Amalan Pedagogi Guru Prasekolah Permulaan

This study aims to explore the pedagogical practices of Beginning Preschool Teachers (BPT). Kajian ini bertujuan untuk meneroka amalan pedagogi Guru Prasekolah Permulaan (GPP)

Amalan pedagogi guru prasekolah permulaan

Kajian ini bertujuan untuk meneroka amalan pedagogi Guru Prasekolah Permulaan (GPP). Objektif kajian ini adalah untuk mengenal pasti amalan pedagogi GPP berdasarkan pengetahuan persediaan pengajaran dan kemahiran pelaksanaan pengajaran serta membina desk.ripsi amalan pedagogi. Kajian ini merupakan satu kajian kes dengan melibatkan kaedah pemerhatian, temu bual dan analisis dokumen terhadap empat orang GPP. Pemerhatian bagi setiap GPP adalah melibatkan pelaksanaan aktiviti pengajaran, iaitu sebanyak tiga kali melalui catatan pemerhatian dan rakaman video. Pengkaji juga melaksanakan kaedah temu bual dan rakaman audio bagi mengenal pasti pandangan GPP berkenaan pengetahuan persediaan pengajaran dan kemahiran pelaksanaan pengajaran. Analisis dokumen pula melibatkan persediaan rancangan pengajaran harian (RPH). Dapatan kajian menunjukkan bahawa terdapat tiga aspek pengetahuan persediaan pengajaran yang dikenal pasti, iaitu i) hasil pembelajaran (isi kandungan dan amalan bersesuaian perkembangan), ii) persediaan alat bantu mengajar (faktor pemilihan dan pengurusan persediaan) dan iii) persediaan RPH (panduan KSPK dan perkembangan murid)

The knowledge of basic survival skills among preschool children

This study aims to understand the knowledge of basic survival skill activities among 6 years old children. This study employs qualitative method with case study design in which interview, observation and document analysis are part of the data collection for this study. The samples of the study are 10 children of 6 years old participated in the outdoor survival activities and a teacher is interviewed to support the data of the study. The findings of the study report that there are differences in pre-post-test conducted and the outdoor survival activities are created and adapted in line with the ability and development of 6 years old children. This study implies that children have lack of knowledge about basic survival skills activities and need to be exposed among children. Thus, this study has provided valuable insights into basic survival activities among children in order to help them improve their knowledge skill

A systematic literature review on levels and effects of parental involvement in children’s learning

The objective of this systematic literature review is to analyze the literature on parental participation in their children’s education in primary schools in Malaysia. This review procedure entails searching, screening, evaluating, and synthesizing publications on parental engagement from several electronic databases, including Scopus, Taylor & Francis, ERIC, Google Scholar, MyCite, and Research Gate. The publications included in the analysis were published within the last 10 years (2012–2021). The findings of the analysis reveal that the degree of parental involvement in their children’s education is high in most studies. Furthermore, there are several effects of parental involvement in their children’s education, with a positive effect being the most common. Some challenges faced by parents are also reported, including factors related to parents, children, teachers, and schools. This review suggests that the relationships between parents, teachers, and children could be better organized to maximize the impact of educational opportunities on children. Additionally, more empirically-based studies are needed to enhance our understanding of the effects of parental involvement on children’s learning

Predicting preschool moral development with school climate: Fuzzy Delphi approach

Education is vital for a person’s development, especially from an Islamic perspective, where the first goal is to foster a servant attitude, talent, personality, and outlook on life. Preschool education is crucial in nurturing a child's nature, emotions, and cognitive and social skills in the first five years. However, the significance of a good school environment, particularly in moral formation, varies among institutions. Therefore, this article aims to build consensus among experts on the role of school environment and classroom management in preschoolers’ moral development. Eleven-panel members validated the survey instrument with items and analyzed it using the Fuzzy Delphi method (FDM). According to the study, the experts agree that the physical school environment and classroom management are essential for promoting healthy moral development. Expert consensus was obtained on 19 out of 20 items in the physical school environment and classroom management dimension with an expert agreement level greater than 75% with an average (d) value less than 0.2. The undeniable consensus is that the school environment and classroom management play a crucial role in fostering the moral development of preschool children

Eating skills in children with autism via video modeling: an evaluation of face and content validation

Children with autism spectrum disorder (ASD) may have their eating habits impacted by their traits, such as difficulty remaining seated at the table and exhibiting behaviors during mealtime. This often worries parents and causes stress and anxiety. Given video modeling's potential in helping children with ASD, experts should evaluate its effectiveness for teaching eating skills due to limited research in this area. Thus, the study aim to evaluate the validity of the developed videos of eating skills for children with ASD. For face validity, a focus group discussion was held to obtain experts' feedback on the eating skills video and was transcribed verbatim. Otherwise for content validity, the experts received content validity assessment forms and guidelines via email and the results was analysed using Microsoft excell. Face validity revealed four themes: suitability of videos, video quality and clarity, video instructions suitability, task analysis arrangement, and "other" recommendations. On the other hand, Video 1 and Video 2 scored 0.93 for relevance, clarity, simplicity, and ambiguity for the S-CVI/Ave (scale-level content validity index based on the average method) which was considered acceptable. Video 3 received a satisfactory S-CVI/Ave score of 0.93 for relevance, simplicity, and ambiguity, but its clarity score at 0.91, and still within an acceptable range, though not particularly high. As a conclusion, all task analyses for the videos met the requirement to be considered acceptable. Addressing the suggestions for improvement can increase the video's efficacy in teaching eating skills and relieving parents' concerns

The use of video-based interventions to teach activity of daily living to children with autism spectrum disorder–scoping review

The study aimed to delve into the successful implementation of Video-Based Intervention (VBI) in improving activity of daily living skills (ADL) among children with autism spectrum disorder (ASD). Three primary electronic databases were utilised to perform this review: WOS, Scopus and Google Scholar. The process primarily used the research methodologies by Arksey and O'Malley as a framework. In the course of performing the scoping review, three themes emerged: firstly, a wide range of VBI techniques can be employed to enhance the skills of children with ASD; secondly, when VBI is coupled with adequate implementation support specifically tailored for children with ASD, it can effectively improve their daily living abilities. Essentially, the findings of this study support that VBI implementations can promote desired skills in ADL among children with ASD. Furthermore, additional implementation support complements video modeling, improving skill acquisition in ASD. This research enhances the existing knowledge base dedicated to enhancing the quality of life for children with ASD, providing valuable insights for educators, clinicians, and families involved in their care

The concept of professional identity: Kindergarten teachers’ professionalism requirement in Malaysian preschool curriculum

This study aimed to determine the professional identity concept based on professionalism requirement in Malaysia’s new preschool curriculum. Three professional identities identified through works of literature such as professional qualifications, experience and professional development were verified based on the constructed hypothesis to validate the concept of professional identity. The analysis findings showed a significant difference between professional qualifications. The same analysis, however, demonstrated that there was no significant difference on the preschool curriculum knowledge with regards to experience, but there was a significant indication of interaction between professional qualifications and experience on preschool curriculum knowledge. Meanwhile, for the one-way ANOVA test, there was a significant difference in the preschool curriculum knowledge based on professional development. The findings of this study confirmed that professional knowledge and professional development respectively hold a direct impact on the preschool curriculum, while experience acts as a support for professional qualifications

Kesan kelayakan ikhtisas dan tahun pengalaman terhadap pengetahuan kurikulum prasekolah dalam kalangan guru tadika swasta

Pengetahuan kurikulum khususnya Kurikulum Standard Prasekolah Kebangsaan (KSPK) (Semakan 2017) yang selaras bagi semua tadika di Malaysia bergantung kepada guru-guru yang profesional untuk melaksanakannya dengan berkesan. Kajian tinjauan ini bertujuan menentukan kesan antara kelayakan ikhtisas dan tahun pengalaman terhadap pengetahuan kurikulum prasekolah dalam kalangan guru tadika swasta. Soal selidik sebagai instrumen telah ditadbir kepada 269 guru tadika swasta dari daerah Gombak, Selangor yang dipilih secara rawak mudah. Analisis ANOVA dua-hala menunjukkan kelayakan ikhtisas memberi kesan utama yang signifikan sementara tahun pengalaman memerlukan kombinasi bersama kelayakan ikhtisas untuk memberi kesan interaksi signifikan terhadap pengetahuan kurikulum prasekolah, namun secara songsang. Perbandingan Post Hoc menunjukkan skor min pengetahuan kurikulum prasekolah berbeza secara signifikan antara kumpulan guru-guru Diploma Pendidikan Awal Kanak-kanak (PAKK) / Pendidikan Prasekolah dan ke atas dengan kumpulan guru-guru Sijil PAKK / Perguruan Prasekolah. Plot profil pula menunjukkan kesan interaksi yang paling tinggi bagi guru-guru Diploma PAKK / Pendidikan Prasekolah dan ke atas berlaku semasa pengalaman mereka Kurang dari 3 tahun, kemudian kesan interaksi pada tahun berikut menurun. Kesimpulannya, kelayakan ikhtisas guru tadika swasta yang lebih tinggi memberi kesan signifikan terhadap pengetahuan mereka mengenai KSPK (Semakan 2017), manakala tahun pengalaman ialah nilai tambah semasa tahun awal pengajaran bagi guru-guru yang berkelayakan ikhtisas lebih tinggi. Implikasinya, tindakan susulan dalam usaha membantu guru-guru tadika swasta khususnya yang berpengalaman sahaja adalah diperlukan untuk mereka mendapatkan kelayakan ikhtisas sehingga Diploma PAKK

Malaysian Nature Education in Preschool (MYNEPS) intervention : pre and post assessment

Malaysian Nature Education in Preschool (MyNEPs) is an initiative to incorporate nature education in the preschool syllabus. It involves learning and hands-on practice in a natural environment setting on five nature elements (climate, flora, fauna, insects, and microbes). This research aims to assess the efficacy of the MyNEPs module towards preschool children through pre-, intervention, and post-assessment. This research adopted an experimental research design using quantitative approaches. A total of 29 preschool children from Bangi, Selangor were involved in this study. Data collected were analyzed using descriptive and inferential statistics involving normality tests and paired sample t-test. The data normality was measured using the Shapiro-Wilk test, and the result indicated that the data is normally distributed where p=0.072 > 0.05. The overall t-test result shows significant differences (p=0.006) between pre- and post-achievement, with the total mean of post-test was higher with 35.90 than pre-test achievement with 33.59. This result indicated that this module significantly contributes to children's performance on nature prior to the intervention program. As a result, this study shows that the nature education program proposed has improved preschool children's knowledge of the natural environment. Nature education is essential to enhance creativity, problem-solving, and cognitive abilities, thus improving academic performance and setting a strong foundation for science and technology. Therefore, it is suggested that the MyNEPs module should be applied to all preschools premises in Malaysia