Southeast Asia Early Childhood Journal (SAECJ) [eISSN 2821-3149], previously known as the International Journal of Early Childhood Education and Care (IJECEC) [2012-2018]. SAECJ is published twice (2) a year in May and November beginning 2024, scholarly peer-reviewed publication, with an Editorial Board comprised of eminent scholars and is managed by the National Child Development Research Centre (NCDRC) of Universiti Pendidikan Sultan Idris (Sultan Idris Education University, Malaysia) with the support of Penerbit UPSI (UPSI Press). SAECJ is a global voice for both research and practice concerning early childhood. This refereed journal extends across various social or cultural contexts and contributes to the international debate on holistic development for young children. This global voice for children explores a range of topics such as education and care, multicultural issues, indigenous early education, children’s learning, sustainable development, advocacy, and other issues involving early childhood for the world’s children. SAECJ accepts original Research Papers, Scientific Review Papers, and Short Communications (Letters) from scholars in Southeast Asia and other countries written in ENGLISH or MALAY. Every article will be peer-reviewed by double blind reviewers as well as independent Editor by SAECJ Editorial Members. SAECJ supports Open Access. The electronic full text version of the journal is available Free of Charge (FOC) .
Maths in Early Childhood Education: An Analysis of Teachers’ Beliefs
Maths starts with children’s first experiences of their world with understanding spatial relations, and then continues with their experiences to extend their learning. The learning process starts before formal education and moves along with school learning. As the first stage of formal learning, early years and early years teachers play an important role in learning outcomes. Such learning outcomes are shaped by teachers’ beliefs during mathematical activities. Therefore, a mathematical beliefs survey was used to collect data from early years educators, and data was collected from 148 early years teachers and practitioners. The research indicated that although early childhood educators generally appreciate the importance of mathematics in early childhood education, their attitudes and practices differ, in particular about the timing and methods of introducing maths and the educator’s role in facilitating learning. The responses were considered in terms of policy and practices with detailed analysis where appropriate to explore the trends. As a result, the experiences of teachers played a role in practicing experience-based learning opportunities for children as it is expected by the curriculum.
Copyright (c) 2025 Mehmet Mart, David Burghes http://creativecommons.org/licenses/by-nc-sa/4.0
A Comparative Study of Traditional Teaching Method and Semantic Radical Visual Mnemonic in Mandarin Character Recogniton among Malaysian Preschoolers
Preschoolers often struggle with recognizing Mandarin characters due to their complexity. This study compared the effectiveness of Traditional Teaching Method (TTM) and Semantic Radical and Visual Mnemonic (SRVM) approaches in improving Mandarin character recognition among Malaysian preschoolers, while also exploring age and gender effects. 58 children aged 5 and 6 were involved, with 31 in SRVM and 27 in TTM groups. Over two weeks, 25 characters were taught. Both methods showed positive results, with increased post-test scores in SRVM (t (30) = -6.75, p < .05) and TTM (t (27) = -7.79, p < .05) groups, indicating improved learning. However, there was no significant difference between SRVM and TTM groups (F(1,56) = 0.15, p = 0.70), possibly due to individual learning styles. Age-related differences were not significant (F(1,54) = 0.08, p = .78), suggesting both methods are effective for 5 and 6-year-olds. Gender differences were also insignificant (F(1,54) = 0.26, p = .61), indicating similar learning outcomes for males and females. The study suggests a holistic teaching approach focusing on personalized strategies to enhance Mandarin character learning for all preschoolers.
Copyright (c) 2025 Tang Wan Chin, Phoon Hooi San http://creativecommons.org/licenses/by-nc-sa/4.0
Innovative Learning Management Through Community Identity: A Case Study of The “Kru Rak Thin” Project in Early Childhood Education
This study examined the development and implementation of an innovative learning management based on community identity within the “Kru Rak Thin” Project for early childhood education in Thailand. The objectives were to (1) investigate local community identities, (2) develop learning innovations based on local community identities, (3) implement these innovations in early childhood classrooms, and (4) reflect on lessons learned. A research and development approach combined with participatory action research was employed across four phases: investigation of community identity, development of a community identity-based learning innovation, classroom implementation, and reflection. Data were collected through interviews, observations, and focus group discussions with community scholars, teachers, and administrators across 29 schools in four provinces. Student teachers identified 26 community identity elements (e.g., Hmong embroidery, traditional weaving, local languages) and developed 31 innovations, including lesson plans, big storybooks, and educational games. Expert evaluations rated 93.5% of these innovations as “good,” while two were “adequate.” Classroom implementation showed that all kindergarten students achieved learning outcomes above 80%. The findings highlight that integrating community identity into early childhood education fosters cultural sustainability, enhances learning achievement, and strengthens collaboration among schools, communities, and future teachers.
Copyright (c) 2025 Piyaluck Brikshavana, Thoen Seenuan, Phutcharawalai Meesup http://creativecommons.org/licenses/by-nc-sa/4.0
Attitudes of Preschool Teachers towards Artificial Intelligence
Due to the developments in the field of artificial intelligence, artificial intelligence-supported education has begun to show more effectiveness in the field of early childhood. There are studies indicating that the use of artificial intelligence in early childhood education improves children's learning processes. Therefore, this study aimed to reveal the attitudes of preschool teachers towards the use of artificial intelligence in education. The explanatory design from mixed method designs was used in the study. The quantitative data of the study was obtained from interviews with 120 preschool teachers and qualitative the data was obtained from interviews with 10 preschool teachers. As a result of the study, it was revealed that the attitudes of preschool teachers towards artificial intelligence did not differ according to age and work experience, but differed according to gender. It was revealed that preschool teachers generally supported the use of artificial intelligence in preschool education. Another result was that preschool teachers with high skills in using technological devices had more negative attitudes towards artificial intelligence than teachers with low skills in using technological devices. Suggestions were presented in line with the results of the study. Finally, preschool teachers stated that artificial intelligence cannot be used in preschool education due to lack of equipment, costs, insufficient expertise in artificial intelligence, and artificial intelligence not being suitable for children's development. In line with the research results, trainings and programs can be developed to support preschool teachers' self-efficacy in digital literacy and artificial intelligence use. It can be recommended that the necessary infrastructure and systems for the use of artificial intelligence be provided to preschool learning environments and that this be offered to all institutions on the basis of equal opportunities.
Copyright (c) 2025 Servet Kardeş, Nur Uygun, Tuba Terim Türkmen http://creativecommons.org/licenses/by-nc-sa/4.0
Parental Attitudes toward Outdoor Nature Play: Challenges and Opportunities for Young Children in Malaysia
Outdoor play in natural environments is vital for children’s holistic development, yet many parents may undervalue its importance, limiting opportunities for engagement with nature. This mixed-methods study examined Malaysian parents’ attitudes toward outdoor play and the barriers shaping children’s participation. Survey data were collected from 132 parents using a validated instrument (McFarland et al., 2011), complemented by semi-structured interviews with eight parents. Results indicated a modest but significant positive relationship between parents’ attitudes toward outdoor recreation and the time children spent outdoors, while general pro-nature attitudes showed no association. Interviews highlighted five recurring barriers: safety concerns, limited facilities, time constraints, urbanisation, and family dynamics. Collectively, these findings reveal a disconnect between parental awareness and actual practice. The study underscores the need for multifaceted strategies, including parental education, stronger school–family partnerships, and policy reforms, to better support outdoor play in nature. It offers practical implications for educators, policymakers, and caregivers seeking to foster active, healthy, and environmentally connected childhoods in Malaysia.
Copyright (c) 2025 Syaza Soraya Sauli, Shirley Wyver, Azlina Mohd Kosnin http://creativecommons.org/licenses/by-nc-sa/4.0
Evaluation of The Impact of TeKnow Educational Game on Autistic
This study explores how students with autism at the National Autism Society of Malaysia (NASOM) react to an educational game designed by lecturers from UiTM Cawangan Pulau Pinang. A total of 27 students took part in the TeKnow educational game. We evaluated their perceptions in several areas, including cognitive development, community-university collaboration, emotional and social support, motivation, interest in the game and overall satisfaction through a pre- and post-survey analysis. The results indicate a general improvement across most areas, with particularly major changes in students' views about motivation, community-university collaboration and cognitive development. These results suggest that structured educational games can serve as inclusive teaching tools to support both the social and cognitive development of children with autism.
Copyright (c) 2025 Rafizah Kechil, Azlina Mohd Mydin, Wan Anisha Wan Mohammad http://creativecommons.org/licenses/by-nc-sa/4.0
Development of Facial Recognition-Based Toddler’s Emotion Prediction System
Young children express their feelings through facial or verbal expressions that differ from person to person and are shaped by the environments where they live. Neglecting to understand and estimate how toddler emotions change can lead to delayed intervention timing, resulting in harm to their mental and social development processes. The study initiated the development of a system based on facial recognition processes to forecast toddler emotional responses. The random forest algorithm was used to build the system model, which received training from a dataset comprising 2,168 pictures showing both facial expressions of happiness and sadness. Mediapipe, a machine learning algorithm, was used for feature extraction. The model was then integrated into a user-friendly interface designed for ease of use. This interface captures a toddler’s facial image and classifies their emotion as either happy or sad. In conclusion, the developed model demonstrated strong performance, achieving an accuracy of 84%. By providing real-time emotion predictions, the system can assist parents and caregivers in responding appropriately to a toddler’s emotional state.
Copyright (c) 2025 Ganiyat Afolabi-Yusuf, Bashiru B. A. , Odutayo F. A. http://creativecommons.org/licenses/by-nc-sa/4.0
Impact of Next-Generation Mobile Technologies on Early Childhood Education: Educator Adaptation and Child Development
Integrating next-generation mobile technologies in early childhood education is an area of significant interest, particularly in developing countries like Nigeria, where socio-economic and infrastructural challenges influence educational practices. This research explores the impact of mobile technologies on early childhood learning, focusing on their potential to enhance engagement, facilitate communication, and support educators. Employing a qualitative research design, the study gathered data through interviews and focus groups involving educators, parents, and child development experts. This approach provided comprehensive insights into the experiences and perspectives of stakeholders regarding mobile technology integration in educational settings. The findings reveal that mobile technologies can significantly enhance children's engagement and learning outcomes; however, challenges such as unequal access to devices, insufficient educator training, and gaps in parental involvement persist. Stakeholders expressed a need for targeted professional development and improved communication strategies to maximise the benefits of mobile technologies in early childhood education. In conclusion, this research underscores the urgency of addressing these challenges to leverage the potential of mobile technologies for young learners. The contributions of this study extend to providing practical recommendations for educators and policymakers, thereby informing strategies for effective technology integration. Ultimately, this research fills a critical gap in the literature by offering insights specific to the Nigerian context while contributing to the broader discourse on technology use in global early childhood education.
Copyright (c) 2025 Moses Adeleke Adeoye http://creativecommons.org/licenses/by-nc-sa/4.0
Exploring Early Childhood Education Teacher’s Beliefs about Steam Learning in Indonesia
In Indonesia, attention is being directed toward developing early childhood education (ECE), especially with innovative learning approaches such as STEAM (Science, Technology, Engineering, Arts, and Mathematics). The integrated STEAM concept can enrich children's experiences and help children overcome everyday problems. This study explores early childhood education teachers' perceptions of efforts to promote STEAM learning in the classroom and explores the challenges teachers experience in the application of STEAM learning. This study is descriptive research by using purposive sampling. Quantitative research methods were used for data collection, analysis, and interpretation, involving 117 early childhood education teachers. The results show that teachers feel comfortable talking about STEAM learning methods. On the other hand, teachers do not have sufficient knowledge to teach STEAM and critical thinking in early childhood. Furthermore, teachers do not understand enough about measurement in STEAM learning. It is reflected in several items that show that teachers need a lot of time to prepare for STEAM learning, do not have enough time in a day to teach STEAM, and do not have enough materials to do STEAM learning, inadequate availability of resources, and lack of early childhood education teacher training in STEAM. These findings support the need for teacher professional development practices to improve teachers' understanding of the importance of STEAM and the practice of teaching STEAM to young children.
Copyright (c) 2025 Rizky Drupadi, Azizah Zain http://creativecommons.org/licenses/by-nc-sa/4.0
A Needs Analysis of Parental Requirements for Early Childhood Education and Care (ECEC) Services in Addressing Parenting Challenges at Home in Banda Aceh, Indonesia
This study aims to identify parental needs regarding Early Childhood Education (ECE) services in Banda Aceh, Indonesia. It employs a descriptive research using a quantitative approach to systematically examine the characteristics of parents in Banda Aceh and the parenting challenges that are encountered at home. The study collected numerical data for its data collection and used statistical analysis such as percentage-based summaries to identify common parenting barriers. A total of 169 respondents participated in a more than ten multiple choices questionnaire designed to capture diverse experiences, and perceptions of parenting obstacles. Data were analyzed using SPSS, with results presented in percentages to determine the extent of parents' needs for ECE services. The findings reveal two key areas of parental needs, which were parenting support and Institutional expectations. Parenting support indicated by the need for parenting classes to enhance life and soft skills, motivation, and guidance to strengthen parental roles. Institutional expectations, on the other hand, referred to the appropriate treatment of children in accordance with Islamic values, a conducive learning environment, and well-supervised activities. Additionally, parents expressed specific reasons and expectations regarding ECE services. These findings serve as a foundation for future research aimed at developing parenting class materials and modules tailored to address home-based parenting challenges while ensuring optimal early childhood education experiences.
Copyright (c) 2025 Sarrah Verida Clarissa, Nordin Mamat, Abdul Halim Masnan http://creativecommons.org/licenses/by-nc-sa/4.0
A Case Study of Kindergarten Teachers' Involvement in Three Years Old Children's Peer Conflicts
The objective of this study was to investigate how kindergarten teachers respond to peer conflicts among 3-year-olds, with the aim of identifying common patterns and distinguishing features in their interventions. The age of three is a unique transitional period when young children begin attending kindergarten as their first social setting. The study was conducted in Hangzhou in China, using a case study methodology and involved ten teachers from eight different kindergarten settings and 157 three-year old children in eight classes. The 120-observed record identified 214 peer conflicts, 54% of which were caused by object and space disputes; 18% by physical collisions; 16% by verbal disputes among young children; 12% by violations of disciplines and rules. Participating kindergarten teachers' approaches for resolving peer conflicts illustrated in the case study included (1) perfunctory response; (2) simple suppression; (3) authoritative determinations; (4) scientific guidance; and (5) objective factors influencing teachers' involvement (e.g., teacher children ratio; child characteristics; teacher child relationship; parent understanding and support; classroom management; inspection; co-teacher cooperation. Class size, curriculum, teacher-child connections, parental support, and teacher collaboration are some of the objective elements that affect kindergarten teacher participation, as are the professional attributes of teachers and their perspectives on education and children. Practical recommendations for kindergarten teachers' involvement in peer conflict among young children were given based on the research findings.
Copyright (c) 2025 Javzandulam Batsaikhan, Nian Niannian http://creativecommons.org/licenses/by-nc-sa/4.0
Early childhood pre-service teachers’ adversity quotient and academic performance
There is a growing number of studies which delved into the relationship of Adversity Quotient (AQ) and academic performance of students. To add to the growing body of literature on this field, this study aims to determine Early Childhood Education pre-service teachers’ AQ and its relation to their academic performance. One hundred twenty-five (125) second- and third-year BECEd students participated in the study. Descriptive correlational-survey design was implemented. The revised Adversity Response Profile (ARP) was utilized to gather data. Mean and Standard Deviation were used to determine the AQ and academic performance of students, Pearson product-moment correlation was used to determine the relationship between AQ and students’ academic performance, and content analysis were used to analyze students’ answer to the open-ended question. The findings show that BECEd pre-service teachers obtained an average score of 135 (SD = 14.4) which is interpreted as Moderate AQ. In terms of their academic performance, students obtained a grade point average of 1.5 (SD = 0.190) which is interpreted as Very Good. In addition, the result of the study reveals that there is no significant relationship between participants’ AQ and academic performance, r (123) = -0.02, p = 0.831. Further, there is no significant relationship in any of the four dimensions (control, ownership, reach, endurance) of AQ and their academic performance. Since the study reveals that the pre-service teachers have moderate AQ in which the majority of individuals fall on this range, it is recommended that a student-development program be created and implemented to strengthen BECEd students’ AQ.
Copyright (c) 2025 Melissa Tiglao Bartolome, April Ann Curugan, Wilson Cordova http://creativecommons.org/licenses/by-nc-sa/4.0
Enhancing Single-Digit Addition Skills in Remedial Pupils using Laurnal’s Frame: A Case Study
This research introduces "Laurnal’s frame," a novel visual tool designed to improve remedial pupils' understanding of single-digit addition. Rooted in Bruner’s enactive, iconic, and symbolic modes of representation, Laurnal’s frame comprises a rectangular frame divided into ten sections representing numbers 1 through 10, with blocks for hands-on, enactive learning. The study involved one remedial teacher and four remedial pupils, aged 8, who used Laurnal’s frame over a period of four weeks for addition instruction. The researchers employed a qualitative case analysis study design, and a purposive sampling method was used to obtain a sample of four remedial pupils and one remedial teacher. Data were gathered in in-depth interview, direct observations, and analysis of documents such as worksheets and journal entries were performed to gain a comprehensive picture of remedial pupils making sense of number patterns. Results indicated significant gains in addition skills, with pupils showing enhanced comprehension of number bonds through both iconic visualization and symbolic understanding. The structured design of Laurnal’s frame promoted interactive learning, increased enthusiasm, and fostered a positive attitude towards mathematics. The findings suggest that integrating Laurnal’s frame into early math curricula can potential useful bolster foundational arithmetic skills and create a supportive learning environment.
Copyright (c) 2025 Sai Hoe Fu, Lung Lung Tiong http://creativecommons.org/licenses/by-nc-sa/4.0
Knowledge Level of Preschool Teachers in Identifying Students with Specific Learning Disability
This study was conducted to identify knowledge level among preschool teachers in identifying students with Specific Learning Disability (SLD). The study employed a quantitative approach. A total of 76 preschool teachers in Kluang were selected as sample through random sampling. Data for the study were obtained through a dichotomous questionnaire. The validity of the questionnaire was done by consulting an expert lecturer and three expert teachers. Kuder and Richardson Formula 21 (KR-21) is used to increase reliability and the overall value of the KR-21 Formula is 0.83. All data were analyzed using Statistical Package for the Social Sciences (SPSS) version 22.0. Descriptive analysis (frequency and percentages) and inferential analysis (Kruskal–Wallis test and Mann-Whitney U test) were used in the data analysis process. Overall, descriptive findings indicated that the knowledge level of preschool teachers in identifying SLD was at a moderate level because 69% of the teachers answered the questionnaire correctly. Inferential findings revealed that there was no significant difference in the knowledge level of preschool teachers in identifying SLD based on their teaching experience and no significant difference in the knowledge level of preschool teachers in identifying SLD based on whether they were preschool option or non-option teachers. In conclusion, it is essential for every teacher to enhance their knowledge about SLD to assist students with SLD.
students with specific learning disability
Copyright (c) 2025 Qin Huan Woon, Norly Jamil http://creativecommons.org/licenses/by-nc-sa/4.0
Theoretical Perspectives on Parental Involvement in Children's ESL Learning: A Systematic Literature Review
This systematic literature review (SLR) aimed to explore the theoretical frameworks used to comprehend parental involvement in ESL children's learning. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, the review analysed relevant articles published within the last five years (2019-2023) by utilising the SCOPUS database for electronic data searching. The findings revealed that Vygotsky's sociocultural theory emerged as the most frequently employed framework. Moreover, several other theories such as Hoover-Dempsey and Sandler's model of parental involvement, Walker et al.'s model, Bourdieu's social class theory, asset-based framework, and Bronfenbrenner's ecological systems theory were also employed in some of the reviewed articles. On the other hand, some other studies did not use any theories and they drew upon relevant concepts related to parental involvement. The absence of explicit theoretical frameworks hindered the depth of understanding and interpretation of research findings, limiting the ability to provide comprehensive explanations and insights into parental involvement in ESL children's learning. The implications of the findings suggest that a strong theoretical foundation is crucial in understanding parental involvement in children's ESL learning. This understanding can inform the design and implementation of effective interventions and strategies to enhance parental involvement in ESL education, ultimately leading to improved outcomes for ESL children.
Copyright (c) 2024 Nurul Zulaikha Alias, Siti Soraya Lin Abdullah Kamal, Dion Efrijum Ginanto http://creativecommons.org/licenses/by-nc-sa/4.0
Learning through the screen: Malaysian parents’ perspectives on youtube and their children’s english acquisition
YouTube is a widely used digital platform that plays a significant role in children’s daily exposure to digital content. Despite its popularity, there is limited research on YouTube’s specific influence on young children’s English language acquisition in non-Western contexts like Malaysia, where English is not the first language. Existing studies often focus on general screen time, leaving a gap in understanding YouTube’s specific role in shaping early language learning. This study addresses this gap by exploring Malaysian parents’ perceptions of YouTube’s impact on their children’s English language development. Using qualitative methods, interviews were conducted with ten parents of children aged five to six who use YouTube. Thematic analysis revealed five key themes: the duration of YouTube access, children’s improvement in English skills, the types of content consumed, YouTube’s effectiveness as a learning platform, and the role of parental supervision. Parents noted that English cartoons, nursery rhymes, and storytelling videos enhanced their children’s speaking abilities, vocabulary acquisition, listening comprehension, and spelling skills. While parents valued YouTube’s accessibility and variety, they raised concerns about inappropriate content and stressed the importance of parental supervision. Monitoring emerged as a crucial parental strategy, with parents actively selecting suitable content and setting clear boundaries to support their children’s education and uphold cultural values.
Copyright (c) 2025 Maizatul Kasmadiana Mohamat Kusin, Rabiah Tul Adawiyah Mohamed Salleh http://creativecommons.org/licenses/by-nc-sa/4.0
Exploration of preschool teachers' views towards vak's learning style in pre-number skills
This study explores preschool teachers' perspectives on their knowledge, awareness, and interest in Visual, Auditory, and Kinesthetic (VAK) learning styles within the context of teaching pre-number skills. This study uses a qualitative approach, by involving a total of 6 preschool teachers from Melaka to be interviewed to obtain an in-depth perspective on the understanding and implementation of the VAK learning style in teaching pre-number skills. Regarding knowledge, the findings indicate that three teachers are knowledgeable about VAK learning styles, two teachers understood and recognized the importance of VAK only after the researcher’s explanation, and one teacher had merely heard of VAK without implementing it in teaching. In terms of awareness, all teachers acknowledged the importance of the VAK approach after receiving an explanation and expressed that this approach could help students better understand pre-number skills. Concerning interest, all teachers indicated that the VAK approach could engage students and assist teachers in achieving their teaching objectives. This study's primary contribution is discovering that explanations and guidance on VAK learning styles can enhance teachers' awareness and understanding and their interest in applying it in teaching pre-number skills. The study's implications suggest that continuous training and guidance on VAK learning styles should be provided to preschool teachers to enrich the teaching and learning of pre-number skills. Future research is recommended to investigate the long-term effects of using VAK learning styles on the cognitive development of preschool students. With increased knowledge and awareness, it is hoped that preschool teachers can leverage VAK learning styles to enrich children's learning experiences and pre-number skills.
Copyright (c) 2025 Julianty Idris, Norly Jamil http://creativecommons.org/licenses/by-nc-sa/4.0
Special Needs Education for The Visually Impaired in Malaysia
This study examines the development, challenges, and educational approaches for visually impaired children in Malaysia, framed within the goals of inclusive education as outlined by Sustainable Development Goal 4 (SDG 4). Despite progressive policies, significant challenges persist, including limited access to specialized resources, inconsistent quality across regions, and a lack of adequately trained educators. The study aims to explore the historical development of special education for visually impaired children, classify visual impairments, and examine various learning mediums. Using a qualitative literature review, data were collected from academic and government source. Findings reveal notable gaps in resource allocation and instructional frameworks, especially in rural areas, where visually impaired children face greater educational barriers. The study’s implications underscore the need for standardized frameworks and increased resource distribution to ensure equitable access to quality education. Future research should address the long-term impact of dual media learning and investigate best practices from global contexts to enhance Malaysia’s approach to visual impairment education. Aligned with SDG 4, the findings advocate for collaborative efforts between educators, policymakers, and community stakeholders to create an educational landscape where visually impaired children can fully engage and thrive academically and socially.
Copyright (c) 2024 Azizah Awang, Intan Farahana Abdul Rani, Kway Eng Hock http://creativecommons.org/licenses/by-nc-sa/4.0
Developing a Resilient Early Childhood Education Curriculum: A Disruption-Resiliency Continuum Theory
Understanding a resilient early childhood curriculum is vital in ensuring educational continuity amid disruptions. This study aims to develop a theory describing a disruption-resilient early childhood education curriculum continuum. A deductive axiomatic approach to theory development was utilized, where scholarly literature serves as the foundational basis for generating a theory. An extensive review of related literature was conducted to analyze the data collected from available research studies. The theory was developed based on the readings and discussions about early childhood education, curriculum development, and educational resilience. Axioms were generated to come up with propositions. The following propositions are posed: 1.) An early childhood education curriculum that focuses on essential knowledge and skills for learners is resilient to disruptions. 2.) An early childhood education curriculum that is flexible in design and delivery is resilient to disruptions. 3.) An early childhood program with strong parent-teacher collaboration contributes to curriculum resilience during disruptions. 4.) Professional development for educators contributes to curriculum resilience. The propositions concluded that the continuum of a disruption-resilient early childhood education curriculum comprises three interconnected components: essential knowledge and skills, flexible design and delivery, and an activated support system. This theory presents significant applications for ensuring the continuity of quality early childhood education, even in the face of disruptions.
Copyright (c) 2025 Vernel A. Garma http://creativecommons.org/licenses/by-nc-sa/4.0
The Mediating Role of Preschoolers’ Reading Attitude on the Relationship Between Physical Literacy Environment and English Phonological Awareness among Private Preschoolers in Johor
This study examined 374 Malaysian parent-child dyads to explore the mediating role of preschoolers’ reading attitude on the relationship between physical literacy environment and English phonological awareness. Parents provided demographic information and completed a Physical Literacy Environment and Literacy Activities Questionnaire, while children were administered a Phonological Awareness Test and Elementary Reading Attitude Survey. The data were analysed with descriptive statistics and Structural Equation Modelling. Result from the study revealed that there is no relationship between physical literacy environment and reading attitude. Additionally, reading attitude is not the mediator between physical literacy environment and English phonological awareness. These findings suggest that while the physical literacy environment alone may not strongly influence phonological awareness, its impact can be enhanced when combined with factors like parental involvement and effective utilization of resources at home. Parents should be mindful of maintaining an enriching physical literacy environment, including accessible reading materials, appropriate reading spaces, and organized storage for literacy resources.
children’s English phonological awareness
Copyright (c) 2024 Yeo Chie Ling, Chew Fong Peng, Fonny Dameaty Hutagalung http://creativecommons.org/licenses/by-nc-sa/4.0
The Development and Effectiveness of Interactive Multimedia-Based Nutrition Education Module (IMNEM): A Concept Paper
Globally, malnutrition is an issue that has never been overcome, even after a series of efforts by experts, which have never been impressive. The world’s malnutrition burden remains unsatisfactory since malnutrition is solely responsible for more illnesses than other reasons. Malnutrition continues to be a significant problem in Malaysia. The most common manifestation of chronic malnutrition in children is stunting, a lifetime problem for a child in Malaysia. Stunting is an irreversible condition in which a child cannot regain their height in the same way that they can regain weight. Notably, various factors have been identified associated with the risk of stunting among Malaysian children. This includes socio-demographic background, gestational characteristics, maternal and infant diet, feeding practice, illness, and infection. As discovered through the literature review, stunted children face many disabilities, such as learning deficiencies, which affect their productivity for economic prosperity, mostly falling sick more often, losing opportunities to learn, performing poorly in school and growing up to be backward, and more likely to suffer from diet-related Non-Communicable Diseases (NCDs). Therefore, this study will develop and evaluate the effectiveness of interactive multimedia-based nutrition education on Knowledge, Attitude, and Practice (KAP) about nutrition, growth monitoring, breastfeeding, and child-feeding practices among mothers with stunted children using the ADDIE model. This study will employ a quasi-experimental research method consisting of control and treatment groups. The study will be conducted in maternal child health clinics in the Seberang Perai district in Pulau Pinang. The population of this study consists of mothers with stunted children under five years old. In this study, convenience sampling will be used to recruit the target population, and the sample size was determined using G*power.
Copyright (c) 2024 Susheela Ismail, Nurfarhana Diana Mohd Nor, Nurul Fadhilah Abdullah http://creativecommons.org/licenses/by-nc-sa/4.0
Validation of a story-based picture module for Early Childhood Students: A Study in a Kindergarten in Aceh
The purpose of this research was to validate a picture-based educational module on animal materials for early childhood students. A quantitative, descriptive research design was used to evaluate the module’s appropriateness based on feedback from experts, teachers, and students. Participants included three experts, six teachers, and eight students, selected through purposive sampling. Descriptive statistical analysis using SPSS—incorporating maximum, minimum, mean, and standard deviation values—was conducted to assess the module’s validity. Results indicated that the module was rated as valid in terms of content, media, and language. Expert validation yielded mean scores of 3.92 for language, 3.61 for media, and 3.72 for content. Teacher evaluations rated the module’s cover and display with means ranging from 3.66 to 4.00, while student feedback on module suitability yielded a range of 3.62 to 4.00. Overall, the module demonstrated validity and suitability for early childhood education, supporting its use in educational settings. The study found that picture-based modules are effective in early childhood education, with high validity across content, media, and language. The collaborative validation process demonstrates their potential for broad applicability in improving engagement and comprehension in a variety of educational environments. The implication of this research indicate that picture-based educational modules are effective tools for engaging young learners, improving comprehension, and improving the quality of educational materials in early childhood education, with the potential for wider application across a variety of subjects and settings.
Copyright (c) 2025 Rizka Maulida Mustika, Anisaturrahmi, Elfiadi, Muh Khairul Wajedi Imami http://creativecommons.org/licenses/by-nc-sa/4.0
The Factors Influence Intention to Use Parental Control Software Among Malaysian Parents: The UTAUT Model
Parental controls are a method of controlling who has access to smart devices because individuals may regulate who else in their family members, particularly younger ones, sees inappropriate websites. Indeed, parental control software provides the ability to select which applications are permitted on online devices, and it may also be used to see content loaded as well as the purpose of device usage among parents towards their child, particularly for educational purposes. In actuality, Malaysian parents have little desire to employ parental control software to monitor their children's gadget activities, particularly for educational purposes. Hence, the primary aim of this research is to ascertain the factors that impact the intention of Malaysian parents to utilize parental control software. The study employs four key variables: performance expectancy, effort expectancy, social influence, and facilitating control. Employing a quantitative methodology, the investigation gathers 374 responses through a Google Form survey. The data is subsequently analyzed using SPSS 22.0 and SmartPLS 4.0. The results indicate that both social influence and facilitating control significantly influence the intention to use parental control software. These findings hold the potential to inform government agencies and parental control software developers about the crucial role these two factors play in the development of effective parental control software solutions.
intention to use parental control software
Copyright (c) 2024 Nurul Hafizul Mohamed, Abdul Halim Masnan, Lu Man Hong http://creativecommons.org/licenses/by-nc-sa/4.0
Design of Augmented Reality-based Interactive Learning Media to Recognize Endemic Animals in Early Childhood
Education is currently experiencing a significant influence from the rapid development of technology. This encourages the world of education to continue to adapt, both in teaching methods and learning media. This adaptation is important so that learning remains relevant, interesting and effective for students, especially at the early childhood education level. This research aims to design learning media to introduce endemic animals in Indonesia by utilizing AR technology. This research uses the Design and Development (D&D) method, with the main focus being the process of creating or developing AR-based learning media carried out through the stages in the ADDIE model. The results showed that AR-based interactive learning media that had been designed, made and carried out validation tests. The validation results showed that the material expert gave a score of 30 with a good assessment category, while the media expert gave a score of 25 with the same assessment category. From these results, it is concluded that this media is declared feasible to use to introduce Indonesian endemic animals to early childhood. The implication of this research is that AR-based learning media can be an effective solution to introduce animals in a more real way, where the visual approach used is able to attract students' interest and increase their understanding, especially in recognizing local animals.
Copyright (c) 2025 Kuswanto Kuswanto, Yulia Mauluddia, Kama Abdul Hakam, Juntika Nurihsan, Cece Rakhmat http://creativecommons.org/licenses/by-nc-sa/4.0
Children Second Language Output During Play: A Sociocultural Perspective
Language output has its role in second language learning and is seen as a source of L2 learning. It is used by the L2 learners as a cognitive tool to mediate their thinking and talking, hence, mediates L2 learning and development. English acts as the second language for most of the population in Malaysia and a compulsory subject learned in school. That is why having an interactive English learning environment is crucial for Malaysian students who come from different language backgrounds. This paper focuses on the L2 output and discusses how children's L2 oral language development and learning are mediated during a child’s play through language output. Through languaging during play, it promotes language input and yields language output that co-constructs linguistic knowledge that draws attention to form and meaning. From the perspective of sociocultural theory, language is learned through interaction. Through the nature of play, the L2 output produced by the children allows adults (educators and parents) to understand the child’s L2 level and scaffold L2 oral language skills which acts as a precursor for children’s later L2 literacy development. It gives insight into the design of developmentally appropriate pedagogy that caters to young ESL learners’ needs.
Copyright (c) 2025 Evon Wong Yee Wan, Joanna Tan Tjin Ai, Swagata Sinha Roy http://creativecommons.org/licenses/by-nc-sa/4.0
Temperament: A Grounded Theory Study On The Formatıon Of Temperament
Every baby brings its own temperament with it into the world. Although it is widely accepted by scientists that genetic factors are effective in the formation of temperament, this study aims to examine the possible effects of the pregnancy process on the temperament characteristics of children in line with the experiences of mothers and the role and effects of the father in the pregnancy process and to present a theoretical model explaining this process. The research, which was conducted in the Grounded Theory design, was conducted with a total of 237 mothers consisting of 3 different study groups. The study concluded, important evidence was found that temperament cannot be caused only by biological factors and that the mother's well-being during pregnancy also affects the child's temperament. The study also found that a father supporting the mother during pregnancy (father involvement) was the strongest factor positively influencing the mother's well-being and thus the child's temperament. Based on the research findings, Theoretical Model 1 for temperament formation and Theoretical Model 2 for the father's role in the pregnancy process were presented.
Copyright (c) 2024 Vakkas YALÇIN http://creativecommons.org/licenses/by-nc-sa/4.0
Mapping the Research Landscape in Malaysia: A Bibliometric Analysis of Early Childhood Education and Development Publications
This study presents a comprehensive bibliometric analysis of early childhood education and development research in Malaysia, focusing on articles published in Scopus. Publications included in this study consisted of journal articles, books and book chapters, and conference papers, all of which sampled children between four to seven years old. The resulting publications were cleaned up in Open Refine, then later loaded into Excel and Harzing’s Publish or Perish for analysis. Visualisations were generated using VOSViewer. The aim was to investigate the publication patterns, citation trends, and collaboration networks of researchers in this field. A total of 250 publications from 1988 to 2022 were analyzed, with a significant increase in publication output observed in the last five years (2017-2022). The results revealed 1576 citations, an average of 46.35 citations per year, and 6.30 citations per paper. The h-index and g-index were found to be 21 and 29, respectively, indicating a growing impact of Malaysian early childhood research in the global academic community. Annual collaboration metrics revealed a diverse range of collaborative efforts among researchers, with the Degree of Collaboration and Collaborative Coefficient showing varying degrees of research partnerships. The collaboration network visualization indicated 31 clusters and 95 items, with the largest cluster containing 11 items, highlighting the potential for further interdisciplinary collaborations in the field. Despite the limitations of using a single database (Scopus) and focusing on a specific topic within the Malaysian context, this bibliometric analysis provides valuable insights into the research landscape of early childhood education and development in Malaysia. Future studies could expand the scope to include additional databases, as well as explore emerging research trends and potential areas for collaboration. This study serves as a foundation for understanding the research dynamics in the field, which could help guide future research endeavours and inform policy and practice in early childhood education in Malaysia.
Copyright (c) 2024 Ee Lynn Cheah, Kimberly Kong http://creativecommons.org/licenses/by-nc-sa/4.0
Investigation of The Relationship Between Preschoolers’ Competition Styles, Anxiety Levels and Their Parents’ Parental Styles
The aim of this study is to investigate the relationship between preschoolers’ competition styles, anxiety levels, and their parents’ parental styles. The sample of the study consists of 400 preschool children and their parents. The Demographic Information Form, Parenting Style Scale, Preschool Competition Questionnaire, and Anxiety Scale for Preschool Children were used as data collection tools in this quantitative survey-based study. As a result of the research, significant negative correlation was found between the task-oriented competition style of preschool children and their generalized anxiety level, separation anxiety, specific phobia anxiety and total anxiety level. A negative significant relationship was found in the other-referenced competition and separation anxiety sub-dimension. A negative significant correlation was found between the maintenance of dominance hierarchy style and specific phobia anxiety and total anxiety. A negative significant relationship was found between democratic parenting style and social anxiety sub-dimension, and total anxiety level. A positive significant relationship was found between parents' authoritarian and overprotective parenting styles and all sub-dimensions of anxiety scale and total anxiety level. There was no significant relationship between permissive parenting style and any of the sub-dimensions of the anxiety scale and total of the anxiety scale. A positive significant relationship was found between democratic parenting style and task-oriented competition style.
Copyright (c) 2024 Songül Yıldız, Ramazan Sak http://creativecommons.org/licenses/by-nc-sa/4.0
Music-based language programme teacher training on preschool teachers’ music teaching self-efficacy and delivery performance: A case study
Music substantially impacts early childhood development, especially language development, yet early childhood policies rarely emphasise the role of music in early learning and engagement. Research shows that effective delivery of early childhood music programmes depends on teachers' music knowledge, skills, and music teaching self-efficacy, which may be enhanced through teacher training. However, little is known about the training details and preparation of non-music-specialist preschool teachers who use music to teach. The present study sought to determine whether music-based language programme (MBLP©) teacher training could improve the music teaching self-efficacy of non-music specialist preschool teachers and their MBLP© delivery in an inclusive preschool classroom. The 14 training sessions consist of a briefing, a workshop, a practicum, interactive reflections, and observations. Three non-music-specialist preschool teachers were trained to deliver MBLP© lessons to nine preschoolers aged 33–47 months. The within-subjects design investigated the teachers' self-efficacy in music teaching, while the single-subject design tracked their MBLP© lesson delivery performance. Data was collected using a self-reported music background survey, pre-, mid-, and post-test music teaching self-efficacy, teachers' feedback, and MBLP© lesson observations. The results showed that the training increased music teaching self-efficacy by 10–46% and revealed a positive relationship between practicum with interactive reflections and lesson delivery performance. The findings suggest that providing MBLP© training to non-specialist preschool teachers could help address language developmental issues in inclusive preschool settings.
Copyright (c) 2024 TeeNa Sim, Julia Ai Cheng Lee http://creativecommons.org/licenses/by-nc-sa/4.0
Turkish Preschoolers' Question and Response Interactions During the Evaluation of the day
Research has shown that children's responses differ depending on the questions asked. These differences alter the questions that can be posed to children in an educational environment and the expectations about their possible responses. Understanding children's questions and the abstract level of their answers is key to support their development in this direction. The current study analyzed the questions that 211 five-year-old children in kindergartens and preschools in Turkey asked during the "evaluation of the day" activity and the characteristics of their responses to these questions. Language interactions occurred between children, and 268 questions and 2,574 responses were transcribed. The analysis utilized the coding scheme developed by Bay (2020) with reference to the works of Zucker et al. (2010) and Chen and Liang (2017), which delineate various levels of abstraction. Children's questions were coded according to the four abstraction levels defined and their answers were coded according to the three abstraction levels defined on the coding scheme. The results revealed that children's questions were mainly at the recall level (45.9%), seeking direct information. Their responses to the questions were mainly at the factual level (56%), reflecting the known reality. In addition, it was also found that (a) children least preferred to ask creation questions (5.2%), which were aimed at expressing their original thoughts; (b) children mostly preferred to give realistic responses to recall, inference and creation questions, and personal preference responses to preference questions; and (c) children gave creative responses to creation questions. The research findings provide a foundation for future studies on the nature of children's questions and responses in the coming years.
Copyright (c) 2024 Dondu Neslihan Bay http://creativecommons.org/licenses/by-nc-sa/4.0