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All Journal Proceeding International Symposium on Global Education, Psychology, and Cultural Synergy
MOHD NAZRI ABDUL RAHMAN
Department of Psychology and Counselling, Faculty of Education, University Malaya

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APPROACHES TO EARLY CARE AND EDUCATION IN MALAYSIAN CHILD CARE CENTRES (TASKA): SUPPORTING INFANT AND CHILD DEVELOPMENT IN ACCORDANCE WITH PARENTAL ASPIRATION NURIN JAZLINA AZMEE; MOHD NAZRI ABDUL RAHMAN
Proceeding International Symposium on Global Educatiorg Psychology, and Cultural Synergy Vol 2 No 1 (2025): Proceeding International Symposium on Global Education, Psychology, and Cultural
Publisher : P3I UMSurabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/psychoseries.v1i1.28623

Abstract

The teaching and learning strategies used in TASKA are examined in this study, with a focus on how they support kids' cognitive, emotional, social, and physical development. Important theoretical stances that inform successful teaching methods in early childhood education, such as behaviourism theory and Piaget's play-based learning theory, are incorporated into the conversation. However, there are a number of implementation-related issues, such as inadequate training for teachers, a lack of instructional resources, budgetary limitations, and excessive workloads. Because they place a high value on teacher quality, safety, cleanliness, and open communication between the home and the school, parents' expectations also have an impact on educational practices. Improvements including ongoing professional development for teachers, the supply of innovative and secure educational resources, reduced teacher-to-child ratios, and improved parent collaboration are suggested as ways to improve the quality of teaching and learning at TASKA.
SEEDS OF TOMORROW: IMPLEMENTING INTENTIONAL AND RESPONSIVE IN CHILDCARE CENTRES TO REFLECT MODERN PARENTAL ASPIRATIONS FATIMAH NABIHAH MUSTAFA; MOHD NAZRI ABDUL RAHMAN
Proceeding International Symposium on Global Educatiorg Psychology, and Cultural Synergy Vol 2 No 1 (2025): Proceeding International Symposium on Global Education, Psychology, and Cultural
Publisher : P3I UMSurabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/psychoseries.v1i1.28624

Abstract

Early childhood education is a critical stage that determines children's life trajectory. In Malaysia, childcare centers TASKA play a crucial role in establishing disciplined and nurturing learning environments for infants and toddlers. This library research explores how Malaysian TASKA apply teaching and learning approaches aligned with the dreams of modern parents. The study focuses on four essential dimensions: Intentional and Responsive Teaching, Play-Based and Child-Centered Learning, Family Engagement and Socio-Emotional Support, and Professional Development and Systemic Support. Using secondary data from academic journals, government documents, and online databases, this research outlines how these practices are pursued in child care centers and how they affect holistic child development. The study shows that modern parents expect child care centers not only to offer protection and care but to instill quality education that enhances children's mental, social, and emotional capabilities. The report concludes with policy, parental, and teacher recommendations to further enhance Malaysia's early childhood education quality.
IMPLEMENTATION OF PLAY-BASED TEACHING AND LEARNING APPROACHES FOR INFANTS AND TODDLERS AT DARUL AULAAD NURSERY NIK AULIA INSYIRAH ISMAIL; MOHD NAZRI ABDUL RAHMAN
Proceeding International Symposium on Global Educatiorg Psychology, and Cultural Synergy Vol 2 No 1 (2025): Proceeding International Symposium on Global Education, Psychology, and Cultural
Publisher : P3I UMSurabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/psychoseries.v1i1.28626

Abstract

This study examines the teaching and learning approach (PdP) for infants and toddlers at TASKA and its relationship with the aspirations of today's parents. This qualitative study uses semi-structured interviews with TASKA teachers and is supported by highlights from early childhood education literature. The results of the study show that the main approach used is learning through play and child-centered activities, which are proven to help children's language, physical, social, emotional and self-confidence development. Parents' aspirations are now not only focused on safety aspects, but also emphasize the development of communication, socialization and readiness for preschool. However, some challenges were identified such as high teacher-child ratios, differences in individual developmental levels and time constraints that affect the effectiveness of PdP. Overall, the existing approach is seen to be successful in meeting the majority of parents' expectations, but still requires improvement in terms of communication, teacher training and parent cooperation to support the holistic development of children.  
Innovative Teaching and Learning Approaches Integrating Interactive Sensor Technology and Emotional Intelligence in Early Childhood Education at TASKA AQLIMAR NABILAH ZULKIFLI; MOHD NAZRI ABDUL RAHMAN
Proceeding International Symposium on Global Educatiorg Psychology, and Cultural Synergy Vol 2 No 1 (2025): Proceeding International Symposium on Global Education, Psychology, and Cultural
Publisher : P3I UMSurabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/psychoseries.v1i1.28629

Abstract

This study examines innovative teaching and learning approaches integrating interactive sensor technology and emotional intelligence within early childhood education at TASKA. The research is driven by the growing need for holistic development in young children encompassing cognitive, emotional, and social domains. A qualitative case study design was employed to observe how teachers utilize interactive sensor-based tools such as touch panels, motion sensors, and emotion recognition systems to enhance children’s engagement and emotional regulation. Data collection involved classroom observations and teacher interviews. Findings reveal that combining digital interactivity with emotional learning strategies improves children’s self-awareness, cooperation, and motivation. This study underscores the importance of leveraging technology thoughtfully to foster socio-emotional growth and provides insights for educators striving to balance innovation with human connection in early childhood education
IMPLEMENTING HOLISTIC DEVELOPMENT APPROACHES THROUGH PLAY-BASED LEARNING FOR INFANTS AND TODDLERS IN TASKA NUR JAZMINA BATRISYIA FADZIL; MOHD NAZRI ABDUL RAHMAN
Proceeding International Symposium on Global Educatiorg Psychology, and Cultural Synergy Vol 2 No 1 (2025): Proceeding International Symposium on Global Education, Psychology, and Cultural
Publisher : P3I UMSurabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/psychoseries.v1i1.28633

Abstract

This study examines the implementation of holistic development approaches through play-based learning for infants and toddlers in TASKA. The research emphasizes the significance of play as a foundation for nurturing children’s physical, cognitive, social, emotional, and language growth. The primary goal is to investigate how holistic components can be successfully incorporated into regular educational activities to promote development that is both balanced and meaningful. An early childhood educator was interviewed using a qualitative approach to learn more about their practices, comprehension, and difficulties when implementing play-based learning. The results show that play-based learning improves positive educator-child interactions while fostering creativity, problem-solving, communication, and emotional well-being. Overall, the study concludes that implementing holistic, play-centered methods contributes significantly to the comprehensive development of young children and improves the quality of early childhood education in TASKAsettings.
Aligning Early Childhood Teaching Practices with Parental Aspirations: Insights from a TASKA Case Study. Aliff Haikal Miftahudin; MOHD NAZRI ABDUL RAHMAN
Proceeding International Symposium on Global Educatiorg Psychology, and Cultural Synergy Vol 2 No 1 (2025): Proceeding International Symposium on Global Education, Psychology, and Cultural
Publisher : P3I UMSurabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/psychoseries.v1i1.28634

Abstract

This paper examines the application of teaching and learning strategies among infants and toddlers within Childcare Centres (TASKA) in Malaysia and how the strategies satisfy the wishes of contemporary parents. This paper will utilize teacher interviews and library studies to examine the methods and pedagogical techniques, learning strategies, and challenges faced by the teachers of early childhood learning in the process of delivering holistic and quality care to children under the age of three years. The results indicate that the majority of TASKA focus on the play-based learning, responsive caregiving, and early stimulation activities leading to cognitive, social, and emotional development. Nonetheless, high parental expectations, insufficient resources, and teacher workload continue to be among the difficulties. Some of the recommendations involve the formation of effective teacher-parent collaboration, ongoing professional development, and enhancement of curriculum directives with equal emphasis on academic and development objectives.
THEORY, PRACTICE, AND PARENTAL ASPIRATIONS: AN ANALYSIS OF TEACHING AND LEARNING IN MALAYSIAN CHILDCARE CENTRES (TASKA) NURUL SYAFIQAH ZAIDIN; MOHD NAZRI ABDUL RAHMAN
Proceeding International Symposium on Global Educatiorg Psychology, and Cultural Synergy Vol 2 No 1 (2025): Proceeding International Symposium on Global Education, Psychology, and Cultural
Publisher : P3I UMSurabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/psychoseries.v1i1.28646

Abstract

This study analyzes the teaching and learning approaches used in Malaysian Childcare Centres (TASKA) to determine their effectiveness in meeting the increasingly high expectations of modern parents regarding children aged 0 to 4. Drawing on established developmental frameworks, the research employed a Systematic Literature Review (SLR) to synthesize findings on core strategies, including Learning Through Play and Positive Parenting Styles. Results confirm a strong conceptual alignment between TASKA principles and parental demands for character development and early cognitive preparation. However, implementation is hindered by two critical gaps: a persistent educator competency deficit in applying diverse methods like the Thematic Approach, and a pervasive parental involvement gap caused by busy modern lifestyles. The study concludes that addressing these barriers through continuous training and digital collaboration is essential for optimizing TASKA quality.
MEETING PARENTS’ ASPIRATIONS: ENHANCING TEACHING AND LEARNING FOR INFANTS AND TODDLERS IN TASKA DAYANG INTAN FARAHIAH ALMURID; MOHD NAZRI ABDUL RAHMAN
Proceeding International Symposium on Global Educatiorg Psychology, and Cultural Synergy Vol 2 No 1 (2025): Proceeding International Symposium on Global Education, Psychology, and Cultural
Publisher : P3I UMSurabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/psychoseries.v1i1.28647

Abstract

This study explores parents’ aspirations and expectations for teaching and learning approaches in TASKA (childcare centres) for children aged 12 to 36 months. The research aims to identify how parents perceive the effectiveness of play-based learning and the overall quality of early childhood education provided. A survey using Google Forms was conducted with 20 parents as respondents. Data were collected using a Likert scale and analyzed to determine trends in parental expectations. Findings reveal that parents prioritize holistic development, emphasizing independence, communication, social skills, and emotional growth. They also value a safe and caring environment with well-trained teachers who use interactive and age-appropriate learning activities. The study recommends that TASKA strengthen communication with parents, enhance teacher training in early childhood development, and provide a balance between play-based, outdoor, and academic learning. These efforts will ensure that early education aligns with parental aspirations and supports children’s overall well-being.
IMPLEMENTATION OF TEACHING AND LEARNING APPROACHES FOR INFANTS AND CHILDREN ATTENDING TASKA TO MEET THE ASPIRATIONS OF TODAY’S PARENTS ATHIRAH ABDUL KUDUS; MOHD NAZRI ABDUL RAHMAN
Proceeding International Symposium on Global Educatiorg Psychology, and Cultural Synergy Vol 2 No 1 (2025): Proceeding International Symposium on Global Education, Psychology, and Cultural
Publisher : P3I UMSurabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/psychoseries.v1i1.28650

Abstract

This study aims to examine the implementation of a teaching and learning approach (PdP) for infants and toddlers at TASKA that is able to meet the aspirations of today's parents. This study was conducted using library research methods through analysis of journals, academic articles and reports related to early childhood education in Malaysia and internationally. The results show that approaches such as game-based learning (play-based learning), multisensory activities, and learning based on daily routines are the most used methods in PdP at TASKA. This approach is proven to support the holistic development of children that covers cognitive, emotional, social, and motor aspects, as well as being in line with the aspirations of parents who demand quality and safe early education. However, its implementation still faces challenges such as a lack of trained teachers, resource constraints, and the perception of parents who are still inclined to traditional academic approaches. This study suggests that the professional training of teachers be improved, facilities and facilities at TASKA be improved, and communication between teachers and parents be strengthened to ensure a more effective PdP. The results of this study are expected to be a guide to policy makers, TASKA managers, and educators in improving the quality of early childhood education in Malaysia.
Co-Authors Aliff Haikal Miftahudin AQLIMAR NABILAH ZULKIFLI ATHIRAH ABDUL KUDUS DAYANG INTAN FARAHIAH ALMURID FATIMAH NABIHAH MUSTAFA NIK AULIA INSYIRAH ISMAIL NUR JAZMINA BATRISYIA FADZIL NURIN JAZLINA AZMEE NURUL SYAFIQAH ZAIDIN