Using Vygotsky’s Theory to Understand Kindergarten Learning in Malaysia: A Critical Appraisal from Meta-Analysis

Abd. Halim, M. I., Mamat, N., & Radzi, M. N. M. (2023). Preschool teachers' teaching readiness in STEM–based early mathematics teaching and facilitation: The role of knowledge, interest and teaching attitude. Jurnal Pendidikan Awal Kanak–Kanak Kebangsaan, 12(2), 30–44. https://doi.org/10.37134/jpak.vol12.2.4.2023
Abdul, M. A., Arof, M. N., Mohamad, I., Harun, F. ’Ain, Jamil, N. A., Kariuddin, N. A. F., & Ismail, H. (2023). The influence of learning environment on improving the emotional development of preschool children: A case study. Jurnal Pendidikan Awal Kanak–Kanak Kebangsaan,12(2), 45–53. https://doi.org/10.37134/jpak.vol12.2.5.2023
Abu, H. (2023). Analysis of early childhood hadith education module books in the market: Analysis of early childhood hadith education module books in the market. Journal Of Hadith Studies, 9(2), 1–16. https://doi.org/10.33102/johs.v8i2.240
Albuquerque, A., & Martins, M. A. (2021). Invented spelling activities in kindergarten: the role of instructional scaffolding and collaborative learning. International Journal of Early Years Education, 29(1), 96–113. https://doi.org/10.1080/09669760.2020.1760085
Amalia, A., & Sukri, M., & Endang, B. (2023). Application of the scaffolding approach in developing the social skills of children aged 5–6 years. Jurnal Pendidikan Pembelajaran Khatulistiwa, 4(3), 1–11. http://dx.doi.org/10.26418/jppk.v4i3.9394
Bodrova, E., & Leong, D. J. (2015).? Vygotskian and post–Vygotskian views on children's play. American Journal of Play, 7(3), 371–388.
Christmas, D., Kudzai, C., & Josiah, M. (2013). Vygotsky’s Zone of Proximal Development Theory:What are its implications for mathematical teaching? Greener Journal of Social Sciences, 3(7), 371–377. https://10.15580/GJSS.2013.7.052213632
de Groot, B., Gorr, N. D., Kret, M. E., Rieffe, C., Tsou, Y.–T., & Straffon, L. M. (2023). Development and preliminary validation of a questionnaire to measure parental support for drawing. Thinking Skills and Creativity, 47, 1–14. https://doi.org/10.1016/j.tsc.2022.101228
Delgado–Gaitan, C. (1991). Involving parents in the schools: A process of empowerment. American Journal of Education, 100(1), 20–46. https://doi.org/10.1086/444003
Denhere, C., Chinyoka, K., & Mambeu, M. (2013). Vygotsky’s Zone of Proximal Development Theory: What are its implications for mathematical teaching? Greener Journal of Social Sciences 3(7),371–377. https://doi.org/10.15580/GJSS.2013.7.052213632
Deshmukh, R. S., Pentimonti, J. M., Zucker, T. A., & Curry, B. (2022). Teachers' use of scaffolds within conversations during shared book reading. Language, Speech, And Hearing Services in Schools, 53(1), 150–166. https://doi.org/10.1044/2021_LSHSS–21–00020
DiCarlo, S. E. (2009). Too much content, not enough thinking, and too little FUN! Advances in Physiology Education, 33(4), 257–264.
?uriši?, M., & Bunijevacm M. (2017). Parental involvement as a important factor for successful education. C.E.P.S Journal, 7(3), 137–153.
Education Act. (1996). National Philosophy of Malaysian Education. Putrajaya, Malaysia
Ekwueme, C. O., Ekon, E. E., & Ezenwa–Nebife, D. C. (2015). The impact of hands–on–approach on student academic performance in basic science and mathematics. Higher Education Studies, 5(6), 47–5. http://dx.doi.org/10.5539/hes.v5n6p47
Egan, K. (2002). Getting it wrong from the beginning: our progressive inheritance from Herbert Spencer, John Dewey, and Jean Piaget. New Haven: Yale University Press.
Fleer, M. (2010). Early learning and development: cultural–historical concepts in play. New York: Cambridge University Press.
Fleer, M., Veresov, N., & Walker, S. (2020). Playworlds and executive functions in children: Theorising with the cultural–historical analytical lenses. Integrative Psychological and Behavioral Science, 54(1), 124–141. https://doi.org/10.1007/s12124–019–09495–2
Haidich, A. B. (2010). Meta–analysis in medical research. Hippokratia. 4(Suppl 1), 29–37.
Hardman, J. (2019). Towards a pedagogical model of teaching with ICTs for mathematics attainment in primary school: A review of studies 2008–2018. Heliyon, 5(5), Article 01726. https://doi.org/10.1016/j.heliyon.2019.e01726
Hardman, J. (2022). A Cultural–historical pedagogical model as a potential developmental tool in schools. European Journal of Education and Pedagogy, 3(3), 191–198. https://doi.org/10.24018/ejedu.2022.3.3.354
Hasin, I., Othman, R., Abdullah, N. S., Yusoff, K. M., & Ab Rahman, M. R. (2022). Issue and challenge on national transformation of digital learning in post–Covid–19. Jurnal Pendidikan Bitara UPSI, 15(2), 23–32. https://doi.org/10.37134/bitara.vol15.2.3.2022
Haynes, J., and Murris, K. (2012). Picturebook, pedagogy and philosophy. New York: Routledge.
Hedegaard, M. (2020). Hedegaard, M. (2020). Ascending from the Abstract to the Concrete in School Teaching–the double Move between Theoretical Concepts and Children's Concepts. Psychological Science & Education, 25(5), 44–57. DOI: https://doi.org/10.17759/pse.2020250504
Hirsh–Pasek, K., Golinkoff, R. M., Berk, L. E., & Singer, D. (2009). A mandate for playful learning in preschool: Presenting the evidence. New York: Oxford University Press
Hoque, M. E. (2018). Memorization: A proven method of learning. Journal of Applied Research 22(3), 142–150.
Kadir, N. A., & Jamaludin, K. A. (2022). Teacher’s challenges in implementing blended project–based learning in Malaysian school context. Malaysian Journal of Social Sciences and Humanities, 7(12), Article 001998. https://doi.org/10.47405/mjssh.v7i12.1998
Kamarudin, M. H., Abdul Halim, A., & Zakaria, N. (2023). Importance and challenges for preschool Islamic education curriculum. Journal of Islamic, Social, Economics and Development, 8(59), 160 – 167.
Khusnidar, M. D., Norazilawati, A. & Mazlina, C. M. (2022). STEM elements among preschool children through a project approach. Jurnal Penyelidikan Sains Sosial, 5(15), 71 –86.
Karolek, D. (2015). Ten things children learn from block play. Retrieved on March 20th, 2024, from https://www.naeyc.org/resources/pubs/yc/mar2015/ten–things–children–learn–block–play
Koyuncu, S., Kumpulainen, K., & Kuusisto, A. (2023). Scaffolding children’s participation during teacher–child interaction in second language classrooms. Scandinavian Journal of Educational Research, 1–15. https://doi.org/10.1080/00313831.2023.2183430
Kvarven, A., Strømland, E., & Johannesson, M. (2020). Comparing meta–analyses and preregistered multiple–laboratory replication projects. Nature Human Behaviour, 4, 423–434. https://doi.org/10.1038/s41562–019–0787–z
Lansdown, G., Vaghri, Z. (2022). Article 1: Definition of a child. In: Z. Vaghri., J. Zermatten., G. Lansdown., & R. Ruggiero (Eds). Monitoring state compliance with the UN Convention on the Rights of the Child. Children’s Well–Being: Indicators and Research, vol 25. Springer, Cham. https://doi.org/10.1007/978–3–030–84647–3_40
Li, K., Rollins, J., & Yan, E. (2018). Web of Science use in published research and review papers 1997–2017: A selective, dynamic, cross–domain, content–based analysis. Scientometrics, 115(1), 1–20. https://doi.org/10.1007/s11192–017–2622–5
Liza?i?, V., & Suši?, B. B. (2020). Contribution of children’s selforganised musical activities to the lifelong learning of preschool teachers. Croatian Journal of Education, 22(3), 83–100. https://doi.org/10.15516/cje.v22i0.3911
McLeod, S. (2024). Vygotsky’s theory of cognitive development. Retrieved on February 17th, 2024, from https://www.simplypsychology.org/vygotsky.html
Meriem, C., Khaoula, M., Ghizlane, C., Asmaa, M. A., Ahmed, A. O. T. (2020). Early childhood development (0 – 6 Years Old) from healthy to pathologic: A review of the literature. Open Journal of Medical Psychology, 9(3), 100–122. doi: https://doi.10.4236/ojmp.2020.93009
Merkelbach, I., Plak, R. D., Jong, M. T. S., & Rippe, C. A. (2022). Differential efficacy of digital scaffolding of numeracy skills in kindergartners with mild perinatal aversities. Frontiers in Education, 7, Article 709809. https://doi.org/10.3389/feduc.2022.709809
Meyer, L. A. (1986). Strategies for correcting students’ wrong responses. The Elementary School Journal, 87(2), 227–241. http://www.jstor.org/stable/1001361
Ministry of Education Malaysia. (2013). Malaysia Education Development Plan 2013–2025. Malaysia, Putrajaya: Teacher Education Division.
Morgan, P. L., & Meier, C. R. (2008). Dialogic reading's potential to improve children's emergent literacy skills and behavior. Prev Sch Fail, 52(4), 11–16. https://doi.org/10.3200/PSFL.52.4.11–16
Morris, A., Hardman, J., & Jacklin, H. (2016). School science for six–year–olds: A neo Vygotskian approach to curriculum analysis. Journal of Education, 64, 137–162.
Mupa, P., & Chinooneka, T. I. (2015). Factors contributing to ineffective teaching and learning in primary schools: Why are schools in decadence? Journal of Education and Practice, 6(19), 125–133.
Narayan, R., Rodriguez, C., Araujo, J., Shaqlaih, A., & Moss, G. (2013). Constructivism—Constructivist learning theory. In B. J. Irby, G. Brown, R. Lara–Alecio, & S. Jackson (Eds.), The handbook of educational theories (pp. 169–183). IAP Information Age Publishing.
Nicholas, M., Rouse, E., & and Paatsch, L. (2021). Child–centred teaching: helping each child to reach their full potential. Education Sciences, 11, Article 280. https://doi.org/10.3390/educsci11060280
Ompok, C. S. @ C. C. & Bacotang, J. (2019). The effect of teaching methods on early mathematics achievement among preschool children. Jurnal Pendidikan Awal Kanak–Kanak Kebangsaan, 8, 8–16. https://doi.org/10.37134/jpak.vol8.2.2019
Phang, W. L. A., Chong, M. C., Che Mustafa, M., & Mohd Jamil, M. R. (2023). Issues and challenges for the implementation of preschool stream education: What do the preschool teachers say? Southeast Asia Early Childhood Journal, 12(1), 54–69. https://doi.org/10.37134/saecj.vol12.1.5.2023
Piaget, J. (1976). Cognitive development in children: Piaget development and learning. Journal of Research in Science Teaching, 2, 176–186.
Qin, T. Y., & Md Nor, M. (2018). Exploring issues on teaching and learning in Malaysian private preschools. Malaysian Online Journal of Educational Management, 6(2), 67–82. https://doi.org/10.22452/mojem.vol6no2.4
Rahmatullah, B., Rawai, N. M., Samuri, S. M., & Md Yassin, A. S. (2023). Overview of early childhood care and education in Malaysia. Hungarian Educational Research Journal, 11(4), 396–412. https://doi.org/10.1556/063.2021.00074
Rieder–Bünemann, R., Hüttner, J., & Smit, U. (2022). Who would have thought that I’d ever know that!’: Subject–specific vocabulary in CLIL student interactions. International Journal of Bilingual Education and Bilingualism, 25(9), 3184–3198. https://doi.org/10.1080/13670050.2021.2020211
Rohlfing, K. J., Altvater–Mackensen, N., Caruana, N., van den Berghe, R., Bruno, B., Tolksdorf, N. F., & Hanulíková, A. (2022). Social/dialogical roles of social robots in supporting children's learning of language and literacy–A review and analysis of innovative roles. Frontiers in robotics and AI, 9, Article 971749. https://doi.org/10.3389/frobt.2022.971749
Rosli, S., Mahmud, S. F., & Azni, M. E. Integrating the National Education Philosophy (FPK) in developing integrated human capital. Jurnal Dunia Pendidikan, 4(1), 86–103.
Saad, H. M., & Rajamanickam, R. (2021). The maqasid of protecting mind (hifz al–‘aql) and its connection with National Education Philosophy. Islamiyyat, 43, 93–104. https://doi.org/10.17576/islamiyyat–2021–43IK–08
Sakurai, J., & Goos, M. (2023). Revisiting tools in numeracy learning: the role of authentic digital tools. Frontiers in Education, 8, Article 1291407. https://doi.org/10.3389/feduc.2023.1291407
Schodde, T., Hoffmann, L., Stange, S., & Kopp, S. (2019). Adapt, explain, engage—a study on how social robots can scaffold second–language learning of children. ACM Transactions on Human–Robot Interaction, 9, 1, Article 6. https://doi.org/10.1145/3366422
Silva, R., Martins, F., Cravino, J., Martins, P., Costa, C., & Lopes, J. B. (2023). Using educational robotics in pre–service teacher training: Orchestration between an exploration guide and teacher role. Education Sciences, 13(2), Article 210. https://doi.org/10.3390/educsci13020210
Shah, R. K. (2019). Effective constructivist teaching learning in the classroom. Shanlax International Journal of Education, 7(4),1–13.
Sinaga, S. S., Rohidi, T. R., & Soesanto., Ganap, V. (2018). Musical activity in the music learning process through children songs in primary school level. Journal of Arts Research and Education, 18(1), 45–51.
Smolak, L., & Levine, M. P. (2001). Body image in children. In J. K. Thompson & L. Smolak (Eds.), Body image, eating disorders, and obesity in youth: Assessment, prevention, and treatment (pp. 41–66). American Psychological Association. https://doi.org/10.1037/10404–002
Soratto, J., Pires, D. E. P., & Friese, S. (2020). Thematic content analysis using ATLAS.ti software: Potentialities for researchs in health. Revista brasileira de enfermagem, 73(3), Article 20190250. https://doi.org/10.1590/0034–7167–2019–0250
Studhalter, U. T., Leuchter, M., Tettenborn, A., Elmer, A., Edelsbrunner, P. A., & Saalbach, H. (2021). Early science learning: The effects of teacher talk. Learning and Instruction, 71, Article 101371. https://doi.org/10.1016/j.learninstruc.2020.101371
Sysoev, I., Gray, J. H., Fine, S., Makini, S. P., & Roy, D. (2022). Child–driven, machine–guided: Automatic scaffolding of constructionist–inspired early literacy play. Computers & Education, 182, 1–14. https://doi.org/10.1016/j.compedu.2022.104434
Taipoi, V., &Othman, N. (2023) Challenges of preschool teachers in implementing home teaching and learning during Covid–19: A case study in Ranau District. Jurnal Dunia Pendidikan, 5 (1), 25–35.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Vygotsky, L. S. (1986). Thought and language. Cambridge, MA: MIT Press.
Wallon, H. (1972–1973). The psychological development of the child. International Journal of Mental Health, 1(4), 29–39. https://doi.org/10.1080/00207411.1972.11448595
Wasik, B.A., Jacobi–Vessels, J.L. (2017). Word Play: Scaffolding language development through child–directed play. Early Childhood Education Journal, 45, 769–776. https://doi.org/10.1007/s10643–016–0827–5
Weber, A. M., & Leuchter, M. (2022). Fostering children's block building self–concepts and stability knowledge through construction play. Journal of Applied Developmental Psychology, 80(1), Article 101400. https://doi.org/10.1016/j.appdev.2022.101400
Winkler–Rhoades, N., Carey, S.C. and Spelke, E.S. (2013). Two–year–old children interpret abstract, purely geometric maps. Developmental Science, 16(3): pp.365–376. Available www.wjh.harvard.edu
Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem–solving. Journal of Child Psychology and Psychiatry and Allied Disciplines, 17(2), 89–100. https://doi.org/10.1111/j.1469–7610.1976.tb00381.x
Wu, C. H., Tu, S. T., Chang, Y. F., Chan, D. C., Chien, J.T., Lin, C. H., Singh, S., Dasari, M., Chen, J. F., & Tsai K. S. (2018). Fracture liaison services improve outcomes of patients with osteoporosis–related fractures: A systematic literature review and meta–analysis. Bone, 111, 92–100. https://doi.org/10.1016/j.bone.2018.03.018

(Ghazali et al., 2024)
Ghazali, A., Hardman, J., Ashari, Z. M., Idris, M. N., & Mitchelle, N. C. (2024). Using Vygotsky’s Theory to Understand Kindergarten Learning in Malaysia: A Critical Appraisal from Meta-Analysis. International Journal of Academic Research in Progressive Education and Development, 13(2), 253–270.

Copyright: © 2024 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seenavc at: http://creativecommons.org/licences/by/4.0/legalcode