Jurnal Pendidikan Awal Kanak-kanak Kebangsaan

Preliminary Study on Parental Perspectives Regarding Early Information for Parents Dealing with Autism Spectrum Disorder (ASD) Children

Mon, 19 Aug 2024 00:00:00 +0000

Acceptance for parents of children with Autism Spectrum Disorder (ASD) is not an easy feat. They grapple with various challenges and pressures concerning their child's behavior as they grow up. As a result, parents begin seeking information about their child's behavior, symptoms, treatment options, therapy, agencies, and various other relevant matters as an initial step in their course of action. The conducted study aims to explore the perspectives of parents regarding the initial information required to navigate the challenges of raising a child with autism spectrum disorder (ASD). A qualitative approach was chosen, utilizing purposive sampling of 24 parents who have children with autism, whether formally diagnosed by experts or currently undergoing treatment or therapy for the confirmation process. The findings from interviews were analyzed thematically and yielded four overarching themes: information channels and content, support services, treatments and therapies, and the trajectory of children with autism. In conclusion, parents of children with Autism Spectrum Disorder (ASD) are in dire need of early-stage information regarding this condition, ensuring that their child is on the appropriate path to meet their specific needs. Given that this study only explores the informational needs of parents, it is recommended that future research endeavors delve into the broader requirements of families with autism, including financial assistance, relevant agencies, training, and workshops to provide comprehensive support to families with children diagnosed with autism.

Multi-Sensory Activity in Early Childhood Education: The Barriers to Implementation of Activities by Teachers

Syazwani Aniyah Manja, Abdul Halim Masnan, Mazlina Che Mustafa, Syahirah Moktar — Wed, 20 Nov 2024 00:00:00 +0000

The purpose of this study was to survey the barriers to implementation of multi-sensory activities by teachers. Perception among early childhood education teachers is seen based on teachers’ responds toward the barriers in implementing multi-sensory activities in their teaching and learning process. This study is a survey study using a questionnaire and the questions were evaluated based on frequency, percentage, one-way Anova and T-Test. The respondents involved in this study are teachers of early childhood education in Muallim District, Perak. The total number of respondents involved is 30 teachers. The findings of the study found that the greatest barrier for teacher in the implementation of multi-sensory activities in early childhood education is lack of equipment while the least barrier faced by teacher is in term of parent opposition. Other than that, even there are not significant, but by mean score, a teacher with Bachelor Degree and Master Degree more likely facing a barriers to implementation of Multi-sensory activities. The findings also found that teachers who did not attend any courses related to multi-sensory activities faced more barrier with (M=20.85) compared to teachers who have attended related courses with (M=18.90).

Post Pandemic COVID-19: Kindergarten Teachers’ Perceptions Toward the Number Concept Skills of 5 Year Old Children

Norhanisah Othman, Muhammad Fatkhurrozak Sokhipul Hadi — Wed, 20 Nov 2024 00:00:00 +0000

This study aims to examine the perception of kindergarten teachers towards the two objectives of the study, which are to see the level of kindergarten teachers' knowledge of the importance of number concepts and to identify suitable teaching methods to be applied after the COVID-19 pandemic. A quantitative approach with a survey research design was used in this study. The selection of the study sample was carried out by sampling in order to involve 108 samples of kindergarten teachers who are in the field of early childhood education in the government or private sector. The research instrument used is a questionnaire. Data were analyzed using descriptive analysis using the Statistical Package for Social Sciences (SPSS) version 29.0 software. The findings of the study show that there is a direct relationship between the level of teachers' knowledge of the concept of numbers with appropriate teaching methods to be applied after the COVID-19 pandemic. This is because the study sample knows the appropriate teaching methods to be applied in learning number concepts. The implications of this study are expected to further increase the level of knowledge of kindergarten teachers regarding the importance of number concepts and this study was carried out to find a more appropriate teaching method to help improve Mathematical number concept skills among 5-year-old children in the classroom. So, the COVID-19 pandemic is seen to some extent to have had a big impact on number concept skills among 5-year-old children which is at a worrying level.

The Development of 'Go! Go! Get It Clean' Games with ADDIE Model

Hasya Murfiqah Hamidun, Hishamuddin Ahmad, Anis Norma Mohamad Jaafar — Wed, 20 Nov 2024 00:00:00 +0000

This study aims to develop Go! Go! Get It Clean Games for 6-year-old children. The study design is based on the ADDIE Model which involves five phases, namely, analysis, design, development, implementation, and evaluation. The study sampling used purposive sampling. The study sample involved five phases, three kindergarten teachers for the analysis phase, an expert for the validity of the design and development phase, and one child in the implementation and usability evaluation phase. The study instrument used was an interview protocol, namely the Go! Go! Get It Clean Games Needs Analysis, the Expert Evaluation Form on the Design and Development of Go! Go! Get It Clean Games, and the Go! Go! Get It Clean Games Usability Checklist. All instruments have obtained expert validity. The findings for the analysis phase found that there is a need to develop a games kit for teaching about personal hygiene. For the design and development phase, experts agreed and commented on the games developed. Meanwhile, the findings of the usability of Go! Go! Get It Clean Games help 6-year-old children practice personal hygiene better. In conclusion, the development of Go! Go! Get It Clean Games is relevant and appropriate in helping 6-year-old children practice personal hygiene. Further research suggestions can be focused on evaluating the effectiveness of this games kit in improving personal hygiene practice skills.

Literature Review on Effective Management of Educational Organizations

Zhang Xinyue, Mohd Nazri Abdul Rahman — Mon, 02 Dec 2024 00:00:00 +0000

This study examines the evolution of educational organization management by analyzing literature from 2016 to 2024. A total of 84 studies were reviewed, with 40 critically selected for detailed analysis. Key challenges identified include digital management, emotional well-being of teachers, policy and time constraints, knowledge management, social diversity, and personnel management. Notably, the influence of technological advancements, such as AI and IoT, plays a significant role in shaping organizational strategies. These advancements, while improving efficiency, also introduce complexities that require thoughtful management solutions. The review highlights that prioritizing a human-cantered approach, integrating technology with customized strategies, can lead to more effective educational management. This approach helps institutions navigate evolving challenges, ensuring better outcomes in an increasingly complex educational landscape.

Exploring the Role of Storyline, Characters, and Interactive Storytelling Techniques in Fostering Socio-Emotional Learning in Early Childhood Education

Aina Yasmin Mohd Amin, Adhara Ahmad, Hashimah Hashim — Mon, 02 Dec 2024 00:00:00 +0000

This study explores the integration of socio-emotional learning (SEL) competencies in early childhood education through interactive storytelling with Big Books. It evaluates how storytelling sessions in a kindergarten setting promote SEL development, focusing on themes like self-awareness, empathy, and problem-solving. The research also examines how characters, settings, and events foster SEL growth. Additionally, creative storytelling techniques such as varied voice modulation, body language, and interactive prompts are analyzed for their role in enhancing children’s emotional understanding and encouraging social interaction. The study employs qualitative methods, including interviews with preschool teachers and observations of children aged 4 to 6. Data collection is based on evaluations by kindergarten teachers, who assess the programme's effectiveness using SEL competency integration and storytelling techniques. Thematic analysis identified key findings such as a successful SEL competency integration, improved social interaction, and enhanced emotional understanding through character and setting portrayal. Children engaged more with stories where characters modelled empathy, cooperation, and problem-solving. Techniques such as voice variation and body language promoted active participation, while clearly illustrated emotions helped children relate better to the characters' feelings. Children also showed increased interest and enthusiasm in reading activities, demonstrating joy during storytime. Educators should incorporate creative storytelling techniques and delivery to support holistic SEL development in early childhood education. This qualitative approach provides valuable insights for educators and policymakers to improve early literacy and SEL programs.

Knowledge, Attitude, and Self-Efficacy of in-service Preschool Teachers Towards Inclusion of Autistic Children

Lee Wei Tan, Rohani Abdullah — Mon, 02 Dec 2024 00:00:00 +0000

Inclusive early childhood education is a best practice for ensuring equal quality education, social experiences, learning, or developing for all children, including those with special educational needs and disabilities. However, autistic children often face isolation, exclusion, or marginalisation until restriction in early childhood educational opportunities to fulfilment their differentiated needs. Teachers play a vital role in implementing inclusive education. Therefore, this study aimed to examine in-service preschool teachers’ knowledge on ASD characteristics, their attitude, and self-efficacy towards inclusion of autistic children. A quantitative, cross-sectional survey was conducted with 152 Malaysian in-service mainstream preschool teachers using non-probability of snowball sampling. The findings indicated that most of the preschool teachers in this study had an average knowledge on ASD characteristics, as well as their attitude, and self-efficacy towards the inclusion of autistic children. A positive correlation was found between preschool teachers’ knowledge on ASD characteristics and their attitude towards the inclusion of autistic children. A negative correlation was also found between preschool teachers’ attitude and their self-efficacy towards the inclusion of autistic children. The findings suggest that teachers’ professional development and training program focused on autism-specific characteristics and inclusive pedagogical practices are essential for in-service teachers. These programs can enhance teachers’ knowledge about autism, foster positive attitude, and promote self-efficacy competence in educating and supporting the academic, social, and communicative skills of autistic children in mainstream classrooms. In conclusion, preschool teachers’ knowledge, attitudes, and self-efficacy are crucial for successfully implementing the inclusion of autistic children in early childhood education.

Implementation of Free Play Activities in Kindergartens: The Role and Challenges of Teachers

Mon, 02 Dec 2024 00:00:00 +0000

This study aims to identify teachers' roles and challenges in implementing free play activities in kindergartens. This study is a quantitative survey with a questionnaire as the research tool. The questionnaire was disseminated via Google Forms and involved 108 respondents, including kindergarten teachers in Selangor. Data were analyzed descriptively using the Statistical Package for the Social Sciences (SPSS) version 26. The findings indicate that teachers mostly take on the role of an observer while implementing free play activities, with a mean score of 4.13 (sd =0.948). In terms of challenges, the results show that teachers do not face significant challenges, with an overall mean score at a moderate level of 2.93 (sd=0.688). This study illustrates that kindergarten teachers in Selangor possess good competencies in managing free play activities as one of the learning areas allocated in the National Preschool Standard Curriculum (KSPK). Therefore, teachers need to leverage free play activities as an important medium to provide space for fulfilling children's natural tendencies while also helping to support their development.

Develop the SFK Number E-Book for number recognition skills of number1 to 10 for five- year-olds children

Mon, 02 Dec 2024 00:00:00 +0000

The aim of this study is to develop the SFK Number E-Book for number recognition skills of number1 to 10 for five- year-olds children. The study was conducted using a quantitative approach, through questionnaire surveys. Participants of this study consist of preschool and kindergarten teachers. The data in this study was collected using a survey method that consists of needs analysis, expert effectiveness and usability surveys. The findings of the study for the first question found that the development of SFK Number E-Book needs to emphasize the usability and suitability aspects of the activity to help children recognize numbers 1 to 10. Based on the results of needs analysis, digitally built and interactive teaching materials are essential to attract the interest and attention of children. The findings for the second question suggests that the development process of SFK Number E-Book should involve activities that can improve the cognitive and fine motor skills of children. Activities such as scratching, grading, and matching numbers with objects were found to be effective in helping children understand and recognize numbers in sequence. For the third question, focus on the usability level of the SFK Number E-Book. The E-book that was analyzed through a usability survey, showed that the majority of respondents strongly agreed that this ebook is easy to use and suitable for five-year-olds children. The scale structure and interactive content of the SFK Number E- Book are flexible and effective as a teaching tool in a variety of learning situations. It is hoped that this study will provide exposure and reference to preschool teachers and kindergartens in applying digital teaching materials to enhance the children's numerical skills.

Teachers' socio-emotional knowledge in nurturing the morals of children after the COVID-19 Pandemic

Zaharah Osman, Anis Norma Mohamad Jaafar, Nor Aizal Akmal Rohaizad — Mon, 02 Dec 2024 00:00:00 +0000

Preschool teachers in Malaysia face problems in teaching socio-emotional components due to a lack of teaching aids, structure, and specific guidance. This study aims to identify teachers' socio-emotional knowledge in fostering children's morals after the COVID-19 pandemic. This study uses a quantitative approach where questionnaires are used as research instruments to collect data. This study was conducted on 124 teachers of TABIKA PERPADUAN in Perak and Selangor. The data were analysed using the Statistical Package for Social Science Version 27 (SPSS 27). The findings of the study showed that 75.0% of teachers created stimuli in teaching and learning that encouraged socio-emotional development in nurturing children's morals; 71.8% of teachers took into account the factors that influenced children's socio-emotional skills in nurturing children's morals; 67.7% of teachers used teaching methods that focused on aspects of socio-emotional skills in nurturing children's morals; 66.9% of teachers implemented socio-emotional skills to nurture children's morals; 66.1% of teachers detected the levels of mastery of socio-emotional skills in nurturing children's morals; 64.5% of teachers applied elements of socio-emotional skills that are appropriate to nurture children's morals and provided feasible activities to help develop children's socio-emotional skills. In addition, only 62.9% of teachers mastered the socio-emotional skills that need to be included in teaching to nurture children's morals; 62.1% of teachers used appropriate socio-emotional skills strategies in fostering children's morals; and 58.1% of teachers attached importance to measures to build socio-emotional skills to nurture children's morals. In conclusion, TABIKA teachers have good socio-emotional knowledge in nurturing children's morals after the COVID-19 pandemic. Next can have a positive impact in the implementation of teaching and learning integration of socio-emotional skills in TABIKA.