How We Play In A Malaysian Contexts

Norsuhaily, Abu Bakar and Faulkner, Dona martin (2014) How We Play In A Malaysian Contexts. International Journal of Arts & Sciences, 7 (6). pp. 165-182. ISSN 1944-6934

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Abstract

The relationship between learning, play and child development in the early years of formal instruction is a productive area for educational research. The Malaysian Government's National Curriculum Guidelines acknowledge the relationship between all aspects of development in young children and their learning through play. This study was prompted by the researcher's desire to better understand how the government's learning through play approach is being implemented in preschools. It investigated the implementation of this approach in four different settings and contexts and draws on the researcher's own structured observations, as well as the perceptions and understandings of teachers, school administrators and parents. How to facilitate children's play in the classroom and at home, how perceptions may influence teachers' practice and whether their practices reflect the requirements of the curriculum were addressed. The research sought to identify any factors that constrain or influence teachers' practice. A sociocultural theoretical lens was used to interpret observations and to analyze the interview data from case studies of four different providers, in different socio-economic and geographical settings with teachers with different professional preparation. A pilot study aided in the development of a typology of play and instruments for collection of field notes and observations, and the interview data.The findings show that teachers think they are providing children enough time to engage in play, but they also reveal inconsistencies between teachers' and administrators' perceptions and their actions. Over half of teachers' actual practice consists of teacher control and heavy emphasis on whole-class teaching. Constraints on implementation included pressure to complete and adhere to the National Curriculum, teachers' own pedagogical limitations, and lack of resources and budget. These findings imply the needs: for further research into teacher preparation with a view to improving courses to include current, best world practice in preschool pedagogy; to further inform government policy and provision for preschool education; and to strengthen home and school communications.

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