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Psychoseries, Proceeding Series Fakultas Psikologi Universitas Muhammadiyah Surabaya, is an annual publication by the Faculty of Psychology, Universitas Muhammadiyah Surabaya, dedicated to presenting high-quality research in psychology. The proceeding serves as a platform for academics, researchers, and practitioners to share innovative findings, theoretical advancements, and practical applications that address contemporary psychological issues.
Location
Kota surabaya,
Jawa timur
INDONESIA
Proceeding International Symposium on Global Education, Psychology, and Cultural Synergy
Published by Universitas Muhammadiyah Surabaya
ISSN : -     EISSN : 30903165     DOI : https://doi.org/10.30651/psychoseries.v1i1
Core Subject :
The PsychoSeries Proceedings aims to contribute to the advancement of psychological science and practice by encompassing a comprehensive range of topics. These include, but are not limited to: - Educational Psychology: Investigating the role of psychological principles in learning processes and educational outcomes. - Clinical Psychology: Promoting evidence-based approaches to diagnosis, treatment, and prevention of psychological disorders. - Industrial and Organizational Psychology: Exploring psychological principles in workplace settings, including employee behavior, organizational development, and occupational well-being. - Social and Cultural Psychology: Examining psychological phenomena within diverse sociocultural contexts and their implications for understanding human behavior. * Mental Health and Psychological Well-Being: Exploring factors that influence mental health and psychological resilience in individuals and communities. - Innovations in Psychological Assessment and Intervention: Advancing methodologies and tools for psychological evaluation and therapeutic practices. By addressing these areas, the PsychoSeries Proceedings seeks to provide a platform for scholarly discourse and to foster the integration of psychological research and practice across various domains.
Arjuna Subject : -
Articles 148 Documents
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PLAY-BASED AND MULTI-SENSORY LEARNING APPROACHES IN TASKA: MEETING THE NEEDS OF INFANTS, TODDLERS, AND PARENTS AINUL SOFEEYA SHUKRAN; 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.v1i1.28632

Abstract

This study explores the teaching and learning approaches used for infants and toddlers in Taman Asuhan Kanak-kanak (TASKA) and how these practices align with parents’ aspirations for early education. A qualitative approach was used, involving a semi-structured interview with one TASKA teacher responsible for children aged two months to four years. The findings show that play-based, multi-sensory, and routine-integrated activities are the main strategies that promote children’s holistic development, especially in language, social, and motor skills. Parents generally prioritise safety, health, and early growth, while some focus more on academic readiness. This difference creates challenges for teachers in balancing developmental needs with academic expectations. The study concludes that maintaining developmentally appropriate practices, improving communication with parents, and providing regular teacher training, adequate resources, and clear management support are essential to enhance the quality of teaching and align TASKA practices with parents’ expectations.
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.
THE ROLE OF NURSERIES IN SUPPORTING EARLY CHILDHOOD DEVELOPMENT: PARENTS’ ASPIRATIONS, TEACHING ATHIRAH ABDUL JAMIL; 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.v1i1.28635

Abstract

This study aims to examine the role of nurseries in supporting children's early development through teaching and learning approaches, parents' aspirations and the challenges faced by educators. Qualitative research methods were used by conducting interviews with three nursery educators in Penang. The findings of the study show that the play-while-learning and multisensory approach is the main effective strategy in stimulating children's cognitive, language, emotional, social and fine and gross motor development. Parents' aspirations are focused on aspects of safety, care, health, as well as language and emotional development of children. To meet this expectation, the nursery implements two-way communication through progress reports in the form of pictures and videos, which have proven to increase parents' confidence in the nursery. However, several challenges were also identified including differences in children's developmental levels, negative behavior and unstable emotions. This study concludes that the role of the nursery is very important in providing a conducive environment for the holistic development of children and continuous improvement is needed to increase the effectiveness of teaching and learning.
ALIGNING TEACHING PRACTICES WITH MODERN PARENTAL DEMANDS IN MALAYSIAN CHILDCARE CENTRES NURUL HUDA MOHD FAUZI; 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.v1i1.28636

Abstract

This study investigates the implementation of teaching and learning approaches for infants and toddlers in Malaysian childcare centres (TASKA) and their alignment with parents’ expectations. The research was conducted using a qualitative design through a semi-structured interview with a TASKA teacher to explore daily practices, parental aspirations, and challenges faced by educators. Findings revealed that teachers frequently apply play-based and sensory learning methods, such as storytelling and interactive activities, to support children’s cognitive and emotional development. However, issues such as limited resources, large child-to-teacher ratios, and differing parental expectations present ongoing challenges. The study concludes that while current teaching strategies in TASKA reflect parental demands and promote holistic growth, continuous adaptation, teacher training, and stronger parent-teacher collaboration are essential to sustain high-quality early childhood education in Malaysia.
TEACHING INFANTS AND TODDLERS IN TASKA BRIDGING DEVELOPMENTAL NEEDS AND PARENTAL EXPECTATIONS Nurul Najwa Mahadi; 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.v1i1.28637

Abstract

This study explores the teaching and learning approaches implemented in Childcare Centres (TASKA) for infants and toddlers, focusing on how these methods address the aspirations of modern parents. The objective is to investigate how a TASKA teacher plans and applies age-appropriate teaching strategies that meet both children’s developmental needs and parental expectations. A qualitative approach was employed through a semi-structured interview with one experienced TASKA teacher. The findings provide insights into practical teaching methods, parental involvement, and challenges faced in aligning educational practices with contemporary parental aspirations. This study highlights the critical role of TASKA in fostering a supportive and effective early learning environment for young children.
IMPLEMENTATION OF TEACHING AND LEARNING APPROACHES OF INFANT AND TODDLERS IN CHILDCARE CENTRES (TASKA): A CASE STUDY ON MEETING THE ASPIRATION OF TODAY’S PARENTS NUR PUTRI SABARINA RAMLI; 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.v1i1.28638

Abstract

This study examines the implementation of teaching and learning approaches for infants and toddlers in Malaysian childcare centres (TASKA) and how these approaches meet the aspirations of today’s parents. Using a library research method, relevant articles, policies, and reports were reviewed to identify effective practices in early childhood care and education (ECCE). The findings highlight play-based learning, responsive caregiving, and sensory exploration as key approaches that promote holistic development while aligning with parents’ expectations for safe, nurturing, and developmentally balanced environments. Guided by Developmentally Appropriate Practice (DAP) and Bronfenbrenner’s Ecological Systems Theory, the study emphasizes the importance of age-appropriate, culturally responsive, and relational teaching. However, challenges remain in areas such as teacher quality and inconsistencies between public and private TASKA. Recommendations include strengthening teacher professional development, promoting family and community collaboration, and ensuring consistent quality standards across all centres. These efforts are essential for building nurturing, engaging, and developmentally appropriate environments that meet modern parents’ expectations and support the overall growth of Malaysia’s youngest learners Keywords: TASKA, Early Childhood Care and Education, ECCE, Infants and Toddlers, Play-Based Learning, DAP, Parents’ Aspirations
IMPLEMENTATION OF TEACHING AND LEARNING APPROACHES FOR INFANTS AND TODDLERS IN CHILDCARE CENTRES (TASKA): ADDRESSING MODERN PARENTS' ASPIRATIONS NURUL SHAHANA KHIRIZAL; 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.v1i1.28639

Abstract

This is a literature review of modern day teaching and learning strategies in childcare centers (TASKA) of infants and toddlers with specific reference to how the teaching and learning strategies are correlated with the contemporary desire of parents. According to the analysis, effective TASKA initiatives have begun to embrace relationship-based, play-based pedagogies with a family collaboration strategy and professional workforce development. The main strategies encompass responsive models of care that emphasize safety, developmentally adequate practice, and shared care with families.
EXPLORING THE IMPLEMENTATION OF TEACHING AND LEARNING APPROACHES IN CHILDCARE CENTERS (TASKA): EDUCATORS’ PRACTICES, PARENTS’ ASPIRATIONS, AND EDUCATORS’ CHALLENGES NUR AINA NADHIRAH DERAMAN; 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.v1i1.28640

Abstract

The teaching and learning approach is the main pillar in shaping quality education for children's development. This study was conducted to examine the implementation of the teaching and learning approach at TASKA, the aspirations of parents, and the challenges faced by educators during the teaching process. This study uses a semi-structured interview method with three educators at a TASKA in Penang. The findings show that the teaching and learning approach used by educators is based on learning through play, a multisensory approach, and also emotional support to support the holistic development of infants and toddlers. In addition, this study also shows the aspirations of parents towards TASKA and the challenges faced by educators when implementing the teaching and learning process. So this study provides a comprehensive overview of the important role of educators in ensuring the implementation of teaching and learning at TASKA is effective, in addition to the importance of support from parents and employers to ensure the quality of early childhood education is guaranteed.
ENHANCING INFANT AND TODDLER EDUCATION: RESEARCH INTO EFFECTIVE TASKA METHODS ALIGNED WITH PARENT EXPECTATIONS TENGKU ALIAA SYAIRAH BINTI TENGKU SALLEHUDDIN TENGKU; 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.v1i1.28642

Abstract

Early childhood education in Malaysia is divided between TASKA (for children aged 0-4) and preschools (for children aged 4-6). TASKA centres play an essential role in providing nurturing care and early education for infants and toddlers. However, despite the growing awareness of the importance of early learning, TASKA centres in Malaysia still face challenges such as limited teacher training, unequal quality among urban and rural areas, and increasing parental expectations. This study explores the ways TASKA can strengthen infant and toddler education to align with parental aspirations and current educational trends. The findings show that TASKA has improved in areas of safety and health but must also prioritise holistic learning through play-based and interactive approaches. Strengthening teacher training, parent partnerships, and curriculum design will ensure that TASKA continues to meet the needs of Malaysian families and contributes to lifelong learning success.

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