Early Childhood Education is the foundation of every child's development and Inclusive Education also plays an important role in children with disabilities to progress. Teachers play a crucial role in an educational setting and ensure that inclusive education is implemented smoothly. The aim of this study is to examine what are the issues and challenges that teacher faced in an inclusive Early Childhood Education (ECE) classroom setting. For this study, a qualitative method was chosen with the use of an open-ended interview session. Interview sessions with a total of 14 participants, primarily teachers who work or have experience teaching in inclusive classrooms in Early Childhood Education setting from a variety of backgrounds and locations, were conducted to provide feedback for this study. The responses from the participants of this study based on the first objective have identified a few challenges that the teachers faced. The main factors such as time consumption, lack of manpower, lack of training and knowledge as well as limited resources were identified as the main themes that emerged from the respondents. This study also made some recommendations and suggestions to address the current issues and for further studies to be done.
Play, a context identified by Article 31 of the United Nations Convention on the Rights of the Child (CRC) as a human right, contributes significantly to a child's optimal growth and development. Although play-based learning (PBL) is known as the very core of the "Developmentally Appropriate Practice" (DAP) that is currently observed at the Malaysian preschool context, many preschools do not address play as a critical component for early childhood development. One of the major reasons cited by school administrators is that preschools are pressured by parents and stakeholders for producing high academic achievers and primary-level ready students. The purpose of this study hence was to explore preschool parents itself, to identify further their understanding of play-based learning and their view on the importance of PBL in the early childhood education context. Through the "maximum variation" sampling technique, eighteen parents were selected from seven different states in Malaysia to obtain their views on PBL. Findings from this qualitative study steered six major themes for discussion which include contextualizing the term 'play' and 'play-based learning', their awareness about PBL as a teaching method, preschool's initiatives on injecting awareness about play-based learning, their recognition that play-based learning can holistically develop children, their acceptance on PBL as a pedagogy for a child's development and their concerns of PBL on children's primary level school readiness.
Writing skill is an important area of communication and fine motor development in kindergarten (Keifer, 2015). The purpose of this study is to identify the best approaches used by experienced teachers in improving preschoolers' writing skills. Previous studies on children's early writing skills were done the effectiveness of self-regulated learning strategies on early writing performance and it doesn't focus on the experience of anyone. Therefore, the current study is focused on how the experience of teachers helps preschoolers to improve their writing skills. Moreover, this research also identifies how teachers assess preschoolers' writing skills. Six experienced preschool teachers were interviewed in this research and an online observation was conducted. Few approaches used by experienced teachers in improving preschoolers writing skills were identified in this research including learning through play; verbal encouragement; parental guidance; and in-line writing. Two methods of assessment that were used by the teachers in assessing children's writing are via observation and using the checklist.
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.