Preschool Teachers’ Perceptions Towards the Use of Play- Based Approach in Language and Literacy Development for Preschool

Puteh, Sharifah Nor; Ali, Aliza

doi:10.32890/mjli.10.2013.7652

Cited by 15 publications

(16 citation statements)

References 4 publications

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“…The majority of existing research has taken place in the play context because children in these studies spent a substantial portion of their preschool hours in play activities. In Malaysia, although the play-based approach is recommended in the National Preschool Curriculum Standard, in reality very few preschool programs practice learning through play (Sharifah Nor Puteh & Aliza Ali, 2013). Indoor and outdoor play is not a daily routine of Malaysian preschools, and children spend most of their time in didactic activities.…”

mentioning

confidence: 99%

Promoting Snack Time Interactions of Children With Autism in a Malaysian Preschool

Lee

2015

Topics in Early Childhood Special Education

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The purpose of this study was to examine the effects of a comprehensive social skills intervention package combining peer-mediated strategies and environmental arrangements on the peer interactions of three children with autism in a Malaysian preschool. Following baseline, nine typically developing children participated in social initiation training and correspondence training for engaging with their classmates with autism at snack time. Environmental arrangements involving modification of snack time activities along with provision of materials for social interaction were incorporated. Intervention effects were evaluated using a single-subject multiple-baseline design across participants. Results indicated significant gains in reciprocal social interactions and verbal interactions for the children with autism. In the maintenance phase, the children sustained high levels of performance with continuation of environmental arrangements after termination of peer-mediated procedures. Teachers’ interview data indicated positive perceptions of the effects and acceptability of the intervention package but modest ratings on feasibility.

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confidence: 99%

Promoting Snack Time Interactions of Children With Autism in a Malaysian Preschool

Lee

2015

Topics in Early Childhood Special Education

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“…Due to the lack of proficiency in using the language, materials have been developed to assist preschool teachers through modules and manuals. However, several studies have raised questions whether using scripted modules and manual can act as a constraining factor instead thus preventing preschool teachers from being creative and innovative in their teaching (Puteh & Ali, 2013;Fern & Jiar, 2014;Mileidis & Sabrina, 2015).…”

Section: Discussion Of Findingsmentioning

confidence: 99%

“…Teachers who have low perception towards the importance are not rejecting outright the need for its use but lack the necessary education in accepting the changes and are given insufficient long-term opportunities to make sense of the new policies for themselves (Rethza & Jamaluddin, 2010;Vivian et.al & Nana, 2015;Maskit, D. & Firstater, 2016). d) Teacher pressure A school's administration plays a crucial role in determining the school's culture and, by extension, the way in which preschool teachers experience their work (Ambotang & Hashim, 2010;Puteh & Ali, 2013). However, the quality of the relationship that preschool teachers have with their administrator can vary (Al-Thani, & Nasser, 2012).…”

Section: C) Teachers' Attitudes and Beliefsmentioning

confidence: 99%

“…Several studies indicate that many teachers have competence and confidence in using English in the classroom, but they still make little use of the language because they do not have enough time. A significant number of researchers identified time limitations as a barrier to teachers' use of the language in their teaching (Puteh & Ali, 2013;Bakshsh, 2016;Sak, Erden & Morrison, 2016;Fern & Jiar 2014;Ambotang & Hashim, 2010). Probably, one of the more common challenge was the lack of time they had to plan lessons, explore the different strategies to use, or look at various aspects of optimising learning when using the language (Masnan & Hashim, 2014).…”

Section: Context-level Barriers A) Time Constraintsmentioning

confidence: 99%

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Teacher-level and context-level barriers to using English as a medium of instruction: A systematic review

Loy¹,

Wahab²

2020

JRPPTTE

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A systematic review of literature regarding the factors that hinders or challenges preschool teachers’ use of the English language in formal preschool classrooms was undertaken initially in order to summarize the findings of research between 1991 and 2016. Research suggested that various important teacher and context level barriers were barriers. Large number of literature reported preschools teachers’ lack of confidence in using the language as the prevalent barrier, followed by lower than expected proficiency level. The literature alluded to an association between these two teacher barriers. Other teacher context included inability to differentiate instruction to meet the needs of all learners when English was solely used, deficient attitudes and beliefs about the importance of the language thus creating an inherent resistance to use the language in the classroom, and stress related workplace due to overzealous administrators. Context level barriers included time constraints, classroom environment (example, lack of access to resources, large classroom sizes, and lack of parental encouragement towards the use of English), and lack of administrative support.

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“…Iceland (Gunnarsdottir, 2014) also has a curriculum which highlights the use of play-based learning. In Asia, countries such as Malaysia (Puteh & Ali, 2013), mainland China (Guo, 2013), and Hong Kong (Wu, 2015) are moving away from didactic practices and towards child-centred approaches to learning in their early childhood curricula.…”

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confidence: 99%

"We would never go back" Stories of early years teachers transitioning to play-based learning environments

Maguire¹

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<p>International and national interest has been growing around the use of play-based learning approaches in the early years of primary school. This qualitative study explored the journeys of five early years teachers in New Zealand, who were transitioning to using play-based learning approaches in their classrooms. Semi-structured interviews and observations of teacher interactions were used to explore the reasons teachers were moving away from traditional teaching practices, the pathways they were taking, and the changes they had made in both their practices and their beliefs about themselves as teachers. Findings indicated that teachers in this study adopted play-based learning approaches because they were more appropriate for their students’ learning and development. They had initiated the move to play-based learning themselves, often with the support of a fellow teacher. School leaders and other colleagues were both understanding of, and resistant to, the changes the teachers were making. Teachers had adapted the physical environment of their classroom to accommodate play-based practices. More significantly, however, they had transformed the way they perceived themselves and their role in the classroom. This grassroots movement towards implementing play-based learning approaches in schools has implications for curriculum, assessment, resourcing, and preschool primary transitions.</p>

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Preschool Teachers’ Perceptions Towards the Use of Play- Based Approach in Language and Literacy Development for Preschool

Cited by 15 publications

References 4 publications

Promoting Snack Time Interactions of Children With Autism in a Malaysian Preschool

Promoting Snack Time Interactions of Children With Autism in a Malaysian Preschool

Teacher-level and context-level barriers to using English as a medium of instruction: A systematic review

"We would never go back" Stories of early years teachers transitioning to play-based learning environments

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