王有利博士

背景簡介

王博士在北海道大學取得了教育學碩士學位（MEd）及教育學博士學位(PhD)。他的研究方向是幼兒的數學發展，特別是幼兒在幼稚園的數學經驗如何影響他們的算術能力和解決行為。多年來，王博士也發表了多篇關於該研究方向的學術論文。

在加入聖方濟各大學之前，王博士曾在北海道大學擔任過助理講師以及研究助理。除此之外，他還作為幼兒教育的研究員和教育家/顧問，活躍於日本的幼兒教育領域。他經常組織研究交流工作和幼稚園參觀等活動，充分發揮了日本幼兒教育工作者與其他國家和地區（包括新加坡、香港、澳門、臺灣、中國、泰國、英國和芬蘭在內）教育工作者之間訪談交流、相互學習等橋樑紐帶作用。

學歷

北海道大學 教育心理學專業，獲教育學博士學位

北海道大學 教育心理學專業，獲教育學碩士學位

新加坡管理大學 經濟學（副修心理學），獲經濟學學士學位

學術/專業機構會員資格

1. International Journal of Techno-Humanities (SFU), 執行委員會成員
2. Journal of Childhood, Education & Society (JCES), 編輯委員會成員
3. The International Academic Forum (IAFOR) Journal of Education - Studies in Education, 審查委員會成員
4. Educational Psychology: An International Journal of Experimental Educational Psychology, 審查委員會成員
5. International Journal of Child, Youth & Family Studies, 審查委員會成員

教學

• 特殊學習需要兒童的社會環境
• 幼兒數學
• 現代幼稚教育趨勢及政策
• 多元社會的家校－社區協作
• 研究專案（一）：研究方法
• 促進學童幼小銜接
• 支援兒童不同學習需要

研究方向

• 學前兒童課程及教育方法
• 幼兒數學
• 社會文化比較研究
• 兒童遊戲

研究項目

• 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: 學齡前幼兒加減法可逆概念與類比推理能力的發展：印尼、日本與臺灣跨國研究 (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)

論文及教材

• 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.

學術會議及演講

•  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)