TEACHING INFANTS AND TODDLERS IN TASKA BRIDGING DEVELOPMENTAL NEEDS AND PARENTAL EXPECTATIONS

Authors

  • Nurul Najwa Mahadi Department of Psychology and Counselling, Faculty of Education, University Malaya, Malaysia
  • MOHD NAZRI ABDUL RAHMAN Department of Psychology and Counselling, Faculty of Education, University Malaya, Malaysia

DOI:

https://doi.org/10.30651/psychoseries.v1i1.28637

Keywords:

Early Childhood Education, Sensory Play, Infants

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.

References

Chaudry, A., & Sandstrom, H. (2020). Child Care and Early Education for Infants and Toddlers Child Care and Early Education for Infants and Toddlers. https://files.eric.ed.gov/fulltext/EJ1293558.pdf

Irshad, S., Maan, M. F., Batool, H., & Hanif, A. (2021). Vygotsky’s Zone of Proximal Development (ZPD): An evaluative tool for language learning and social development in early childhood education. Multicultural Education, 7(6), 234-242.

Lillard, A. S. (2020). Montessori as an alternative early childhood education. Early Child Development and Care, 191(7-8), 1–11. https://doi.org/10.1080/03004430.2020.1832998 Md. Jahangir Alam, & Ogawa, K. (2023). Parental aspirations for children’s early childhood education enrolment in Bangladesh. 12(2), 1136–1136. https://doi.org/10.11591/ijere.v12i2.24610

View of MONTESSORI PRESCHOOL CURRICULUM ON LEARNING THROUGH PLAY (LTP) APPROACH THROUGH QUALITY LEARNING SPACES DESIGN. (2024). Iium.edu.my. https://journals.iium.edu.my/kaed/index.php/japcm/article/view/876/644

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Published

2025-12-26

How to Cite

Mahadi, N. N., & ABDUL RAHMAN, M. N. (2025). TEACHING INFANTS AND TODDLERS IN TASKA BRIDGING DEVELOPMENTAL NEEDS AND PARENTAL EXPECTATIONS . Proceeding International Symposium on Global Education, Psychology, and Cultural Synergy, 2(1), 63–67. https://doi.org/10.30651/psychoseries.v1i1.28637

Issue

Vol. 2 No. 1 (2025): Proceeding International Symposium on Global Education, Psychology, and Cultural Synergy

Section

Innovations in Early Childhood and Youth Education

License

Copyright (c) 2025 Nurul Najwa Mahadi, Moh Nazri Abdul Rahman

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This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.