SEA-CECCEP

Exploring Preschool Children’s Development of Writing in Brunei Darussalam

2025-02-06T11:06:42+07:00

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.

A Comparative Analysis of Early Childhood Care and Education (ECCE) Policies: Malaysia and Selected International Contexts

2025-04-23T10:21:57+07:00

This study conducts a systematic literature review (SLR) to compare early childhood care and education (ECCE) policy frameworks between Malaysia and four selected countries: Sweden, New Zealand, Australia, and Japan. The objective is to identify key policy elements that can inform the enhancement of Malaysia’s ECCE system, particularly in the areas of policy integration and the professionalization of ECCE educators. A total of 712 articles were initially retrieved through major academic databases. After applying inclusion and exclusion criteria, 41 relevant articles were selected for in-depth analysis. The selected countries were chosen based on their exemplary ECCE systems, international rankings, and relevance to Malaysia’s policy aspirations ranging from structural similarities in public-private partnerships (e.g., Australia and New Zealand) to high-quality and publicly funded models (e.g., Sweden and Japan). Thematic analysis was employed to examine five major themes: curriculum and pedagogy, educator qualification standards, governance and accountability, access and equity, and cultural responsiveness. The findings reveal both unique and overlapping policy strategies, with emphasis on the role of integrated governance, continuous professional development, and culturally contextualized curricula. Malaysia stands to benefit from adapting international best practices in ways that suit its local sociocultural and administrative frameworks. The study also discusses the limitations of using secondary data and calls for more empirical, field-based studies in future research. This comparative approach contributes to a better understanding of how global ECCE policy trends can be translated into meaningful reforms within the Malaysian context.

STEAM Approach in Childhood Teaching and Learning: A Comparative Study in Indonesia and Nigeria

2025-04-08T10:28:52+07:00

Abstract—Science, Technology, Engineering, the Arts and Mathematics (STEAM) integrations in countries Education contribute to the development and innovation of countries Education. This study investigated Steam approach in childhood teaching and learning: a comparative study in Indonesia and Nigeria. The study adopted a descriptive survey design, which was guided by two research questions and one hypothesis. The population of the study was early childhood and primary education teachers in Indonesia and Nigeria. Multistage sampling techniques were used to select 164 respondents. A researcher self-constructed instrument titled “Steam Approach in Childhood Teaching and Learning Questionnaire’ (SACTLQ), with a reliability index of 0.79. The data obtained was analysed using descriptive statistics and inferential statistics of T-test at 0.05 level of significance. The study brought to light the available documents and resources for STEAM teaching in Nigeria and Indonesia which include curriculum documents, teaching materials on instructional needs, lesson plans, and documentation and a comprehensive portfolio of teaching resources. The study's findings also revealed that the STEAM program's integration level in schools in Indonesia and Nigeria is high. Finally, there was no statistically significant difference in the level of STEAM program integration between primary schools in Indonesia and Nigeria. It was therefore recommended that the Nigeria and Indonesia governments keep formulating and implementing policies that support STEAM integration in schools alongside cross-encouraging cross-country collaboration between Nigeria and Indonesia in STEAM integration.

Nurturing Critical Consciousness through Faith: Integrating Fitrah-Based Education in the Transformation of Islamic Early Childhood Education

2025-06-18T09:20:14+07:00

Abstract— Early childhood Islamic education is important because it influences children’s spirituality, character, and worldview. However, in practice, many early childhood education institutions in Islamic countries are still oriented towards a memorization and dogmatic approach, which provides little space for the development of children’s critical thinking from an early age. This article aims to examine the integration of a fitrah-based education approach in transforming early childhood Islamic education, with a focus on its potential to foster critical awareness rooted in faith. This study employs a qualitative method, drawing on literature reviews, a case study, and interviews with the management and a teacher of the BATAS Study. This early childhood education institution implements a fitrah-based education approach. The results of the study show that education based on fitrah can encourage children to think reflectively, understand values contextually, and internalize Islamic spirituality meaningfully. The main challenges include changing the role of teachers from being full authorities in learning to facilitators and nurturers of the child’s maximum potential. The BATAS Study offers a real-life example of how integrating faith, freedom of thought, and emotional guidance can shape children into independent, empathetic, and socially aware individuals. This article recommends a more transformative and dialogical approach to Islamic education, one that humanizes children from an early age, aligning with their inherent nature.

Fostering Disciplinary Literacy: Mathematics Teaching Strategies in Early Childhood Education

2025-06-18T10:01:10+07:00

Abstract— Fostering disciplinary literacy skills from an early age is essential to prepare young children for educational success in the future. This study explores teaching strategies to develop disciplinary literacy, particularly in mathematics within early childhood education (ECE). Drawing on a literature review approach, this paper integrates three key frameworks: the Developmentally Appropriate Practice (DAP) by the National Association for the Education of Young Children (NAEYC), the 4Es heuristic model by Moje (2015), and the eight mathematical practices outlined in the Common Core State Standards (CCSS). The findings highlight three main strategies that considered effective in promoting disciplinary literacy in mathematics: (1) involving children with their social rich learning environment; (2) implementing play-based learning to foster cognitive, linguistic, and social development; and (3) facilitating conversation-rich instruction to encourage problem solving and mathematical reasoning. These strategies are essential in scaffolding children’s abilities to read, write, and comprehend mathematical concepts within disciplinary contexts. Additionally, introducing these practices in early education contributes to build a strong academic foundation for children and promotes critical engagement with disciplinary knowledge in later years.