The aim of the present study is to evaluate the effects of using the Islamic Project© Module by preschool teachers in the development of KEMAS kindergarten children in the state of Kelantan. This module seeks to provide significant and critical data on the integration of values in subject-matter teaching. The Modified Delphi technique was used to get consensus for the different module components. Experts from different educational fields fully involved in the module development. The respondents were 100 teachers from 100 government sponsored-kindergarten in the rural areas (TABIKA KEMAS) in Kelantan. All participating teachers were given 3 days of intensive training before implementing the Moral project approach. Using Kirkpatrick's 4-Level Assessment Model, the results of this study clearly demonstrated the effectiveness of this intervention model. Repeated measure of the ANCOVA analysis also showed that there were significant differences in comparisons between the intervention (experimental) and control groups. The findings further revealed a significant increase in teacher practice score change between the intervention and control groups over time (F-stat = 528.71, p-value = <0.001); and control over time (p-value = <0.001). Additionally, a significant increase in teacher attitude score change between the intervention and control groups (p-value = <0.001) was also recorded.

This study examines the interactions between two preschool teachers and six years old children from two different classes during Mathematic activities. This paper describes what happens when the teachers and children interact and how the interactions help develop the process of learning Mathematic in class. According to Vygotsky theory, the Zone Proximal Development, explains whether a child can perform and accomplished better with the support or guidance from an older child, peer or an adult. Learning is said to occur during this collaborative interaction and dialogue. The data is captured through observation, using video recording during the Mathematic activities in class. A purposeful sampling of children and their Mathematic teachers were selected from each class. One class had eight (8) children and the other had six (6). The findings indicate that appropriate response; children's taking-time to notice or response to and what children are going to answer or reply exhibits their learning. The data revealed that teachers tend to control most of the interactions in a teacherguided Mathematic activity. Accomplishment and responses through verbal and non-verbal interactions from teachers gave children feedback on what they were doing, names and affirms their efforts, celebrates their progress and achievements, all these help children to learn. The findings also indicated that teachers used strategies such as appropriate questioning, responding and feedback with some of the interactions evident in the increase or decrease intonation, waiting-time or pausing and turn-taking process which was identified through the use of the Conversational Analysis Transcription Convention. This reveals how the interactions were being co-constructed to enhance the children's learning.