Socioemotional Assessment in Malaysian Preschools: A Qualitative Study on Health and Education Practitioner Perspectives
DOI:
https://doi.org/10.37134/perspektif.vol17.sp.11.2025Keywords:
assessment module, early intervention, preschool education, socioemotional development, teacher observationAbstract
This study explores preschool teachers’ and health professionals’ perspectives on the need for a structured socio-emotional assessment module tailored to Malaysia’s cultural context. A qualitative case study design was employed, with in-depth interviews conducted with two preschool teachers and two health practitioners. Data were thematically analysed following Braun and Clarke’s (2006) framework. Five themes emerged: absence of standardised assessment tools, insufficient teacher training, inconsistent referral practices, delays in early detection, and expectations for a practical, classroom-friendly module. Findings indicate that teachers serve as primary observers of children’s emotional development but face challenges due to limited training, workload pressures, and a lack of structured instruments. Health professionals echoed these gaps, highlighting the absence of socio-emotional indicators in clinical records and reliance on teacher-initiated referrals. The study calls for a teacher-friendly module supported by stronger education–health collaboration. Implications include national policy reform, integrated teacher training, and a systematic referral framework to safeguard preschoolers’ emotional well-being.
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