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This Author published in this journals
All Journal The Southeast Asian Journal of Early Childhood Care Education and Parenting
Siti Noorhanida Md Yussof
Universiti Brunei Darussalam
Humanities Education Social Sciences Other

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Exploring Preschool Teachers’ Writing Beliefs and Practices in the Context of Brunei Darussalam Siti Noorhanida Md Yussof
SEA-CECCEP Vol. 5 No. 02 (2024): SEA-CECCEP
Publisher : SEAMEO CECCEP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70896/seaceccep.v5i02.99

Abstract

This qualitative study examines preschool teachers' writing beliefs and practices through interviews and thematic analysis. It explores the diverse writing activities used, emphasizing foundational skills like handwriting and spelling. While teachers expressed concerns about readiness to teach writing and the need to boost children's writing motivation, they showed enthusiasm and confidence in their writing capabilities. Recommendations include targeted professional development, a balanced approach to writing instruction, and collaboration among teachers to enhance writing outcomes in preschool settings. This study underscores the importance of supporting preschool teachers in developing effective writing instruction practices for early literacy skills and student writing development.
Exploring Preschool Children’s Development of Writing in Brunei Darussalam Siti Noorhanida Md Yussof
SEA-CECCEP Vol. 6 No. 01 (2025): SEA-CECCEP
Publisher : SEAMEO CECCEP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70896/seaceccep.v6i01.109

Abstract

This qualitative study explores the writing development of preschool children in Brunei Darussalam, a topic of growing interest given the nation's focus on literacy standards and the recognized importance of early literacy foundations. Six Bruneian preschool children aged five and six, categorized into three ability groups based on preschool literacy assessments, participated in the study. Data was collected using writing logs and semi-structured interviews. Findings indicate that all six children commenced their writing journeys at distinct developmental stages, irrespective of their assigned ability group. These diverse pathways in writing development were observed in high-ability children, middle-ability children, and low-ability children, revealing intriguing insights into their learning abilities and trajectories. This study contributes valuable insights to Brunei's focus on literacy standards, although it acknowledges the limitations of its small sample size and the potential benefits of future, larger-scale investigations, which would be able to draw more generalized conclusions.
Blended Learning in Brunei’s Preschool Education: Innovations, Challenges, and Policy Implications Siti Noorhanida Md Yussof
SEA-CECCEP Vol. 6 No. 02 (2025): SEA-CECCEP
Publisher : SEAMEO CECCEP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70896/seaceccep.v6i02.129

Abstract

Blended learning, which combines face-to-face and online instruction, gained prominence globally during the COVID-19 pandemic as education systems sought continuity amid school closures. In Brunei Darussalam, blended approaches were introduced across all levels of education, including preschool, where play-based learning and parental involvement are central. However, despite growing adoption, there remains limited literature examining the role, challenges, and developmental appropriateness of blended learning in early childhood education (ECE). This article reviews and analyses existing research, policy documents, and contextual reports related to blended learning in Brunei’s preschool sector, situating the discussion within national priorities such as Wawasan 2035 and the Sistem Pendidikan Negara Abad ke-21 (SPN21). The review identifies innovative practices, including digital storybooks, video-based lessons, interactive home activities, and the use of television and radio programmes to support learning continuity. It also highlights key challenges, such as unequal access to technology, varying parental capacity, limited teacher preparedness for digital pedagogy, and concerns about screen time and child well-being. The analysis suggests that blended learning can enrich preschool education when it is developmentally appropriate, play-oriented, and supported by adults, but it should function as a complement rather than a substitute for face-to-face learning. Policy implications emphasise investment in infrastructure, teacher professional development, and structured parental support to ensure equitable and sustainable implementation.
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