A survey was conducted to determine the efficacy of private kindergarten teachers in the classroom based on their professional qualifications in Early Childhood Education (ECE). A set of printed questionnaires that were modified from previous studies were physically distributed to 250 private kindergarten teachers in Kota Bharu, Kelantan, Malaysia, who were selected through convenience sampling. The study sample consisted of 228 people. Findings showed the level of teacher efficacy for both groups of teachers to be high. However, the mean value for teachers without ECE qualifications is higher than the mean value for teachers with ECE qualifications for the aspects of teaching strategies and student engagement. In addition, there is no significant mean difference in teacher efficacy based on professional qualifications. The contributions of this study are it can help ECE practitioners and responsible agencies to learn more about the current efficacy level among private kindergarten teachers, to re-examine the quality of ECE teacher education training programs, and to evaluate the effectiveness of teacher professional development programs implemented.

Early mathematics or also known as early numeracy is one of the important areas of learning for children's cognitive development at an early age. The learning of Early Mathematics has the goal of fostering young children's capabilities for problem-solving and their interest in mathematics Therefore, a fun and effective learning experience of Early Mathematics very important for prepares children with various important Mathematical concepts in preparation before entering Standard One. One of the ways to enhance the process of learning and to provide a more enjoyable experience of solving Early Mathematics problems is by using representations. Therefore, this study was carried out to identify how representation can help the mastery and support the learning of Early Mathematics to prepare children with a good concept of Mathematics, especially in addition. A total of two 6 years olds children involved as a participant in this study. Descriptive analysis shows that representation can help children make problem solving to the addition operation better and more accurately, as well as easily. The high score in post-test compared to pre-test score also proves that the use of representation in the teaching of additional concepts for Early Mathematics can help children understand Mathematical concepts more effectively. It is hoped this study can serve as a guide for early childhood teachers to provide a more enjoyable experience of solving Early Mathematics problems.