Peningkatan kemahiran bahasa dan komunikasi melalui pengaplikasian circle timebagi kanak-kanak tadika (Improving communication skill using circle time for preschool children)

This study aims to analyse communication skills through Circle time activities implemented in a private preschool in the state of Selangor. The study employs qualitative approach and adopts case study designs. The purposive samples involved in this study were two 5-year-old boys with their mothers and 5 years old class teacher. The research method that has been implemented is observation and semi-structured interview. The researcher used the thematic analysis method to analyze the research findings and several themes emerged were interactive activities and child-centered activities. Interactive activities such as story-telling, play based learning, and asking questions are activities that teachers practice every morning. The child-centered activities such as question and answer and play based learning activity are important to improve communication skill for children. The implications from this study can help the teachers, parents and kindergarten in adopting the Circle time activities to improve the development of children’s language and communication skills

Validating the teaching, learning, and assessment quality of Malaysian ECCE instrument

Several instruments that measure the teaching, learning, and assessment quality have been developed and published. However, a psychometrically sound instrument to measure teaching, learning, and assessment quality in early childhood care and education that suitable for the Malaysian context needs to be validated. Therefore, this study aimed to validate on teaching, learning, and assessment quality in early childhood care and education instrument, which contains 68 items. The sample comprised 3,498, selected by stratified random sampling from a population of all Malaysian kindergarten teachers. Data were analyzed based on the Polytomous Item Response Theory (IRT) using the Xcalibre software. Samejima's Graded Rating Model (SRGM) was found to be the fit model with the data. Unidimensionality assumption and local independence were tested using the exploratory factor analysis and were fulfilled. The instrument’s reliability was overall very good (α=0.966) and the construct validity was also fairly fulfilled with the value of 58.17% total variance explained. Therefore, this instrument is suggested to be used as fairly to measure the quality of Malaysian early childhood care and education among teachers so that appropriate follow-up actions can be implemented towards the betterment of early childhood education quality

A case study on kindergarten children’s social behaviors during peer play

The recent peer play perspectives have brought into a new theoretical consciousness for early childhood in the contemporary world, giving new ways of thinking on the relationship between child development and social behaviors. Peer play lays the foundation for developing prosocial abilities among young children. During this process, they gradually learn social and moral norms for behavior and social skills. The purpose of this study was to examine the perspectives of teachers towards the implementation of peer play in the kindergarten setting as well as to investigate the various social behaviors of young children during peer play. This study employed a qualitative approach using case study with interviews and field observations to explore teachers’ beliefs and practices, and children’s social behaviors during peer play. Narrative analysis and thematic analysis were used to gain a holistic view. The participants are the kindergarten teachers and children at the selected kindergarten in Zhejiang, China. The results indicated that the kindergarten children were able to generate rich social behaviors during peer play. Most kindergarten teachers were aware of the values of peer play. They implemented peer play in their overall daily activities in their workplace. However, the findings revealed that there were some teachers unable to resolve peer conflicts during peer play, yet find it is challenging to handle young children resolve doubts, dealing and solving conflicts during peer play. These findings suggested that teachers need training with relevant resources for effective implementation of peer play with desired learning outcomes

Enhancing Early Childhood English Vocabulary: Teachers’ Perspectives on Optimizing the Duolingo Application

Currently in Indonesia, a substantial number of young children lack proficiency in and awareness of English vocabulary, a crucial international language. This study aims to explore the potential of Duolingo application usage in improving English vocabulary among young children, specifically from the perspective of teachers. Employing a quantitative descriptive research method, data were gathered through questionnaire surveys. The results indicate that the utilization of the Duolingo application by teachers contributes positively to the learning environment, resulting in noticeable improvements in English vocabulary among early childhood learners. The children demonstrated enhanced vocabulary skills after using the application over a specific duration. However, the study also highlights that the Duolingo application should not be relied upon as the sole source for English language learning in early childhood education. Its usage needs to be integrated into structured and teacher-directed learning approaches. Effective management of the application is crucial to maximize its benefits for young learners. This research serves as a benchmark for the development of similar applications aiming to enhance English vocabulary for early childhood education, emphasizing the importance of combining digital tools with structured pedagogical methods

Understanding of multicultural sustainability through mutual acceptance: voices from intercultural teachers’ previous early education

The objective of this article was to examine multicultural sustainability with reference to appropriate manners suitable for creating an atmosphere of mutual acceptability. The focus was on previous early education among the intercultural teachers. The participants included ten teachers, five Muslims and five non-Muslim, with intercultural backgrounds, who were selected to be involved in this study. A structured interview was employed, and a thematic analysis was performed on the basis of the research findings. The findings revealed that there were several themes resulting from conducted interviews that were centered around understandings of multicultural sustainability based on learning experiences in previous early education. When evaluating the intercultural awareness of mutual acceptability within the context of a multicultural background, among the themes operating as key strategic elements for achieving multicultural sustainability through mutual acceptance were situational experience, mutual understanding, mutual trust, and awareness of mutual responsibility with a view to maintaining intercultural relations. This study contributes to the expansion of strategies employed by intercultural teachers in a modern context, with respect to a meaningful concern for acceptance in ensuring the achievement of multicultural adaptability

Early childhood care and education trainees’ perspectives of their career path

Education, either formal or informal, plays an important role to help the masses. As such, educators, especially trainees, are entrusted to teach young generations all important elements, principles, or concepts in a wide range of disciplines. Surely, such an undertaking, especially for early childhood care and education, requires quality teachers. In this regard, existing early childhood care and education modules or curricula should be periodically reviewed and revamped (if necessary) to help produce competent teachers who are excellent in all aspects encompassing content, pedagogical, and technological knowledge. This paper discusses the professional growth and development of trainees in early childhood care and education (ECCE) in terms of short- and long-term goals, missions, and career path-planning. The paper also elaborates on the relevant training workshops, courses, modules, and curricula that can be implemented to help improve their practical skills. The discussion also highlights the importance of incentives, such as attractive salaries, bonuses, acknowledgments, and awards, from employers that can not only motivate trainees but also advance their professional growth and development. Certainty, strong development knowledge, practical skills, and experiences can help such trainees to be become highly competent, which can significantly contribute to nation-building efforts in Malaysia

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

Design of Cooperative Learning Module Elements to Improve Indonesian Vocabulary of Early Childhood

The low ability of young children in Indonesian vocabulary requires appropriate learning techniques. Cooperative learning is appropriate learning used to teach vocabulary in early childhood. The purpose of the research was to determine the expert's assessment of the activity elements in the cooperative learning module to improve the vocabulary of Indonesian language in early childhood. The research sample consisted of 15 teachers and lecturers in the field of early childhood education who were selected based on purposive sampling. In this study, the Fuzzy Delphi Method (FDM) using five Likert scales was used to collect expert assessment data. Data were analyzed using Triangular Fuzzy Numbers and Defuzzification Process. In this research, the Fuzzy Delphi Method (FDM) using five Likert scales was used to collect expert assessment data. Data were analyzed using Triangular Fuzzy Numbers and Defuzzification Process. The results showed that 13 elements of the learning module activities had met expert agreement or had been accepted by experts. In conclusion, this research has succeeded in developing the design of cooperative learning module elements to improve early childhood vocabulary that is systematic and in accordance with the curriculum. The implications of this research can be used as a guide for developing modules and improving learning

Issues in operating childcare centers in Malaysia

This paper discusses the qualifications of operators of Malaysian childcare centers, namely TASKA and TADIKA, and the challenges faced by practitioners in the industry of early childhood education (PAKK). This research used both qualitative and quantitative methods involving interviews and a survey. The sample study comprised 727 respondents consisting of 282 operators of TASKA and 343 operators of TADIKA. The research used a set of questionnaires and interview guidelines. The findings of the quantitative method showed the operators of TASKA and TADIKA had a diverse range of professional and academic qualifications, while the findings of the qualitative method highlighted a wide spectrum of challenges faced by operators of centers involved in the early childhood education industry. Collectively, such findings suggest that running a childcare center is fraught with a myriad of challenges encompassing economic, logistical, social, educational, and financial factors, which have to be addressed effectively. Certainly, prospective operators must seek assistance from those who are involved in the running, monitoring, and managing of such centers, notably experienced practitioners and relevant government officers. Also, to become successful entrepreneurs in this industry, they need to develop the passion and zeal to operate such centers with great success

A Study Examining the Customer Service Experience Using the Partial Least Square (PLS) Approach, with a Particular Focus on Personal Interaction Encounters and Customer Involvement

The relationship between academic achievement, student happiness, and the quality of academic services provided by university staff is a critical issue in Malaysian public higher education. This correlation highlights the importance of understanding the factors that influence the interactions between academic staff and students. Knowledge of the variables affecting how academic staff members and service encounters interact is quite important. This study aims to examine the influence of personal interaction encounters and customer involvement on the level of customer service experience provided by academic staff at Malaysian public universities. To gather data from 454 academic faculty members at Malaysian public universities, a self-administered questionnaire was developed. PLS 4.0 was used in this work and proportionate stratified random sampling was utilized. The results showed significant relationships between consumer involvement and personal interaction encounters with customer service experience. By acknowledging and addressing these variables, Malaysian public universities can foster more positive and productive interactions between staff and students or other stakeholders, ultimately improving the academic experience