scholarly journals The Inside Story: Early Childhood Practitioners' Perceptions of Teaching Science

2021 ◽  
Author(s):  
◽  
Kayte Edwards
Keyword(s):  
Early Childhood ◽  
Focus Group ◽  
Focus Group Discussion ◽  
Teaching Strategies ◽  
Group Discussion ◽  
Early Childhood Teachers ◽  
Unique Contribution ◽  
Subject Knowledge ◽  
Scientific Learning ◽  
The Way

<p>This thesis investigates early childhood teachers' perspectives of how they support children's scientific learning, and how they felt about the way they supported that learning, within one childcare centre setting. Using a qualitative case study approach the views of the six participants teaching at the research site were gathered during initial individual interviews. Participants were then asked to document situations where they noticed and recognised children engaged in scientific learning. In a second interview participants talked about the documentation they had gathered and what responses they had to what they had seen, if any. The interview data and participant documentation was then coded and collated into a matrix form in order to use the initial findings as the basis for a focus group discussion involving all participants. The transcript of the focus group discussion was then added to the initial findings and subsequently considered in light of Rogoff's (2003) three analytical foci (the personal, interpersonal and cultural-institutional). This enabled a broad spectrum of ideas to emerge and served to highlight several teaching strategies.Three key findings emerged from the data. The first, a unique contribution of this study, highlights specific teaching strategies relating to the interdependent nature of team teaching relationships. The dialogue that developed between participants during the research emerged as a significant teaching support. The way the participants drew on each other's expertise, knowledge, experiences, and physical support was noticeable and often contributed to an individual participant's learning and increased confidence. On an individual level, the second finding concerned how capable and competent the individual participants felt about their support of children's scientific learning was related to their view of what 'science' is, and the role they thought the teacher should play in science education. This emphasises the importance of teachers having subject knowledge and a solid understanding of the nature of science (NOS). Furthermore, in this study the complexity of increasing the effectiveness of the support that early childhood teachers provide for children's scientific learning was revealed as the third finding. The influence of participants' confidence in and attitudes toward supporting children's scientific learning is further complicated when considering them in relation to the role of the teacher's understanding of NOS. Both of these factors have implications for the difference in teachers' available knowledge, skills and resources, and their inclination to use them. This thesis argues that there is no one solution to encouraging teachers to engage in more effective scientific learning support. However, reflective practice can enable teachers to develop their understanding of what science is and a pedagogy that will support the children's scientific learning, as well as increasing their confidence in and willingness to expand their scientific subject knowledge base. In addition, it also contends that collective teaching strategies are a significant factor in early childhood teachers' abilities to notice, recognise and respond to children engaged in scientific learning and as such need further consideration in teacher education, policy making decisions, and future research.</p>

scholarly journals The Inside Story: Early Childhood Practitioners' Perceptions of Teaching Science

2021 ◽  
Author(s):  
◽  
Kayte Edwards
Keyword(s):  
Early Childhood ◽  
Focus Group ◽  
Focus Group Discussion ◽  
Teaching Strategies ◽  
Group Discussion ◽  
Early Childhood Teachers ◽  
Unique Contribution ◽  
Subject Knowledge ◽  
Scientific Learning ◽  
The Way

<p>This thesis investigates early childhood teachers' perspectives of how they support children's scientific learning, and how they felt about the way they supported that learning, within one childcare centre setting. Using a qualitative case study approach the views of the six participants teaching at the research site were gathered during initial individual interviews. Participants were then asked to document situations where they noticed and recognised children engaged in scientific learning. In a second interview participants talked about the documentation they had gathered and what responses they had to what they had seen, if any. The interview data and participant documentation was then coded and collated into a matrix form in order to use the initial findings as the basis for a focus group discussion involving all participants. The transcript of the focus group discussion was then added to the initial findings and subsequently considered in light of Rogoff's (2003) three analytical foci (the personal, interpersonal and cultural-institutional). This enabled a broad spectrum of ideas to emerge and served to highlight several teaching strategies.Three key findings emerged from the data. The first, a unique contribution of this study, highlights specific teaching strategies relating to the interdependent nature of team teaching relationships. The dialogue that developed between participants during the research emerged as a significant teaching support. The way the participants drew on each other's expertise, knowledge, experiences, and physical support was noticeable and often contributed to an individual participant's learning and increased confidence. On an individual level, the second finding concerned how capable and competent the individual participants felt about their support of children's scientific learning was related to their view of what 'science' is, and the role they thought the teacher should play in science education. This emphasises the importance of teachers having subject knowledge and a solid understanding of the nature of science (NOS). Furthermore, in this study the complexity of increasing the effectiveness of the support that early childhood teachers provide for children's scientific learning was revealed as the third finding. The influence of participants' confidence in and attitudes toward supporting children's scientific learning is further complicated when considering them in relation to the role of the teacher's understanding of NOS. Both of these factors have implications for the difference in teachers' available knowledge, skills and resources, and their inclination to use them. This thesis argues that there is no one solution to encouraging teachers to engage in more effective scientific learning support. However, reflective practice can enable teachers to develop their understanding of what science is and a pedagogy that will support the children's scientific learning, as well as increasing their confidence in and willingness to expand their scientific subject knowledge base. In addition, it also contends that collective teaching strategies are a significant factor in early childhood teachers' abilities to notice, recognise and respond to children engaged in scientific learning and as such need further consideration in teacher education, policy making decisions, and future research.</p>

scholarly journals PENINGKATAN SIKAP POSITIF IBU-IBU WALI PAUD TERHADAP PEMBELAJARAN DI PAUD RW II TAMBAK WEDI SURABAYA

2020 ◽  
Vol 3 (1) ◽  
pp. 36
Author(s):  
Dewi Mustami’ah ◽  
Andi Maulida Rahmania ◽  
Anisa Nilasari
Keyword(s):  
Early Childhood ◽  
Focus Group ◽  
Focus Group Discussion ◽  
Positive Attitude ◽  
Early Childhood Development ◽  
Group Discussion ◽  
Childhood Development ◽  
School Year ◽  
Children’S Learning ◽  
Children's Learning

Tujuan dari kegiatan pengabdian kepada masyarakat ini adalah untuk membentuk sikap positif ibu-ibu wali murid PAUD RW II Kelurahan Tambak Wedi Surabaya terhadap pembelajaran di PAUD. Permasalahan selama ini ibuibu menganggap pembelajaran di PAUD kurang ada manfaatnya karena hanya diajari bernyanyi, berjalan-jalan dan bermain saja. Sedangkan orang tua menghendaki ketika anak dimasukkan PAUD akan diajari menulis, berhitung dan membaca. Akibatnya orang tua terkadang tidak akan mengantarkan anaknya ketika sibuk atau punya aktifitas lain dan bahkan akan menghentikan anaknya ditengah tahun pelajaran. Anak tidak sampai tuntas mengikuti pembelajaran di PAUD sampai akhir tahun pelajaran. Dalam upaya meningkatkan sikap positif orang tua (ibu) pada pentingnya belajar di PAUD, maka diperlukan pemahaman terhadap orang tua melalui Focus Group Discussion tentang belajar anak PAUD, Belajar Bersama Anak melalui aktifitas ibu-anak. Untukmeningkatkan sikap positif ibu terhadap PAUD diperlukan pemahaman tentang perkembangan anak Usia Dini, Model belajar anak usia dini, pemilihan stimulant yang cocok untuk anak usia dini. Diharapkan dengan pemahaman yang tepat tentang Pendidikan anak usia dini orang tua akan memiliki sikap positif terhadap PAUD, sehingga orang tua akan berpartisipasi aktif dalam pembelajaran anak. Hasil Ibu-Ibu lebih memahami Pendidikan PAUD mengembangkan aspek fisik, panca indera, emosi, social, pengetahuan, agama pada anak melalui metode bermain. Sehingga ketika bunda PAUD mengajak anak-anak melompat-lompat, berlari atau berjalan-jalan, sebenarnya didalamnya terdapat pengetahuan berbaris, sabar menunggu aba-aba, mengerti teman di kanan kirinya, melatih kepekaan anak dalam mendengar perintah. Ibu-ibu juga memiliki pemahaman terkait bagaimana harus menghadapi anak-anak usia dini dan perilaku khasnya seperti senang berlarian, coret-coret dan ibu-ibu juga memiliki pandangan bagaimana mengelola emosi dengan lebih baik saat menghadapi anak. Ibu-ibu memperoleh gambaran stimulasi anak usia dini yang dapat dilakukan ibu dan anak di rumah dengan menggunakan bahan-bahan yang sederhana namun bertujuan untuk melatih kemampuan sensorik anak, yaitu kegiatan meremas kertas, dan menempel benda-benda kecil di kertas (misalnya biji-bijian (jagung, kedelai, beras, kacang-kacangan).ABSTRACTThe purpose of this community service activity is to establish a positive attitude towards the guardians of PAUD RW II students in Tambak Wedi Surabaya Village towards learning in PAUD. The problem so far has been that mothers consider learning in PAUD to be of no use because they are only taught to sing, walk and play. Whereas parents want PAUD when children are included, they will be taught to write, count and read. As a result parents sometimes will not deliver their children when they are busy or have other activities and will even stop their children in the middle of the school year. Children do not complete learning in PAUD until the end of the school year. In an effort to improve the positive attitude of parents (mothers) on the importance of learning in PAUD, it is necessary to understand parents through Focus Group Discussion on PAUD children’s learning, Learning With Children through mother-child activities. To improve the mother’s positive attitudetowards PAUD, an understanding of Early Childhood development, early childhood learning model, selection of stimulants suitable for early childhood is needed. It is expected that with proper understanding of early childhood education parents will have a positive attitude towards PAUD, so parents will actively participate in children’s learning. Results Mothers better understand PAUD education develops physical aspects, senses, emotions, social, knowledge, religion in children through playing methods. So when the mother of PAUD invites children to jump around, run or walk, in fact there is a lined up knowledge, patiently waiting for the cue, understanding the friend on her left and training the child in listening to commands. Mothers also have an understanding of how to deal with early childhood and their typical behaviors such as running around, scribbling and mothers also have a view on how to manage emotions better when facing children. Mothers get a picture of early childhood stimulation that can be done by mothers and children at home by using simpleingredients but aims to train children’s sensory abilities, namely the activity of squeezing paper, and sticking small objects on paper (for example, grains (corn, soybeans, rice, nuts).

Bodhisattvas in Motion: A Path to Compassion Through Physical Activity for Larger Women

2014 ◽  
Vol 22 (1) ◽  
pp. 10-17
Author(s):  
Vicki Ebbeck ◽  
Keegan E. Fitzgerald
Keyword(s):  
Physical Activity ◽  
Focus Group ◽  
Focus Group Discussion ◽  
Group Discussion ◽  
Self Reflection ◽  
Field Notes ◽  
Journal Entries ◽  
The Way

The purpose of this study was to assess the feasibility of enacting the Way of the Bodhisattva (Chödrön, 2005) lessons in compassion with larger women, particularly in reference to their physical activity behaviors. Three women provided ongoing and detailed information with regard to their experiences engaging with the lessons over a 6-week period. Individual weekly interviews, journal entries, a focus group discussion with all women following the program, and researcher field notes in combination offered triangulated information that was analyzed by two researchers. The findings suggested that the women benefited from the program, although assuming the role of a bodhisattva did prove to be challenging in the time available and perhaps was most beneficial in facilitating the process of self-reflection.

scholarly journals ANALISIS KEBUTUHAN KONTEN MODEL MULTIMEDIA ALAT BANTU GURU UNTUK PAUD

2014 ◽  
pp. 162-176
Author(s):  
Manikowati Manikowati
Keyword(s):  
Early Childhood ◽  
Focus Group ◽  
Qualitative Method ◽  
Group Discussion ◽  
Early Childhood Teachers ◽  
Multimedia Teaching ◽  
Instructional Multimedia ◽  
Need Analysis ◽  
Teaching Aids ◽  
Early Childhood Learning

diterima tanggal 6 Mei 2013, dikembalikan untuk direvisi tanggal 14 Mei 2013, disetujui tanggal 24 Mei 2013Abstraks: Multimedia pembelajaran dengan karakteristik yang dimiliki, dapat mengembangkan apapun konten pembelajaran. Untuk itu, diasumsikan multimedia pembelajaran mampu memberikan kebermanfaatan yang sangat tinggi kepada guru sebagai alat bantu pembelajaran yang kemudian disebut multimedia teaching aids, termasuk untuk pembelajaran anak usia dini. Penelitian ini bertujuan untuk menunjukkan tingkat kebutuhan guru PAUD akan multimedia sebagai alat bantu mengajar dan batasanbatasan konten yang cocok dikembangkan melalui multimedia teaching aids beserta contoh konkritnya. Analisis kebutuhan ini dilakukan dengan menggunakan metode kualitatif. Adapun instrumen yang digunakan berupa petikan hasil presentasi guru dan hasil diskusi kelompok terfokus. Berdasarkan pengolahan dan analisa data, diperoleh bahwa tingkat kebutuhan guru akan multimedia pembelajaran sebagai alat bantu mengajar sangat tinggi. Berhubungan dengan konten yang cocok dikembangkan untuk pembelajaran anak usia dini menggunakan multimedia alat bantu guru, telah diperoleh batasan-batasan konten beserta 30 konten.Kata kunci: analisis, konten, multimedia, alat bantu, PAUDAbstract: Instructional multimedia with its characteristics can develop any learning contents. Therefore, it is assumed that it gives more advantages for the teacher as a teaching aid, called multimedia teaching aids, including for the early childhood learning. This research was to show the level of early childhood teacher’s needs toward multimedia teaching aids and the appropriate content requirements to be developed through multimedia teaching aids with the real examples. The need analysis was conducted by using qualitative method. The instruments used were taken from teachers’ presentations and from the results of focus group discussion. Based on data processing and analysis, it was obtained that the need level of early childhood teachers on multimedia teaching aids was high. Dealing with the appropriate contents to be developed for early childhood learning through multimedia teaching aids, it was gained some requirements of contents with 30 real contents being developed.Key words: analysis, content, multimedia, teaching aids, the early childhood

scholarly journals Co-creation of an Acceptable Indigenous Food Diet for Children Under Five in Early Childhood Development Centres

2021 ◽  
Author(s):  
Gundo Nepfumbada ◽  
Tafadzwa Dzunamarira ◽  
Tivani Phosa Mashamba-Thompson
Keyword(s):  
Early Childhood ◽  
Focus Group ◽  
Focus Group Discussion ◽  
Early Childhood Development ◽  
Group Discussion ◽  
Leafy Vegetables ◽  
Childhood Development ◽  
Nominal Group ◽  
Children Under Five ◽  
Under Five

Abstract Background: The use of indigenous food (IF) such as green leafy vegetables and fruits in rural communities has been the main source of food despite being replaced by food high in sugar and fats. Early Childhood Development (ECD) centres are uniquely positioned for positive influence to healthy eating of children. The aim of this study was for ECD stakeholders to co-create an IF diet for children under five in ECD centres.Method: A sequential explanatory mixed method design was employed. We conducted focus group discussion with stakeholders employing the community-based participatory research (CBPR) approach and the nominal group technique ranking method to co-create to an acceptable indigenous food diet for children. Data was analyzed using both qualitative and quantitative methods. A thematic approach to qualitative data analysis with a coding framework guided by Consolidated Framework for Implementation Research (intervention characteristics, inner setting, outer setting, characteristics of individuals involved in implementation and the implementation process) was employed to analyse focus group discussion data. Statistical analysis was employed to analyze quantitative data collected through surveys.Results: Study participants included ECD stakeholders (ECD managers, social workers and dieticians) aged 34-52. Participants identified Ditokomane, Oranges, Mabele soft porridge, Dithotse and Dinawa as components of an IF that are suitable and acceptable for children under five years in ECD centres. Conclusion: ECD stakeholders co-created an IF diet to be implemented in ECD centres for children under five. Stakeholders are of the view that IF diet will have more health benefits on children than the current menu that is being used.

scholarly journals Peer interactions among under three years old children in Malaysian childcare centres: A case study approach

2021 ◽  
Author(s):  
◽  
Farhana Wan Yunus
Keyword(s):  
Early Childhood ◽  
Focus Group ◽  
Social Competence ◽  
Focus Group Discussion ◽  
Peer Interactions ◽  
Group Discussion ◽  
Infants And Toddlers ◽  
Stimulated Recall ◽  
Stimulated Recall Interviews

<p>Research on infants’ and toddlers’ peer interactions in childcare centres shows many benefits for children’s social competence. With increasing participation of under-three year olds in group-based early childhood services worldwide, there is also growing interest in the role played by childcare adults in supporting children’s social competence. In the Malaysian context, where the number of childcare settings is growing rapidly, early childhood research remains limited and is non-existent within the field of understanding the complexity of infants’ and toddlers’ peer interactions. At the same time there has been a mounting discourse by Malaysian economists promoting the benefits of non-cognitive skills to a country, thus focussing attention on social skills, of which peer interactions are a form. This study opens up this under-researched field in Malaysia through three qualitative case studies – one in each of three childcare centres in the state of Selangor. Each case study involved individual semi-structured interviews with the childcare practitioners, video-recorded observations of the children’s peer interactions, and video-stimulated recall interviews. A focus group discussion was conducted too with all of the practitioners after that. The aim of the study was to examine how practitioners perceived peer interactions among children under three years old in their childcare centres, and the kinds of peer interactions that occurred among the children. Drawing on constructs from a range of social constructivist theoretical perspectives, the findings revealed that at the start of the study, the practitioners saw themselves as promoting peer interactions by facilitating group activities and managing interactions between children by responding to their conflicts. The observations of children’s peer interactions revealed complex negotiations by the children who were actively creating a sense of belonging and togetherness at their childcare centres like embracing the centre’s routines, and responding to the needs of others including through humour and laughter. In the process of these interactions, children exercised their agency and learned the skills of becoming socially competent participants in their centre. Through video-stimulated recall interviews and focus group discussion, the practitioners deepened their thoughts on children’s peer interactions and saw peer interactions to be linked with learning around three main themes: learning through play; learning through gaining familiarity with others; and learning about having friends. My findings provide a picture of how the children’s peer interactions were understood by largely untrained practitioners, and how the complexity of children’s lived experiences remained hidden to the practitioners until they took part in the video-stimulated recall interviews; the latter opened up and deepened the practitioners thoughts about children’s peer interactions. This study differs from earlier studies in that it is based in Malaysia where the provision of group-based early childhood care and education services is still a relatively new social and educational endeavour staffed by largely unqualified practitioners. This has implications for future childcare training initiatives in Malaysia.</p>

Informed Consent Prior to Nursing Care Procedures

2005 ◽  
Vol 12 (1) ◽  
pp. 19-29 ◽  
Author(s):  
Helen Aveyard
Keyword(s):  
Informed Consent ◽  
Focus Group ◽  
Qualitative Study ◽  
Focus Group Discussion ◽  
Nursing Care ◽  
Critical Incident ◽  
Group Discussion ◽  
Critical Incident Technique ◽  
Teaching Hospitals ◽  
The Way

It is largely undisputed that nurses should obtain consent prior to nursing care procedures. This article reports on a qualitative study examining the way in which nurses obtain such informed consent. Data were collected through focus group discussion and by using a critical incident technique in order to explore the way in which nurses approach consent prior to nursing care procedures. Qualified nurses in two teaching hospitals in England participated in the study. An analysis of the data provides evidence that consent was often not obtained by those who participated in the study and that refusals of care were often ignored. In addition, participants were often uncertain how to proceed with care when the patient was unable to consent. Consent prior to nursing care procedures is an essential but undeveloped concept, for which a new ethos is required.

scholarly journals I LOVE TEACHING: The reflective stories of English teachers at achieving shools in Banda Aceh

2019 ◽  
Vol 6 (1) ◽  
pp. 52
Author(s):  
Khairil Razali ◽  
Teuku Zulfikar
Keyword(s):  
Focus Group ◽  
Focus Group Discussion ◽  
Teaching Strategies ◽  
Group Discussion ◽  
Structured Interview ◽  
Classroom Research ◽  
Teaching Experiences ◽  
High Achieving Schools ◽  
High Achieving ◽  
Banda Aceh

The study explored the teachers teaching strategies in six high achieving schools in Banda Aceh. One main purpose of the study was to explore particular strategies teachers use in conducting teaching effectively. The study was approached using the qualitative classroom research. The settings of the study were six high achieving secondary schools in Banda Aceh. The data of the study were collected through in-depth semi-structured Interview, observation and also focus group discussion. The data which was analysed using coding techniques reveals that most teachers interviewed suggested that they feel teaching at schools was at ease, and this due to mostly their extensive teaching experiences, trainings and Students’ learning passion.

scholarly journals Co-Creation of an Acceptable Indigenous Food Diet for Children Under Five in Early Childhood Development Centres

2020 ◽  
Author(s):  
Gundo Nepfumbada ◽  
Tafadzwa Dzinamarira ◽  
Tivani Phosa Mashamba-Thompson
Keyword(s):  
Early Childhood ◽  
Focus Group ◽  
Focus Group Discussion ◽  
Early Childhood Development ◽  
Group Discussion ◽  
Leafy Vegetables ◽  
Childhood Development ◽  
Nominal Group ◽  
Children Under Five ◽  
Under Five

Abstract Background: The use of indigenous food (IF) such as green leafy vegetables and fruits in rural communities has been the main source of food despite being replaced by food high in sugar and fats. Early Childhood Development (ECD) centres are uniquely positioned for positive influence to healthy eating of children. The aim of this study was for ECD stakeholders to co-create an IF diet for children under five in ECD centres.Method: A sequential explanatory mixed method design was employed. We conducted focus group discussion with stakeholders employing the community-based participatory research (CBPR) approach and the nominal group technique ranking method to co-create to an acceptable indigenous food diet for children. Data was analyzed using both qualitative and quantitative methods. A thematic approach to qualitative data analysis with a coding framework guided by Consolidated Framework for Implementation Research (intervention characteristics, inner setting, outer setting, characteristics of individuals involved in implementation and the implementation process) was employed to analyse focus group discussion data. Statistical analysis was employed to analyze quantitative data collected through surveys.Results: Study participants included ECD stakeholders (ECD managers, social workers and dieticians) aged 34-52. Participants identified Ditokomane, Oranges, Mabele soft porridge, Dithotse and Dinawa as components of an IF that are suitable and acceptable for children under five years in ECD centres. Conclusion: ECD stakeholders co-created an IF diet to be implemented in ECD centres for children under five. Stakeholders are of the view that IF diet will have more health benefits on children than the current menu that is being used.

scholarly journals Peer interactions among under three years old children in Malaysian childcare centres: A case study approach

2021 ◽  
Author(s):  
◽  
Farhana Wan Yunus
Keyword(s):  
Early Childhood ◽  
Focus Group ◽  
Social Competence ◽  
Focus Group Discussion ◽  
Peer Interactions ◽  
Group Discussion ◽  
Infants And Toddlers ◽  
Stimulated Recall ◽  
Stimulated Recall Interviews

<p>Research on infants’ and toddlers’ peer interactions in childcare centres shows many benefits for children’s social competence. With increasing participation of under-three year olds in group-based early childhood services worldwide, there is also growing interest in the role played by childcare adults in supporting children’s social competence. In the Malaysian context, where the number of childcare settings is growing rapidly, early childhood research remains limited and is non-existent within the field of understanding the complexity of infants’ and toddlers’ peer interactions. At the same time there has been a mounting discourse by Malaysian economists promoting the benefits of non-cognitive skills to a country, thus focussing attention on social skills, of which peer interactions are a form. This study opens up this under-researched field in Malaysia through three qualitative case studies – one in each of three childcare centres in the state of Selangor. Each case study involved individual semi-structured interviews with the childcare practitioners, video-recorded observations of the children’s peer interactions, and video-stimulated recall interviews. A focus group discussion was conducted too with all of the practitioners after that. The aim of the study was to examine how practitioners perceived peer interactions among children under three years old in their childcare centres, and the kinds of peer interactions that occurred among the children. Drawing on constructs from a range of social constructivist theoretical perspectives, the findings revealed that at the start of the study, the practitioners saw themselves as promoting peer interactions by facilitating group activities and managing interactions between children by responding to their conflicts. The observations of children’s peer interactions revealed complex negotiations by the children who were actively creating a sense of belonging and togetherness at their childcare centres like embracing the centre’s routines, and responding to the needs of others including through humour and laughter. In the process of these interactions, children exercised their agency and learned the skills of becoming socially competent participants in their centre. Through video-stimulated recall interviews and focus group discussion, the practitioners deepened their thoughts on children’s peer interactions and saw peer interactions to be linked with learning around three main themes: learning through play; learning through gaining familiarity with others; and learning about having friends. My findings provide a picture of how the children’s peer interactions were understood by largely untrained practitioners, and how the complexity of children’s lived experiences remained hidden to the practitioners until they took part in the video-stimulated recall interviews; the latter opened up and deepened the practitioners thoughts about children’s peer interactions. This study differs from earlier studies in that it is based in Malaysia where the provision of group-based early childhood care and education services is still a relatively new social and educational endeavour staffed by largely unqualified practitioners. This has implications for future childcare training initiatives in Malaysia.</p>

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