Malaysian Early Childhood Educators’ Perceptions Regarding Children’s Social–Emotional Development

DOI

10.2991/assehr.k.200129.014How to use a DOI?

Keywords

social–emotional, teachers’ perception, early childhood, preschool, children

Abstract

Social-emotional development at an early age is pivotal and it is significantly affecting children’s future life. Children with good social-emotional skills will succeed in academic and later life. Nevertheless, to make sure all children mastered social-emotional skills, teachers need to be empowered with the knowledge, teaching approach, teaching strategies and good practices on social-emotional development first. Teachers with good knowledge and practices can support, nurture and foster children’s social-emotional development positively. Therefore, the purpose of this study is to investigate the Malaysian early childhood educators’ perceptions regarding social-emotional development. This study used a survey research design and quantitative approach. A self-developed questionnaire was used for data collection. The questionnaire comprises four variables, which is an overview of social-emotional development, factors associated with social-emotional development, social-emotional learning in the classroom and social-emotional skills. A total of 332 early childhood educators participated in this research were selected using a random sampling technique. Descriptive and inferential statistics were performed using the Statistical Package for Social Science to answer the research questions. Findings showed Malaysian early childhood educators have a moderate perception of social-emotional development. Furthermore, the descriptive analysis showed, Malaysian early childhood educators have a good understanding of the overview and skills of social-emotional development variables. However Malaysian early childhood educators demonstrated a poor understanding of the factors associated with social-emotional development and how social-emotional should be taught in the classroom variables. The findings from this study are discussed on teachers’ roles and practice to support children’s social-emotional development.

Copyright

© 2020, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Suziyani Mohamed
AU  - Noratiqah Satari
AU  - Mohd Hanafi Mohd Yasin
AU  - Hasnah Toran
PY  - 2020
DA  - 2020/02/06
TI  - Malaysian Early Childhood Educators’ Perceptions Regarding Children’s Social–Emotional Development
BT  - Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019)
PB  - Atlantis Press
SP  - 106
EP  - 113
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.200129.014
DO  - 10.2991/assehr.k.200129.014
ID  - Mohamed2020
ER  -