It is widely known that parents of children with autism encounter various challenges in raising their children. Reports related to previous studies indicated that these parents experienced higher stress compared to parents of typical children. However, the study pertaining to fathers of children with autism has not been explored, and it has left a gap in the study of parenting in relation to children with developmental problems, especially autism. Therefore, this study was conducted to understand the challenges faced by fathers in managing children with autism. This study used semi-structured interviews as a research tool and sampled five fathers of children with autism between the ages of four and nine years of age. The study was conducted in Langkawi Island, Kedah. The results found that fathers have to cope with challenges from an emotional aspect in accepting and managing children with autism. Contribution/Originality: The paper's primary contribution is the finding that fathers experience emotional challenges while caring for their children with autism, which is similar to mothers' experiences reported in past studies. 1. INTRODUCTION Based on the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), autism refers to deficiencies in communication and aspects of social interaction, tendencies towards restrictive repetitive behaviors, and strong interest in or obsession towards an activity (American Psychiatric Association (APA), 2013). According to the Ministry of Health of Malaysia (2014), autism is described as a developmental disorder that can be observed during childhood through communication, social skills and behavioral problems. The prevalence of autism in Malaysia is about 1.6 in 1000. Meanwhile, in the United States, the number of children with autism is 14.7 in 1000 (1 in 68). Studies reveal that boys are four times more likely to have autism than girls. The cause of autism remains unknown; hence, a cure is still to be found (Center for Disease Control and Prevention, 2019). Generally, being a parent is stressful. However, being a parent of a child with autism is even more challenging, especially in countries that lack support services (Kartini, Cornish, Park, & Golden, 2015). Raising children with developmental disabilities requires parents to provide extensive care for their children, and past studies have reported that parent of children with autism experience emotional challenges such as stress, depression, and high
The goal of Early childhood education (ECE) is to provide environment to support children's holistic development. Therefore, curriculum and assessment must be planned carefully to encourage activities that could nurture the development. This paper discusses the reflexive accounts of the author based on her experience, as an academician/researcher transforming an early childhood education practice in local context. The transformation from paper-and-pencil (P-P) activities/tests towards authentic curriculum and assessment practice was carried out as a democratic process guided by action research design. A catalyst in the form of Curriculum-Based Assessment (CBA) instrument was used to guide the author. There were four parts involved which are modification of (i) lesson plan, (ii) physical and social environment, (iii) children's activities, (iv) assessment. These modifications were carried out throughout the one-year teacher training period. By applying reflexive technique to change the practice i.e. democratic approach, the training plans/syllabus had to be modified by alternating discussion with hands-on activities with the teachers. Data showed that changes in the physical settings and social atmosphere had led to a more responsive relationship between teachers and children. Hence, more criteria of development were nurtured than previously observed when children's activities were focused on the P-P. These can be seen in the recorded photos, videos and work samples recorded in the children's portfolio. Lack of academic qualifications and continuous trainings among the teachers posed a great challenge for the change to take place.
Kurikulum Prasekolah Kebangsaan adalah garis panduan untuk guru tadika merancang PdP mengikut konteks. Tadika swasta mempunyai kepelbagaian yang kompleks terutamanya kelayakan guru yang menyebabkan kepelbagaian dalam PdP. Kepelbagaian dalam perancangan, pelaksanaan dan pentaksiran (PPP) tidak menimbulkan masalah sekiranya amalan proses PdP pranumerasi kanak-kanak adalah sesuai dengan perkembangan (Amalan Bersesuaian Perkembangan) mereka. Namun, interpretasi guru terhadap panduan kurikulum bergantung kepada kelayakan dan pengalaman-kebiasaannya modul atau buku kerja diaplikasikan mengikut kehendak pengurusan tadika walaupun ianya kurang sesuai untuk kanak-kanak. Kajian ini meninjau amalan guru terhadap proses PdP pranumerasi di tadika berasaskan elemen PPP dengan mengambil kira faktor 1) tahap pendidikan dan 2) tempoh pengalaman menjadi pendidik. Kajian ini menggunakan soal selidik yang diedarkan kepada 73 guru di tadika swasta sebagai responden: 45.2% ijazah sarjana muda, 41.1% diploma dan 13.7% SPM, manakala 67.1% mempunyai tempoh pengalaman mengajar 7 bulan hingga 3 tahun; 19.1% lebih 3 tahun dan 13.7% 6 bulan ke bawah. Analisis menunjukkan majoriti guru mengamalkan PPP namun terdapat ramai guru yang masih menggunakan bahan abstrak seperti buku kerja sebagai bahan bantu mengajar. Ujian ANOVA dua hala menunjukkan tidak terdapat perbezaan antara tahap amalan PPP PdP pranumerasi berdasarkan tempoh pengalaman mengajar dan juga tahap pendidikan. Terdapat interaksi yang signifikan antara tempoh pengalaman mengajar guru dengan tahap pendidikan guru ke atas amalan perancangan, pelaksanaan dan pentaksiran PdP pranumerasi di tadika. Kajian ini boleh dilanjutkan dengan memperluaskan sampel tadika swasta yang sedia ada kepada tadika yang pelbagai mengikut kategori dana, jenis perniagaan dan lokasi.
Young children learn by interacting with their physical and social environments. The physical environment must be planned to invoke their curiosity and the social is to promote trust. The interaction often occurs as children explore their environment with their peers and/or with adults through social interactions. This paper presents and discusses a part of an action research on exploring young children's learning through the project approach at a private preschool. The objective of this paper is to illustrate the children's social and cognitive development as observed and as measured by the Assessment, Evaluation and Programming System (AEPS®). Six children aged five in one private preschool in Selangor were observed in this study and their interactions with peers and adults (teachers) were recorded. The findings illustrate that the children's cognitive ability or thinking emerged through the social interactions that took place while they were involved in the project work. This implies that the learning environment should be shaped or designed to allow abundant of social interactions to take place that will stimulate, encourage and eventually emerge deeper thinking skills among young children. It is therefore recommended that preschools should focus on developing young children's social skills to enhance their cognitive skills.
An important objective in mathematics education is to ensure learners' comprehension of the subject through effective teaching and learning, as emphasized by many countries worldwide, such as the United States, Australia, Singapore, and Malaysia in terms of the organization of mathematics and its curriculum documents. This paper explores young children's (6 years old) use of multiple representations in understanding the concept of addition during problem-solving activities.The study employed a case study research design, comprising two young children in one preschool centre. Data collection included observation, dialogue with the children, and an analysis of various creations and usage of representation that shed light into both children's capacity in utilizing different representation forms and performing translations. The findings unveiled the children's capability in using a variety of representation forms, and performing translations within, and between different representation forms (with prompting). This study discusses the importance of facilitating the early development of young children's use of multiple representations and performing translations to support their deep comprehension of the concept of addition.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.