The Readiness of Preschool Teachers in Terms of the Implementation of the Peers Day@ Preschool Program

Eshak, Zarina; Zain, Azizah

doi:10.6007/ijarbss/v9-i7/6196

Cited by 3 publications

(3 citation statements)

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“…Their administrators prioritise academic learning, echoing earlier findings that Malaysian preschools are densely focussed on academics as preparation for primary education (Qin & Nor, 2018). Therefore, PEERS is not emphasised and to some extent, not understood due to the brief time of promotion and many other unresolved issues (Eshak & Zain, 2019). However, as all the participants in this study taught in private preschools, their primary source of income would be fees collected from the parents.…”

Section: Preschool Teachers' Personal Beliefsmentioning

confidence: 67%

“…In Malaysia, scholars acknowledge the difficult implementation of a national curriculum-based SE (Shukor & Supaat, 2018;Khalaf et al, 2014). Teachers' attitudes and competency are seen as significant barriers, as their conservative attitudes may cause inaccurate delivery of SE information (Eshak & Zain, 2019). Teachers teach SE-related topics purely as content-based information instead of connecting the information to real-life contexts, limiting teaching to genital organ development, sexual intercourse, and the fertilisation process.…”

Section: Literature Review Multiple Perceptions Of Sementioning

confidence: 99%

“…Access to sufficient teaching resources is an important factor in the implementation of SE globally, and more commonly identified in school settings (Martin et al, 2020;UNESCO, 2018). The few studies that explored the availability of SE resources in early childhood settings reported differing situations; a Malaysian study found learning materials sufficient and helpful (Eshak & Zain, 2019), whereas an Indonesian study found a scarcity in learning resources (Oktavianingsih & Ayriza, 2018). The participants in this study perceived accessing sufficient SE resources a barrier, as they were not offered any help nor provided any guidelines by their administrators.…”

Section: Preschool Teachers' Personal Beliefsmentioning

confidence: 99%

See 2 more Smart Citations

“If I Had I Would”: Discovering Barriers in Implementing Centre-based Sexuality Education among Malaysian Preschool Teachers

Sze¹,

Nawi²,

Jing³

et al. 2023

IJARPED

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Teacher-related factors are among significant barriers in implementing centre-based sexuality education (SE). While there is an expanse of literature on SE implementation in schools, literature on its implementation in early childhood settings is scarce, especially in the Malaysian context. This study was conducted in stages and the findings that are discussed here are from the second stage that aims to discover barriers preschool teachers face when implementing SE. Thematic analysis of semi-structured telephone interviews of 20 experienced private preschool teachers reveal two major barriers; personal beliefs and competency. Low parental acceptance and lack of support from administrators are barriers of preschool teachers' personal beliefs. Lack of exposure, confidence and knowledge, and inadequate SE training are barriers of preschool teachers' competency. Findings imply that advocating for more meaningful implementation of SE requires targetted and practical SE training in order to overcome sociocultural perceptions and enhance teaching competence.

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Section: Preschool Teachers' Personal Beliefsmentioning

confidence: 67%

Section: Literature Review Multiple Perceptions Of Sementioning

confidence: 99%

Section: Preschool Teachers' Personal Beliefsmentioning

confidence: 99%

See 1 more Smart Citation

“If I Had I Would”: Discovering Barriers in Implementing Centre-based Sexuality Education among Malaysian Preschool Teachers

Sze¹,

Nawi²,

Jing³

et al. 2023

IJARPED

View full text Add to dashboard Cite

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Healthcare Professionals’ Views for the Content of the Teddy Bear Hospital for a Child Sexual Abuse Prevention Module

Rashid

Cheong

Shamsuddin

et al. 2021

Journal of Child Sexual Abuse

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Worldwide studies have reported a drastic increase in child sexual abuse (CSA) involving very young children. In Malaysia, several attempts have been made to combat this problem via educational programs. Teachers have reported a lack of confidence in teaching this topic; hence a less threatening approach is needed. The Teddy Bear Hospital (TBH) is an innovation whereby the children bring their teddies while visiting the volunteers assuming healthcare practitioners' role. This execution is effective in reducing the children's anxieties about hospitalization and increasing their health knowledge. Therefore, our objective is to explore healthcare practitioners' (HCP) views for the content of TBH and its approach as a personal safety module toward preventing CSA. Eighteen in-depth-interviews were conducted. Interviews were thematically analyzed. Participants suggest the TBH method as a good approach to teaching prevention of CSA among preschoolers. Four main themes emerged from this study: (1) educating children about personal safety, (2) moral values and faith as a medium to prevent child sexual abuse, (3) addressing social media use in children, and (4) general approach to content delivery. The involvement of parents is crucial. Addressing moral values and faith and usage of social media platforms are also essential factors to look into.

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Awareness, Knowledge, Attitude, and Practices Towards Sexual and Reproductive Health Among Secondary School Students in Malaysia

Zulkarnain

Fariduddin

Ching

2021

IJEPC

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Sexual and reproductive health matters are still taboo because it is sensitive to be discussed publicly as it opposed the norms of Malaysian people, especially among high school students. This study sought to investigate the awareness, knowledge, attitudes, and practices towards sexual and reproductive health among high school students between the ages of 13 to 17 years old in Petaling Perdana district in Selangor, Malaysia. A cross-sectional survey study was conducted among 382 secondary school students using a self-administered validated questionnaire. Descriptive and MANOVA analyses were used to analyse the data. The results showed that the level of awareness, knowledge, attitude, and practices towards sexual and reproductive health was high among all secondary school students. The MANOVA analysis yielded significant differences towards practices on gender F (1, 380) = 16.035, p < .001, with males (M = 1.051) scoring higher than females (M = .661), and level of education F (4, 377) = 7.202, p < .001, with Form 5 students (M = 1.172) having the highest score. The study concluded that males had better sexual practices than females and students with a higher level of education have better understanding and practices towards their sexual and reproductive health.

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The Readiness of Preschool Teachers in Terms of the Implementation of the Peers Day@ Preschool Program

Cited by 3 publications

References 0 publications

“If I Had I Would”: Discovering Barriers in Implementing Centre-based Sexuality Education among Malaysian Preschool Teachers

“If I Had I Would”: Discovering Barriers in Implementing Centre-based Sexuality Education among Malaysian Preschool Teachers

Healthcare Professionals’ Views for the Content of the Teddy Bear Hospital for a Child Sexual Abuse Prevention Module

Awareness, Knowledge, Attitude, and Practices Towards Sexual and Reproductive Health Among Secondary School Students in Malaysia

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