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Temperament research in more complex aspects such as cognition, interaction with the context of the environment as well as changes and continuity over time across geographical and cultural boundaries has been explored. Temperament traditionally associated with biological factors inherited and plays an important role in children life. Temperament influences each response, especially during early childhood development and affects behavior, social relationships, personality, physical health, language ability and academic success. This article aims to offer early exposure on temperament and implications to the practice of preschool teachers. Discussions with behavioral responses diversity of children were initiated and followed up with definition on temperament from some researchers. Classification in temperament by the researchers was also discussed by focusing on three types of temperament namely extraversion/surgency, negative affective and effortful control. Temperamental assessment methods are also discussed. The discussion ended with the implications of the practice of preschool teachers. Knowledge and understanding of child's temperament help teachers to plan, offer and carry out more effective and meaningful teaching and learning activities for every child.

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Ibn Khaldun is one of the leaders and Islamic thinkers of sociology, education, politics and economics. The scholars acknowledge their masterpiece al-Mukadimah as a source of study and references to this day. The purpose of this study is to examine strategies according to Ibn Khaldun's thinking in implementing Islamic school climate in order to be used as a guide and adapted in school. This qualitative study uses content analysis. This study finds that the Islamic school climate-implementation strategy proposed by Ibn Khaldun is very useful for adoption and practice by today's educators. This paper takes Ibn Khaldun's views from various scopes including environmental theory, strategy and thought. As a result of this study, a framework related to Islamic school climate implementation strategies has also been proposed

In this 21 st century, the use of educational technology has been evolved and civilizing the educational sector. Hence, the Malaysia Ministry of Education (MoE) has been revamped educational curriculum in order to enrich and incorporate information communications and technology (ICT). When integrating ICT into teaching and learning sessions, proved through some educational technology research, it has shown an improvement in the motivation and engagement of students. Furthermore, the full extent capability of educational technology could not be optimized since integrating ICT in education blended with several problems such as misconception about technology use in teaching and learning amongst the teachers, difficulty in accessing to the technology itself and disengagement of students in the classroom during learning sessions. As an alternative to overcome difficulties integrating ICT in education, by integrating games and technology in education has produced offshoots such as game-based learning, serious games and more recently gamification. Gamification refers to the presence of gameful experience to existing systems (example: education) as opposed to creating entirely new or full-fledged games. Gamification paves the way for easier implementation as a tool in motivating and engaging school students. Therefore this paper will discuss the role of FrogPlay as gamification tool in motivating and engaging school students; based on analyses review of several kinds of literature.