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All Journal Journal of Education and Learning (EduLearn)
Idris, Julianty
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Humanities Education Library & Information Science Social Sciences Other

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Preschool educators’ pre-numerical skill pedagogical challenges Idris, Julianty; Jamil, Norly; Narayanasamy, Arulmozhi
Journal of Education and Learning (EduLearn) Vol 20, No 2: May 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i2.23238

Abstract

The current study seeks to determine the challenges encountered by preschool educators’ pre-numerical skill pedagogical challenges. A qualitative approach, namely interviews, was employed and conducted among six experienced preschool teachers to acquire in-depth insights into the challenges encountered in inculcating pre-numerical skills. The six respondents were recruited via purposive sampling, namely maximum variation sampling, to fulfil specific criteria. Four primary themes were revealed, namely i) Theme 1: teachers lack specific guidance due to the highly general Kurikulum Standard Prasekolah Kebangsaan (KSPK); ii) Theme 2: students from low socioeconomic backgrounds exhibit deficiencies in pre-numerical knowledge; iii) Theme 3: teachers demonstrate an insufficient competence in pre-numerical teaching pedagogies; and iv) Theme 4: an inadequate awareness among teachers regarding the importance of pre-numerical skills exists. The implications highlighted the requirement for tailored support and training to improve preschool teachers’ pre-numerical skill pedagogies. The findings also contributed to the curricular improvement to assist preschool educators in providing more effective pedagogical practices, especially pre-numerical skills. Future scholars can conduct a more in-depth investigation of effective teaching strategies and interventions to aid students from low socioeconomic backgrounds in mastering pre-numerical competencies.
Unlocking early literacy: a needs analysis to evaluating the necessity of Malay reading modules in preschool education Narayanasamy, Arulmozhi; Jaafar, Anis Norma Mohamad; Amiruddin, Nadia Shahira; Idris, Julianty
Journal of Education and Learning (EduLearn) Vol 20, No 2: May 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i2.23782

Abstract

This article investigates the critical issue of reading skill acquisition among preschoolers in Malaysia, particularly in the context of educational disruptions resulting from the COVID-19 pandemic. Through a qualitative study employing semi-structured interviews with five Sekolah Jenis Kebangsaan Tamil (SJKT) preschool educators, the research identifies several significant challenges: a lack of specialized reading modules for non-native Malay speakers, communication barriers, need for differentiated instruction and more engaging and interactive content. Furthermore, the study underscores the vital role of parental involvement in reinforcing literacy development at home. These findings highlight the urgent need for a structured and culturally relevant reading module, such as the proposed Saya Boleh Baca (I-SaBoBa) module, specifically designed to address the needs of Malaysian preschool children. The study concludes that addressing these gaps is essential for fostering early literacy skills, which are critical for future academic achievement. The proposed module seeks to mitigate these challenges by equipping educators and parents with effective tools to enhance children’s reading proficiency within a supportive and engaging environment.
Co-Authors Amiruddin, Nadia Shahira Jaafar, Anis Norma Mohamad Jamil, Norly Narayanasamy, Arulmozhi