A Dynamic Learning Model for Rural Preschool Teachers to Facilitate Children’s Learning

F. Abdul Rahim, S. Shaik Abdullah, M.Z. Mohd Yusoff and Y. Don

Early Childhood Education (ECE) serves as a foundation for future education. In developed nation, including Malaysia, ECE should be prioritized, and teachers need to facilitate learning so that no child is left behind. The latter presents a challenging task, especially for preschool teachers in rural areas. This study aims to provide a profile of selected rural preschool teachers in the Kubang Pasu district of Kedah, to investigate the challenges faced by these teachers in implementing the revised 2010 National Preschool Curriculum Standard (KSPK 2010, 2017), and to develop a dynamic learning model that focuses on facilitating preschool learning. This study employed three main qualitative methods; semi-structured interviews, non-participant observations and field notes. Findings indicate challenges such as learner diversity, a lack of learning materials and tools, the teachers’ conceptions and perceptions of children’s learning, curriculum implementation, and external forces inhibit effective teaching processes. On the other hand, the teachers’ qualifications, their beliefs about children’s learning, their perceptions of their own ability to enhance children’s capacity to learn, and their ways of articulating their conceptions regarding learners’ diversity and preschool education are also crucial. Hence, it is hoped that the dynamic learning model developed in this study would help teachers to be better in engaging pre-school children in learning.

Volume 11 | 05-Special Issue

Pages: 623-632