Teachers’ Challenges in Supporting Child-Centred Learning (76007)

Session Information: Learning Experiences, Student Learning & Learner Diversity
Session Chair: Jerrecho Pituk

Saturday, 25 November 2023 16:10
Session: Session 4
Room: Room B (Live Stream)
Presentation Type: Live-Stream Presentation

All presentation times are UTC + 9 (Asia/Tokyo)

This fundamental study explores the challenges faced by early childhood educators to divert their teaching approach from teacher-directed to child-directed in Malaysia’s preschools. Research has shown that child-centred means ‘the children direct their own activities, while their teacher provides them with the conditions to do so’ (Shoval et.al, 2014: 280). However, it is a challenge for educators in countries that have strong practices teacher-centred to develop a child-centred approach (Greaves & Bahous, 2021). The theoretical framework of this study draws on Reggio-inspired approaches based on the socio-cultural of the country (Emerson & Linder, 2021), as well as the zone of proximal development (Vygotsky, 1978) with minimal assistance instead of direct learning and instruction by teachers. The study adopts the naturalist paradigm to understand teachers' challenges in supporting child-centred. The naturalistic observation of 5 preschool teachers and 15 children in different preschools was done to discover the phenomenon of the teaching practices. Content analysis was conducted to analyse the themes. A consent and assent form was provided for teachers and children respectively. The participants were allowed to withdraw at any time prior to the observation date. The permission letter to enter the preschools has been granted by the preschools’ authority. The findings illustrate that teachers attempt to minimise directing, controlling and instructing children’s learning process. However, in the quarter of the learning time, teachers tend to back to teacher-centred due to children’s academic achievement requested from parents. These findings suggest implications of supporting child-directed in enriching children's academic performance achievement.

Authors:
Masayu Dzainudin, Sultan Idris Education University, Malaysia
Iylia Dayana Shamsudin, Sultan Idris Education University, Malaysia
Faridah Yunus, UNIRAZAK, Malaysia
Azizah Zain, Sultan Idris Education University, Malaysia
Abdul Halim Masnan, Sultan Idris Education University, Malaysia


About the Presenter(s)
Dr Masayu Dzainudin is a University Assistant Professor/Lecturer at Sultan Idris Education University in Malaysia

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Posted by Clive Staples Lewis

Last updated: 2023-02-23 23:45:00