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This paper discusses the qualifications of operators of Malaysian childcare centers, namely TASKA and TADIKA, and the challenges faced by practitioners in the industry of early childhood education (PAKK). This research used both qualitative and quantitative methods involving interviews and a survey. The sample study comprised 727 respondents consisting of 282 operators of TASKA and 343 operators of TADIKA. The research used a set of questionnaires and interview guidelines. The findings of the quantitative method showed the operators of TASKA and TADIKA had a diverse range of professional and academic qualifications, while the findings of the qualitative method highlighted a wide spectrum of challenges faced by operators of centers involved in the early childhood education industry. Collectively, such findings suggest that running a childcare center is fraught with a myriad of challenges encompassing economic, logistical, social, educational, and financial factors, which have to be addressed effectively. Certainly, prospective operators must seek assistance from those who are involved in the running, monitoring, and managing of such centers, notably experienced practitioners and relevant government officers. Also, to become successful entrepreneurs in this industry, they need to develop the passion and zeal to operate such centers with great success.

Education, either formal or informal, plays an important role to help the masses. As such, educators, especially trainees, are entrusted to teach young generations all important elements, principles, or concepts in a wide range of disciplines. Surely, such an undertaking, especially for early childhood care and education, requires quality teachers. In this regard, existing early childhood care and education modules or curricula should be periodically reviewed and revamped (if necessary) to help produce competent teachers who are excellent in all aspects encompassing content, pedagogical, and technological knowledge. This paper discusses the professional growth and development of trainees in early childhood care and education (ECCE) in terms of short- and long-term goals, missions, and career path-planning. The paper also elaborates on the relevant training workshops, courses, modules, and curricula that can be implemented to help improve their practical skills. The discussion also highlights the importance of incentives, such as attractive salaries, bonuses, acknowledgments, and awards, from employers that can not only motivate trainees but also advance their professional growth and development. Certainty, strong development knowledge, practical skills, and experiences can help such trainees to be become highly competent, which can significantly contribute to nation-building efforts in Malaysia.

This research is to design and develop an initial psychometric evaluation of the Quality Early Childhood Care and Education (QECCE) scale. The procedure of developing the QECCE item scale was conducted by using the sequential missed method research approach. The study involved 2464 samples. Systematic reviews were carried out to identify the related constructs for the items, and discussion with expert panels for its validity has been done, followed by an examination of the psychometric quality of the items. The exploratory factor analysis (EFA) generated a four factoring model with 22 items. Confirmatory factor analysis (CFA) has proven all the items achieve the minimum thresholds of model fit. Based on structural equation modeling (SEM) outputs, the QECCE scale successfully explained 63.25% of the total variance. On this basis, the QECCE scale is a valid and reliable survey instrument specifically for assessing the quality of Malaysian ECCE.  The study confirmed that the predictors for examining the QECCE were Centre Management (CM), Safety, Health, and Nutrition Management (SHNM), Leadership and Professional Development (LPD), and Parent and Community Involvement (PCI).  https://doi.org/10.26803/ijlter.18.11.23

Tujuan kajian ini ialah untuk meneroka pelaksanaan penyiasatan secara inisiatif kanak-kanak. Secara khususnya kajian ini memberi maklumat tentang elemen-elemen penyiasatan secara inisiatif kanak-kanak menerusi Pendekatan Projek. Kajian ini dijalankan terhadap dua orang pendidik berserta dua kumpulan fokus kanak-kanak yang berusia 4+ dan 5+ di sebuah tadika di negeri Perak. Kajian kualitatif ini menggunakan reka bentuk kajian pelbagai kes. Data kajian diperoleh menerusi dokumen dan pemerhatian terhadap peserta kajian. Dapatan kajian menunjukkan bahawa elemen-elemen pelaksanaan aktiviti penyiasatan secara inisiatif kanak-kanak dapat ditonjolkan menerusi soalan kanak-kanak, pemilihan bahan dan alat radas, tatacara pelaksanaan penyiasatan dan penghasilan projek. Lantaran itu, hasil kajian ini membuktikan bahawa penyiasatan secara inisiatif kanak-kanak mampu meningkatkan penguasaan konsep sains kanak-kanak. The purpose of this study is to explore children’s investigations have on their initiatives. Specifically, this study provides information on elements of a child-initiated investigation through Project Approach. This study was conducted involving two educators and two focus groups of children aged 4+ and 5+ in a kindergarten in Perak. This qualitative study used a multi-case study design. The data were obtained through documents and observations with the participants. The findings also showed that the elements of child initiatives can be highlighted through the children’s questions, how children solve problems and project creation. Therefore, the finding also showed that the inquiry by children can also improve the concept science.

Studies by leading educators and researchers indicate that ECCE teachers’ level of education affect their classroom practices and carrier path. This paper is based on a descriptive study carried out among 296 preschool teachers in Peninsula Malaysia. The objective of the study is to investigate the effects of preschool teachers’ education on their classroom practices and carrier path. Questionnaires were used as instrument to collect the data. The data were analyzed using one-way ANOVA and Tukey HSD. The findings indicated that preschool teachers with higher level of education (diploma and above) significantly have better classroom practices than their counterparts with lower level of education (below diploma). Similarly preschool teachers with higher level of education have significantly better career path than those with lower level of education. The findings have crucial pedagogical and practical implications towards early childhood education in Malaysia. In terms of pedagogical implication, the findings suggest that diploma should be the minimum educational qualification for preschool teachers because the results indicated that better educated teachers are more effective in their classroom practices. In terms of practical implication, policy makers should look into this matter seriously and take necessary steps to enhance preschool teachers’ level of education and skills.

Preschool teachers’ professional development and professional qualifications are crucial in enhancing the quality of children’s education. Studies related to the quality of preschool education and preschool teachers’ professional qualifications are very limited in Malaysia. As such, this study embarks on finding the effects of ECCE teachers’ professional qualifications on their understanding of overall ECCE training, perceptions of the quality of ECCE training, understanding of ECCE curriculum, and their understanding of the teaching and learning process. This study employed the descriptive research design using questionnaires to collect the data. The sample of the study consists of 296 preschool teachers from West Malaysia. The findings indicate that the ECCE teachers’ professional qualifications have a significant effect on their understanding of the ECCE training. The results also show that ECCE teachers with higher professional qualifications have better perceptions of the quality of ECCE training compared with their counterparts with lower professional qualifications. The findings affirmed that the ECCE teachers with higher professional qualifications have a significantly better understanding of the ECCE curriculum compared to those with lower professional qualifications. These findings have crucial theoretical, pedagogical and practical implications in early childhood education.

The mastery of science subjects among students in Malaysia is still at an incredible level, this has been proven as a result of the results in Mathematics and Science subjects through the study of Trends in International Mathematics and Science Study (TIMSS) 2015 where even though the country's results are increasing compared to 2011 but ranking of Malaysian students is still lagging among Southeast Asian countries. Hence, this study is conducted for the purpose of exploring the skills of the science process through project activities at the early stage of early childhood education. In addition, this study was conducted in a qualitative study using a holistic case study design involving Compact Fertilizer Case, and Chocolate Gallery on a kindergarten in the state of Perak. The participants involved in this study were two focus groups consisting of 20 children and two educators. In fact, the involvement of participants in this study is through a framework known as Framework for Responsive Participatory Research Method. The survey data is obtained through triangulation results from unstructured interviews, observations and documents. Overall, the findings show that the most dominant science process skills dominated by the children are the observation skills followed by inference and predicting. In addition, the findings show that children also achieve the integrated science skills while conducting investigations among them is to build hypotheses and experiments. Therefore, project activity is an alternative approach in imposing a child's mind towards scientific thinking by 2050.

The purpose of this study is to develop and validate the Early Childhood Care and Education Curriculum Instrument designed to identify teachers’ perceptions towards the quality of early childhood curriculum in Malaysia. Through extensive review of the literature and interviews with experts and experienced teachers, items contributing to the quality of early childhood education were identified. In order to enhance the validity of this instrument, two experts had reviewed the instrument. In addition, 619 pre-school teachers were involved in this study. Factor analysis revealed four scales regarding the quality of early childhood curriculum. The four scales were (1) curriculum content; (2) curriculum review; (3) Philosophy and Core Principles; (4) Support for Special Needs. Each item in the instrument had a factor loading range between 0.96 and 0.35, while the alpha reliability coefficient for each scale ranges between 0.96 and 0.68. The findings of this study confirm the validity and reliability of the Early Childhood Care and Education Curriculum Instrument.

This paper aims to develop an observation instrument items to evaluate early childhood educator’s teaching strategies using creative arts to enhance children’s holistic development. This instrument has three categories. The first is that the use of the creative arts technique in the teaching that encompasses drama, puppetry, music, dance and visual arts. Secondly, the suitability of the creative arts technique with the teaching objectives encompasses communication, creativity, problem solving, curiosity and exploration. Thirdly, the creative arts teaching technique and children’s holistic development covering language, emotion, social, physical, cognitive, creativity, spirituality, attitude and values. Every item in every category has four Likert scale. It is hoped that every item of observation developed can be used to assess the execution of the creative arts technique in the teaching strategy to help the holistic development of the children.

This paper aims to produce an instrument of observation in the selection of meaningful approach to assess children’s science process skills. This instrument has four categories. First of all, the use of the type of approach encompasses the approaches of learning through play, thematic, integrated, mastery, contextual and project. Secondly, the suitability of the selection of approach encompasses relevance, parallelism, engaging. Thirdly, meaningful teaching encompassing the interaction or discussion, stimulation, involvement, curiosity and questioning and answering. Fourth, children’s science skills activities that cover problem solving, reasoning, looking into the process, analytical, inquiry and reflection. Every item in every category has four Likert scales. It is hoped that these items of observation develop can be used to assess the children science process skills.

The aim of the study was to develop and validate the Early Childcare and Education (ECCE) Curriculum Instrument for Parents (QECCECI-P) by examining parents’ perspectives on the quality of the ECCE curriculum in the Malaysian context. The items were developed based on the existing literature that examines curriculum programmes for young learners. The instrument was validated by ECCE curriculum experts. More than 350 parents who send their children to government- or non-government-funded preschools were involved in the study. The study shows that two factors are related to parents’ perspectives on the quality of the ECCE curriculum: curriculum content and philosophy and core principles. The items in this instrument have factor loading values ranging from 0.479 to 0.84. The items also have high internal consistency with the alpha reliability coefficient values for each factor, which are more than 0.9. The results indicate that the instrument is valid and reliable for measuring parents’ perspectives on the quality of the ECCE curriculum in the Malaysian context.