Promoting Children Potential and Social Abilities: A Qualitative Study of Nursery Assessment Practices in Malaysia

Nordin Mamat, M. Mustafa, Loy Chee Luen, A. Hamdan, Abdul Rahim Razalli, M AbdulTalibHashim, M. Awang
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Abstract

This study aims toidentify the frequency of assessments at TASKA (nursery) centres and how the assessments are conducted. The study involves 20 teachers from TASKA (nurseries) who conduct early education programs for children aged birth to 4 years old. In-depth interviews were conducted with the teachers based on instruments from the early childhood care and education (ECCE) Research Project which included two main standards, an element of children’s learning and assessment. There are various frequencies of each assessments for each TASKA such as two times a year; three times a year; every three months, monthly, weekly and daily. The frequencies of assessment are depending on the TASKA needs such as a reporting to other teachers when they progress. The result also shows that the observation conducted with checklist, anecdotal record, running records and portfolio. Observation records as mentioned by the teachers to monitor children development and to show the quality of the TASKA. In conclusion, the frequency of observation gives benefit to the children and for teachers’ preparation and future plan for the program. The continuation of child observations carried out by parents or guardians at home can help identify the child's development more accurately. Keyword: early childhood education, children, nursery, assessment
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促进儿童潜能和社会能力:马来西亚幼儿园评估实践的定性研究
本研究旨在确定TASKA(托儿所)中心的评估频率以及评估是如何进行的。这项研究涉及20名来自TASKA(托儿所)的教师,他们为出生到4岁的儿童提供早期教育项目。根据幼儿保育和教育(ECCE)研究项目的工具,对教师进行了深入访谈,该项目包括两个主要标准,儿童学习和评估要素。每个TASKA的评估频率各不相同,例如每年两次;一年三次;三个月一次,每月一次,每周一次,每天一次。评估的频率取决于塔斯卡的需要,如向其他教师报告他们的进步情况。运用清单法、轶事记录法、运行记录法和投资组合法进行了观察。教师提到的观察记录,以监测儿童的发展,并显示TASKA的质量。总之,观察的频率对孩子和老师的准备和未来的计划都有好处。父母或监护人在家里对孩子进行持续的观察可以帮助更准确地识别孩子的发展。关键词:幼儿教育,儿童,幼儿园,评估
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