kawata, M., & Takahashi, M. (2014). The effect of problem modalities on arithmetic performances: A cross-cultural comparison of Japanese and Singaporean Preschoolers. The 26^th Annual Meeting for the Japan Society of Developmental Psychology. Tokyo University, Japan. (Presented in Japanese)