Malaysia wants to enhance children's social-heated abilities, containing their capacity to experience, control, and express their concerns as well as build close and dependable interpersonal relationships accompanying people about them. Social-emotional abilities mastery will influence minors’s learning style and readiness for stiff education. Therefore, it is important to implement knowledge activities that can advance and nurture children’s social-sentimental skills in the lecture room. This study is conducted to identify the view of preschool assistants on social-emotional knowledge activities. A survey research design accompanying a quantitative approach was conducted. An suitable questionnaire was distributed to 30 kindergarten teachers about the Klang Valley. The tool measured three assembles: the level of teacher understanding, the level of social and emotional education implementation, and the level at which point preschoolers need social-emotional education modules. To determine the mean principles and standard deviations for the scores obtained each construct, the data were checked descriptively. According to the study's findings, skilled is a high level of knowledge with teachers, a nearly high level of implementation, and a extreme level of demand for learning modules. Results signify preschool teachers executed social-poignant learning activities quite in the classroom and they need support materials commotion it better. Therefore, this study is significant to support preliminary information on the need to develop education modules for fostering offsprings's social-emotional abilities. In order to gather more exact data for the requirements study, this study can be enhanced in the future by including more accused.
Author(s) Details:
Nor Azizah Mohammad,
Faculty of Education, Universiti Kebangsaan,
Malaysia.
Suziyani
Mohamed,
Faculty
of Education, Universiti Kebangsaan, Malaysia.
Please see the link here: https://stm.bookpi.org/RHLLE-V5/article/view/10541
