Intern
ati
o
n
a
l
Jo
urn
a
l
o
f
E
v
al
ua
ti
o
n
and
Rese
arch in
Education (I
JE
RE)
V
o
l.4
,
No
.3
, Sep
t
em
b
e
r
20
15, pp
. 146
~154
I
S
SN
: 225
2-8
8
2
2
1
46
Jo
urn
a
l
h
o
me
pa
ge
: h
ttp
://iaesjo
u
r
na
l.com/
o
n
lin
e/ind
e
x.ph
p
/
IJERE
Contributing Factors on Malays
ia Preschool Teachers’ Belief,
Attitude and Competence in
Using Pl
ay Activi
ties
Hafsah Binti
Jantan
1
, Abdul Ra
him Bin
Ha
mdan
1
, F
a
uz
iah Hj Yah
y
a
1
, Ha
limatussa
di
a
h
Binti
Sa
leh
1
,
Mohd Hanafi Bin
Az
man O
n
g
2
1
Faculty
of
Edu
c
ation
,
Univ
ers
iti Teknologi
Mala
y
s
ia, Malay
s
ia
2
F
acult
y
of M
a
th
em
atic
al
dan Co
m
puter S
c
ie
n
ces
, Univers
i
ti
Tekn
ologi MARA, M
a
lay
s
ia
Article Info
A
B
STRAC
T
Article histo
r
y:
Received Aug 16, 2015
Rev
i
sed
Au
g
29
, 20
15
Accepted Aug 31, 2015
This stud
y
focu
d on preschool teach
ers’ belie
f, att
itude
, knowledge an
d
com
p
etenc
e
in using pla
y
in Ma
la
y
s
ia
. Its purpose is to find out indicato
r
s
significantly
con
t
ribute to
belief
,
atti
tude, knowledge and
competence
in p
l
ay
of preschool teachers in Malay
s
ia. Th
e method used was factor
analy
s
is in
order to confir
m
indicators
in each vari
able
as
s
i
gnificant i
ndica
tors
as
factors with lo
ading factor 0
.
40
. Sample size in
this stud
y
cons
ists of 150
respondents.
Th
e result showed belief
has 3-f
a
ctor solution n
a
mely
con
t
en
t
beli
ef, languag
e
and
li
ter
a
c
y
b
e
li
ef, and
t
each
ing beli
ef.
At
titud
e
has
2-fac
t
or
solution, n
a
mely emotion
and b
e
havior
. Competence has 3-f
acto
r
solution
,
namely
implementation
,
conten
t and
guidi
ng
. Ind
i
ca
tors
of ea
ch f
actor w
e
re
a
l
so disc
usse
d.
Keyword:
Attitu
d
e
Belief
Com
p
etence
Copyright ©
201
5 Institut
e
o
f
Ad
vanced
Engin
eer
ing and S
c
i
e
nce.
All rights re
se
rve
d
.
Co
rresp
ond
i
ng
Autho
r
:
Hafsah
Bi
n
ti Jan
t
an
,
Faculty of E
d
ucation,
Un
i
v
ersiti Tekn
o
l
o
g
i
Malaysia,
Sk
udai
,
J
o
h
o
r
B
a
hr
u, M
a
l
a
y
s
i
a
.
Em
a
il: h
a
fsahj@yaho
o.co
m
1.
INTRODUCTION
Many problems faced i
n
earl
y
l
earning childre
n in
presc
h
ool s
u
ch
as improvem
ent of m
o
tivation.
According to [1], teachers
ne
ed to inc
r
ease
the m
o
tivation of c
h
ildre
n to learn by a
ppl
ying the m
e
thods
of
learning through
play. Many
teacher
s
did
not apply the pl
ay
m
e
thod bec
a
use they felt
that they assum
e
d a
waste of tim
e
if they used
pla
y
. She
st
at
ed t
h
at
t
h
e co
ncep
t
of l
earni
ng t
h
ro
u
gh
pl
ay
m
i
scon
st
rue
d
by
m
a
ny
presc
h
ool
t
eac
hers i
n
M
a
l
a
y
s
i
a
. Thi
s
si
t
u
at
i
on
was
not
a s
e
ri
o
u
s p
r
obl
em
fo
r m
a
ny
t
eachers
w
ho
di
d
n
o
t
ha
v
e
hope that c
h
ildre
n can lea
r
n and s
u
ccee
d in their stud
ies
through t
h
is play
m
e
thod.
She c
oncl
ude
d in he
r
researc
h
t
h
at pl
ay can im
prove children com
p
etence.
Pl
ay
i
s
a chi
l
d
ri
g
h
t
t
h
at
s
h
o
u
l
d
be
gi
ve
n t
o
t
h
em
. Parent
s, t
eac
hers
, ki
n
d
e
r
ga
rt
en
or
nu
rse
r
y
ope
rators and t
h
e comm
unity
m
u
st play a ke
y role in the
effort that these
kids
get
t
h
at
ri
ght
.
Fo
r t
h
e
pu
rp
oses
,
Education Nati
onal C
u
rricul
um
[2] foc
u
ses
on the
approa
c
h
to learn t
h
rough
play
in the proces
s
of teaching
an
d
learn
i
ng
in p
r
esch
oo
l. Play is an
activ
it
y
th
at b
eca
m
e
b
u
s
hel for ch
ildren. Th
ey will ex
p
l
o
r
e th
eir i
n
qu
iry
and di
sco
v
ery
and devel
op di
rect
expe
ri
enc
e
i
n
nat
u
re
.Play is i
m
p
o
r
tan
t
fo
r th
e early ch
ild
edu
cation
as a
teaching a
n
d learni
ng m
e
thod. In the c
o
nc
ept of lea
r
ni
ng,
aspect of chil
dre
n
's play is
still
less in pre
s
chool
[
3
]. Th
er
efo
r
e,
th
eir
stud
y sh
ow
ed fr
iendshi
p
and a se
nse
of com
p
etence is
essen
tial to
mo
tiv
ate a ch
ild
in
the
early stages
of learning. Play, accordi
n
g to
[4], is a teac
hing tec
h
nique t
h
at
gi
ves kids an opportunity
to do
so
m
e
th
in
g
in
pretend
activ
ities in
con
t
ro
lled
co
nd
itio
ns. Teach
ing
and
learn
i
n
g
i
n
th
e classroo
m
b
a
sed
o
n
t
h
e
p
r
i
n
cip
l
e of
lear
n
i
n
g
thro
ugh p
l
ay. Play activ
ity is ch
ild
r
e
n
'
s w
o
rk
.
Play is a ch
ann
e
l w
h
ich
can
expan
d
a
ch
ild
's d
e
v
e
l
o
pmen
t to
an
o
p
t
i
m
u
m
lev
e
l. Play h
a
s a sign
ifican
t streng
th
an
d
exp
e
rien
ce, fo
rm
s th
e b
a
sis of
pl
ay
i
ng t
i
m
e in t
h
e m
odel
of
earl
y
chi
l
d
h
o
od e
d
ucat
i
o
n
.
Sh
ort
l
y
, l
earni
ng t
h
r
o
u
g
h
pl
a
y
i
s
an orga
ni
z
e
d an
d
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
ERE
I
S
SN
:
225
2-8
8
2
2
Co
n
t
ribu
ting
Fa
cto
r
s on
Ma
l
a
ysia
Prescho
o
l
Tea
c
h
e
rs' Beli
ef, Attitu
d
e
,
and
.... (Ha
f
sah
Bin
ti Ja
n
t
a
n
)
14
7
stru
ctured
appro
a
ch
to
p
r
ov
id
e opp
ortun
ities for ch
il
d
r
en
to
learn
i
n
an en
v
i
ron
m
en
t t
h
at is free and safe,
hap
p
y
a
n
d
m
e
ani
n
gf
ul
.
O
pe
rat
i
onal
t
e
rm
s used i
n
t
h
e
st
u
d
y
wo
ul
d
be
ex
pl
a
i
ned
bel
o
ws
.
1.
1.
Beliefs
Beliefs accordi
n
g to [5]-[8] a
r
e conclude
d as
judgm
ents
about
what is t
r
ue or
false—
what attribute
s
are link
e
d to a g
i
ven th
ing
.
B
e
liefs can b
e
based
on
scie
n
tific inform
atio
n
,
feeling
s
and in
tu
itio
n,
o
r
cu
ltu
ral
no
rm
s. As use
d
he
re, t
h
e t
e
r
m
refers t
o
a
n
i
ndi
vi
d
u
al
o
r
g
r
ou
p
’
s bel
i
e
fs a
b
o
u
t
t
h
e a
g
enc
y
, abo
u
t
co
n
d
i
t
i
ons
of
l
a
nd a
n
d res
o
urces
i
t
m
a
nages (i
ncl
u
di
n
g
causes
of
ch
ange
i
n
t
h
ose
reso
u
r
ce co
n
d
i
t
i
ons)
,
a
nd a
b
out
t
h
e
conseque
nces
of age
n
cy actions.
1.
2.
At
titude
s
Attitu
d
e
s accord
i
n
g
t
o
[9
] and
[5
].m
ean
t learn
e
d
ten
d
e
n
c
i
e
s to
react favo
rab
l
y or
u
n
fav
o
rab
l
y to
a
si
t
u
at
i
on, i
n
di
vi
d
u
al
, o
b
ject
,
or co
nce
p
t
.
As use
d
he
re,
at
t
i
t
udes i
n
di
cat
e peopl
e
’
s l
e
vel
of s
u
p
p
o
r
t
for o
r
o
ppo
sitio
n
to
ag
en
cy action
s
, o
r
ind
i
cate individual or group prefe
r
e
n
ce
s
for a certain
activ
ity o
r
co
urse of
act
i
on.
1.
3.
C
o
mp
e
t
en
c
e
Co
m
p
eten
ce is a term
th
at is u
s
ed
bo
th
scien
tifically an
d
in
ev
eryd
ay lang
u
a
g
e
.
Un
d
e
rl
yin
g
a larg
e
v
a
riety of m
e
a
n
ing
s
, it is
po
ssib
le to
d
i
scern
a sm
all se
man
tic core th
at
is cap
tured
by th
e term
s “ab
ility”,
“aptitude”
,
“capability”, “com
p
etence”, effective
n
ess”
and “skill”.
Com
p
etence can be attributed to
in
d
i
v
i
d
u
a
ls, social g
r
oup
s
o
r
in
stitu
tio
n
s
, wh
en
t
h
ey
po
ssess or acqu
i
re t
h
e cond
itio
n
s
fo
r ach
i
ev
i
n
g
sp
ecific
devel
opm
ental goals and m
eeting im
porta
nt dem
a
nds
presente
d
by the e
x
ternal envi
ronm
ent. Because
schools m
u
st e
ducate, teach,
and pre
p
ar
e
ea
ch st
ude
nt
for
fut
u
re life
tasks,
the
foc
u
s i
n
this re
port
will be
on
co
m
p
eten
ce
as an
ind
i
v
i
d
u
al
attrib
u
t
e, rath
er th
an
on
th
e com
p
eten
ce o
f
a
so
cial group
o
r
in
stitu
tio
n [10].
Pre
v
i
o
us re
sea
r
ch
[
11]
re
sul
t
s sh
owe
d
t
h
a
t
pr
esc
h
ool te
achers
desc
ribe play com
p
etence as
a
m
u
l
tid
i
m
en
sio
n
a
l con
s
tru
c
t, en
co
m
p
assing
d
i
fferen
t co
m
p
eten
cies su
ch
as atten
t
iv
e, cogn
itiv
e, and
o
r
g
a
n
i
zatio
n
a
l. Th
e
resu
lts fro
m
th
e q
u
a
n
titativ
e an
alyses
sh
owed
th
at ex
p
e
rien
ced
teach
e
rs rate th
ei
r p
l
ay
co
m
p
eten
ce h
i
g
h
e
r than
teach
e
rs with
li
m
i
t
e
d
ex
p
e
rien
ce
o
f
wo
rk
i
n
educatio
n
a
l settin
gs. Th
u
s
, th
is i
n
d
i
cates
that play c
o
m
p
etence devel
o
ps duri
ng
practical expe
rience
in the
field.
1.
4.
Preschool Pr
ogram
Pre-s
c
h
o
o
l
pr
o
g
ram
i
s
defi
ned as a pl
anne
d
educa
tion
a
l p
r
o
g
ram
fo
r ch
ild
ren
in
th
e years b
e
fore a
child comm
en
ces school. Chi
l
dre
n
are
us
ual
l
y aged betwee
n 3 and 5 years
of age
.
Pre
-
s
c
hool m
a
y tak
e
place
in
a ran
g
e
o
f
settin
g
s
in
clud
i
n
g
a
pu
rp
ose bu
ilt b
u
ild
ing
,
i
n
a co
mm
u
n
ity
settin
g
,
a scho
o
l
, as p
a
rt of a long
d
a
y care cen
t
re or a m
o
b
ile o
r
v
i
siting
service [12
]
.
Ac
cord
i
n
g to
t
h
em
, early ch
ildh
ood
ed
ucatio
n is
a term
th
at d
e
scr
i
b
e
s t
h
e ed
ucatio
n of
youn
g ch
ildren
f
r
o
m
b
i
r
t
h
t
h
rou
g
h
ag
e
f
i
ve. As ear
l
y ch
i
l
d
h
o
o
d
edu
cat
o
r
s w
e
b
e
liev
e
t
h
at from
th
e ti
m
e
o
f
birth
,
all ch
ild
ren
are read
y to l
earn.
The
presc
h
ool
pr
o
g
ram
i
s
a cri
t
i
cal
st
ep i
n
eve
r
y
co
u
n
t
r
y
n
o
wa
day
s
[
13]
i
n
cl
udi
ng
M
a
l
a
y
s
i
a
t
o
strengthe
n
sc
hool
rea
d
iness
and to cl
ose t
h
e ac
hiev
em
ent
ga
p i
n
e
d
u
cat
i
on
devel
o
p
m
ent
.
They
d
e
scri
be
co
m
p
eten
ce; th
o
s
e are
k
nowled
g
e
an
d
sk
ills, th
at m
o
st ch
ild
ren
can
b
e
ex
p
ected
to
ex
hib
it in
a h
i
gh
-qu
a
lity
p
r
og
ram
as th
e
y
co
m
p
lete th
eir first o
r
secon
d
year
of pre
s
chool. T
h
ese
reasons em
power the im
port
a
nce of
presc
h
ool
program
as an educ
a
tio
n
a
l pro
cess fo
r
ev
er
yon
e.
Th
e suppo
r
t
yo
ung
ch
ildr
e
n n
eed
to
attain
th
e co
m
p
eten
cies v
a
r
i
es f
r
o
m
ch
ild
to
ch
ild
. Many
ch
ild
ren
learn si
m
p
ly b
y
p
a
rticip
atin
g
i
n
h
i
gh
-qu
a
lity p
r
eschoo
l progra
m
s. Su
ch
p
r
og
ram
s
o
f
fer ch
ild
ren
envi
ro
nm
ent
s
and e
x
peri
e
n
ce
s t
h
at
enc
o
u
r
a
g
e act
i
v
e,
pl
ay
ful
e
xpl
orat
i
o
n
and
ex
peri
m
e
nt
at
i
on.
W
i
t
h
pl
ay
as
an
in
teg
r
al
p
a
rt o
f
th
e curricu
lu
m
,
h
i
gh
-quality p
r
og
ram
s
in
clud
e
pu
rp
osefu
l
teach
i
ng
to
h
e
l
p
ch
ild
ren
g
a
in
k
nowledg
e an
d sk
ills [14
]
.
2.
R
E
SEARC
H M
ETHOD
The study des
i
gn was desc
riptive. It purpose
d
to desc
ri
be contribution of each item
s
in each
construct of
e
v
ery
va
riable. One hundre
d and fifty
pres
c
h
ool teachers were
particip
at
ed as sam
p
le
of this
researc
h
. T
h
ey selected
using stratifie
d
random
sam
p
ling. The
m
e
thod
use
d
in this
study
was
qua
n
titative
m
e
t
hod.
I
n
t
h
i
s
m
e
t
hod
, t
h
e
dat
a
we
re anal
y
zedusi
ng
fact
or a
n
al
y
s
i
s
. Fa
ct
or st
r
u
ct
u
r
e f
o
r eac
h i
n
de
pe
nde
nt
and
de
pe
nde
nt
vari
a
b
l
e
s we
r
e
co
nst
r
uct
e
d
separat
e
l
y
usi
n
g e
xpl
orat
o
r
y
fact
or
anal
y
s
i
s
base
d
on
Pri
n
ci
pal
C
o
m
pone
nt
(P
C
A
) e
x
t
r
act
i
o
n m
e
t
hod wi
t
h
o
b
l
i
q
ue r
o
t
a
t
i
on (i
.e.
Di
re
ct
Obl
i
m
i
n
).
Loa
d
i
n
gs < .4
0 we
re
sup
p
r
esse
d si
n
ce t
h
e sam
p
l
e
si
ze consi
s
t
s
of
15
0
res
p
o
n
d
en
t
s
[1
5]
. T
h
e m
a
i
n
p
u
r
p
ose
of t
h
i
s
p
r
oced
ure
was t
o
group the acc
eptable subsca
les into m
eani
n
gful distin
ct factor. Interna
l
consistency
reliabilities for each
di
m
e
nsi
on wer
e
exam
i
n
ed usi
n
g
C
r
on
bac
h
’s
al
pha.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:
2
252
-88
22
I
J
ERE
Vo
l. 4
,
N
o
. 3
,
Sep
t
emb
e
r
201
5
:
1
46
–
15
4
14
8
The
Kaiser-M
ey
er-Ol
k
in
(K
M
O
) in
de
xes
of sam
p
ling adequacy for all factor a
n
alyses were
expl
ore
d
t
o
e
n
sure
the
suffici
ency of c
o
vari
ance in th
e scale ite
m
s
to
warran
t
fact
or an
alysis. Th
e Bartlett’s
test for sph
e
ri
city was also
ap
p
lied to each
an
alysis
to
g
u
a
ran
t
ee th
at
th
e correlation
m
a
trix
was
n
o
t
an
id
en
tity
m
a
trix
. KMO ind
i
ces fo
r all an
alyses were > .7
9
,
wh
ile al
m
o
st all KMO v
a
lu
es fo
r ind
i
v
i
d
u
a
l
ite
m
s
were >
.50, which is a
b
ove t
h
e acce
ptable l
i
m
i
t of .5
0 [15]. This item
w
a
s then rem
o
ved from
the analysis.
Bartlett’s tests for sph
e
ricity for all an
aly
s
es were su
fficien
tly larg
e
with
p
< .0
01
, in
d
i
cating
that th
e
co
rrelatio
n m
a
t
r
ices were
no
t id
en
tity m
a
trice
s
.
Num
b
ers of param
e
ters for each variabl
e
we
re access
e
d through pa
ralle
l analysis
where the
eigenvalues
from
factor a
n
a
l
ysis were c
o
m
p
ared
wi
t
h
ei
gen
v
al
ues
f
r
o
m
M
ont
e C
a
rl
o si
m
u
l
a
t
i
on.
The
num
bers
of
p
a
ram
e
t
e
rs wer
e
ret
a
i
n
e
d
i
f
t
h
e ei
ge
nva
l
u
e
s
from
factor analysis exc
eeded the sim
u
lated
ei
gen
v
al
ues
[
1
6]
.
3.
R
E
SU
LTS AN
D ANA
LY
SIS
3.
1.
B
e
l
i
e
fs
Based
o
n
d
a
ta an
alysis, it was fo
und
th
at
b
e
lief had
b
e
en
rem
a
in
to
a
3
-
factor so
lu
tio
n, ex
p
l
ained
41.8% of the
variance
with 23
out of 27 item
s
exceeds th
e
m
i
nim
u
m
cut-off loa
d
of .40
require
d
for a s
a
m
p
le
of 150
henc
e.
Four ite
m
s
we
re e
x
cluded
be
cause t
h
ey
ha
d loadi
n
g fact
or least tha
n
.40. T
h
e t
h
ree
-
factor
solution a
r
e te
aching
belief i
n
gene
ral
with 8 item
s
, be
lief
on teaching
conte
n
t wit
h
10 item
s
, and
belief in
l
a
ng
uage
an
d l
i
t
e
racy
devel
o
pm
ent
wi
t
h
5 i
t
em
s as expl
ai
ned i
n
t
a
bl
e
1,
2, a
n
d 3 a
s
f
o
l
l
o
ws. Ta
bl
e
1
sh
ows
that eight items are significa
n
t and
collaps
ed in
belief on teaching i
n
gene
ral
becaus
e
loading
factor of all
ite
m
s
is
m
o
re th
an
.40
fo
r
15
0
resp
ond
en
ts. It also
m
ean
s th
at th
e eig
h
t
ite
m
s
h
a
v
e
sign
ifican
t co
n
t
ri
b
u
tion
ont
o
belief
on t
eaching, and al
l activities
m
e
ntione
d in it
may be
use
d
to i
n
crease
teache
r
s’ belief on te
aching
i
n
ge
ne
ral
.
Table
1.
Significant Item
s in Teaching as
B
e
liefs’ Construct
Constr
ucts and I
t
em
s
I
n
cluded
L
o
ading Factor
Teaching (in gene
ral)
Teachers need to
i
m
pl
e
m
ent
play
acti
v
ities in or outside classroo
m
.784
Teachers should provide opp
ortunitie
s for children to ask questi
ons related to play
a
c
tivity
.612
Teachers need to g
u
ide
children to engage with the
m
a
te
rial,
activity
ot f
o
ndations in play acti
v
ities.
.474
Teachers need to g
i
ve a
m
ple ti
m
e
f
o
r children
select stor
ies while doi
ng play activities
.
.441
Teachers give spac
es f
o
r parents suitably partic
ipating in
i
m
ple
m
enting play activities
.
.569
Teachers need to p
r
ovide additional tim
e
f
o
r children in
paly activities
if
they a
r
e inte
resting to it
.547
Teachers use pla
y
activities to f
o
rce c
l
assroo
m
regulatio
n.
.540
Teachers need to u
s
e rewa
rds su
ch as
coupo
n, placat, sta
r
to encourage chil
dren participate in
play
activities
.
.509
Cronbach’
s alpha
= .
818,
%
varianc
e
explained = 26.
9,
Eigenvalue = 6.
1
8
Table 1
shows
that there a
r
e e
i
ght significa
n
t ite
m
s
in
teaching a
s
beliefs
’ c
onst
r
uct.
It m
e
ans that all
item
s
gave si
gni
ficant c
ontribution int
o
te
aching as
beliefs.
Am
ong ei
ght item
s
, item
‘teachers need t
o
i
m
p
l
e
m
en
t p
l
ay activ
ities in
o
r
ou
tsid
e classroo
m
’
h
a
s t
h
e strong
est con
t
ribu
tio
n. It shows th
at
fo
r teach
e
rs,
i
m
p
l
e
m
en
tin
g
p
l
ay activ
ities is no
t on
ly in
th
e classroom
, b
u
t
it also n
e
ed
s in ou
tsid
e classroo
m
.
Th
is
condition s
hows that teachers view pl
ay as a useful m
e
thod in e
v
ery pl
ace of teaching and learni
ng.
On the
othe
r ha
nd, item ‘teachers ne
ed to give am
ple ti
me for ch
ildre
n select stories while
doi
ng play activities
’
ga
ve
the lowest contribution into t
eaching
as bel
i
ef. It
m
eans teachers
need t
o
m
a
nage their tim
e
well to give
a
m
ple cha
n
ce t
o
c
h
ildre
n to
practice
their com
p
etence through
play.
Next, Table
2 s
h
ows t
h
at ten item
s
are
si
gni
fi
ca
nt
an
d
col
l
a
pse
d
i
n
b
e
l
i
e
f on t
eac
hi
ng c
o
nt
ent
bec
a
use l
o
a
d
i
n
g fa
ct
or o
f
al
l
i
t
e
m
s
i
s
m
o
re t
h
an
.
40
f
o
r
1
5
0
resp
ond
ents, as
fo
llows. It also
m
ean
s th
at th
e ten ite
m
s
h
a
v
e
significan
t con
t
ri
bu
tio
n on
t
o
b
e
lief
o
n
teaching c
o
ntent, and all activities
m
e
ntioned i
n
it
m
a
y be use
d
to increase teache
r
s’ belief
on te
aching
cont
e
n
t
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
ERE
I
S
SN
:
225
2-8
8
2
2
Co
n
t
ribu
ting
Fa
cto
r
s on
Ma
l
a
ysia
Prescho
o
l
Tea
c
h
e
rs' Beli
ef, Attitu
d
e
,
and
.... (Ha
f
sah
Bin
ti Ja
n
t
a
n
)
14
9
Table
2.
Significant ite
m
s
in Teaching C
o
ntent as Beliefs
Const
r
uct
Constr
ucts and I
t
em
s
I
n
cluded
L
o
ading Factor
Teaching Conten
t
The use of play
m
e
thods can increas
e
children self concept and positive
attitude toward learni
ng.
.687
Teachers need to p
r
ovide opportu
nity
to
children for building social co
m
p
e
t
ence with other ch
ildren through play
activities.
.
664
Teachers need to
t
e
ll stories to childr
e
n bef
o
re starting to i
m
pl
e
m
ent
play
activities
.592
Teachers need to
c
h
ange play actitiv
it
ies based on children needs
.612
T
h
e use of play
childr
en can suppor
t childr
e
n gr
owth.
.
491
T
h
e use of play
m
e
thods need to cons
ider
var
i
ous cultur
e
s of childr
e
n
.
742
T
h
e use of play
m
e
thods need to cons
ider
childr
e
n’
s inter
e
st.
.
645
T
h
e use of play
needs to consider
childr
e
n’
s di
versity
in levels of their growth.
.548
Teachers need to g
e
t co
m
p
etence
f
o
r ch
ildren literac
y
af
ter play activities
.512
T
h
e use of play
is
an evaluation technic in childr
e
n gr
owth.
.
473
Cronbach’
s alpha
= .
734,
%
varianc
e
explained = 7.
7,
Eigenvalue = 1.
78
Tabl
e 2 sh
o
w
s
t
h
at
t
h
e hi
ghe
st
l
o
adi
n
g fact
or i
t
e
m
is
the use of play
m
e
th
ods can inc
r
ease childre
n
self concept a
nd
positive attitude toward learni
ng. It
m
e
ans that teachers nee
d
to keep or de
fend play
activities as a
m
e
thod to increase self concept and pos
itive attitude because both
are very im
portant in
ch
ild
ren
growt
h
. Ot
h
e
rwise,
th
e lo
west
lo
ad
ing
factor item in
Tab
l
e 2
is
the use of
play is an evaluation
technique in c
h
ildre
n growt
h
. It m
eans
that teachers
’
vie
w
on to
play as
an eval
uation technique in c
h
ildre
n
gr
owt
h
nee
d
t
o
be
m
o
re sup
p
o
rt
e
d
and i
n
c
r
e
a
sed. Ne
xt
, fi
v
e
i
t
e
m
s
i
n
t
a
ble 3 are si
gni
fi
c
a
nt
and col
l
a
ps
ed i
n
b
e
lief
o
n
langu
ag
e and
literacy d
e
v
e
l
o
p
m
en
t b
e
cau
s
e load
ing
factor
of all ite
m
s
is m
o
re th
an
.40 fo
r
15
0
resp
o
nde
nt
s.
It
al
so
m
eans t
h
at
t
h
e fi
ve i
t
e
m
s
have si
g
n
i
fi
cant
cont
ri
b
u
t
i
on
o
n
t
o
bel
i
ef on l
a
ng
ua
g
e
and
literacy developm
ent, and all activities
m
e
nt
ione
d in it m
a
y be
used to i
n
crease teache
r
s’ belief on la
ngua
ge
an
d literacy d
e
v
e
lop
m
en
t o
f
ch
ild
ren
.
Tabl
e
3.
Si
g
n
i
f
i
cant
It
em
s i
n
Lan
gua
ge a
n
d
Li
t
e
racy
De
vel
opm
ent
as B
e
l
i
e
fs C
onst
r
uct
Constr
ucts and I
t
em
s
I
n
cluded
L
o
ading Factor
Language and literacy
Teachers give cha
n
ce to children cre
a
te free dialogue t
h
rough play
.
.459
Teachers need to d
o
writing activities
as additional one
as an integrated pa
rt of
play activities
.
.684
Teachers need to u
s
e play a
c
tivitie
s t
o
teach children re
ad.
.491
Teachers use pla
y
activities to
solve children’s proble
m
s re
lated to behavi
our.
.411
Teachers need to
i
n
tegrate culture an
d language
used at ho
m
e
through play
activities.
.443
Cronbach’
s alpha
= .
622,
%
varianc
e
explained = 7.
2,
Eigenvalue = 1.
66
Tab
l
e 3 shows
th
at fro
m
fiv
e
sig
n
i
fican
t
item
s
in
lan
g
u
a
g
e
and
literacy dev
e
lop
m
en
t in
b
e
liefs, item
with the hi
ghest loading factor is ‘t
eachers ne
ed to do writing activities as
a
dditional one as an
integrated pa
rt
of
play activit
ies’. It m
eans if teachers provi
de ad
ditional activities
in play, wr
iting practice is the
m
o
st
av
ailab
l
e as an in
teg
r
ated
activ
ity in
p
l
ay. It sh
ows that th
is ite
m
g
a
v
e
th
e h
i
gh
est con
t
rib
u
tion
am
o
n
g
o
t
her
ite
m
s
o
n
t
o lang
u
a
g
e
and
literacy d
e
v
e
lop
m
e
n
t of ch
ildren.
Besid
e
s, t
h
e l
o
west item
in
tab
l
e
3
is teach
e
rs
u
s
e
play activities to sol
v
e childre
n’s
problem
s
related to
be
ha
vior. It m
ean
s the teache
r
s’
di
fficulty of using play
to train childre
n solvi
ng
probl
e
m
s related to
their be
havi
or
.
It also shows that the t
eachers’ difficulty of usi
ng
p
l
ay to
train
p
r
o
b
l
em
so
lv
ing
co
m
p
eten
ce g
a
v
e
th
e lowe
st co
n
t
ribu
tio
n
on
to
ch
ildren
’
s lan
g
u
a
g
e
and
literacy
devel
opm
ent
.
3.
2.
At
titude
B
a
sed
on
dat
a
anal
y
s
i
s
, i
t
was
fo
u
n
d
t
h
at
At
t
i
t
ude
ha
d be
en
con
s
t
r
ai
ne
d t
o
a 2-
fact
o
r
s
o
l
u
t
i
on
wi
t
h
17
o
u
t
of 20
ite
ms lo
ad
ed
to
th
e n
e
w con
s
tru
c
t
s
. Th
e o
t
h
e
r three ite
m
s
were d
r
opp
ed
fro
m
th
e an
alysis d
u
e
to
in
sign
ifican
t facto
r
lo
ad
ing
s
.
Th
ese
t
w
o fact
ors e
xpl
ai
ne
d 4
2
.
9
% o
f
t
h
e va
riance. T
h
e two-factor soluti
ons a
r
e
beha
vi
o
r
wi
t
h
8 i
t
e
m
s
and em
oti
on wi
t
h
9
i
t
e
m
s
, as expl
ai
ned i
n
t
a
bl
e 4
and
5 as fol
l
o
ws. Ta
bl
e 4 sh
ows t
h
at
ei
ght
i
t
e
m
s
are si
gni
fi
ca
nt
an
d col
l
a
pse
d
as
beha
vi
o
r
beca
use lo
ad
ing
fact
o
r
o
f
all ite
m
s
is
m
o
re th
an
.40
fo
r
15
0 res
p
on
de
n
t
s. It
al
so
m
e
ans t
h
at
t
h
e ei
ght
i
t
e
m
s
hav
e
si
gni
fi
cant
c
ont
ri
b
u
t
i
on
on
t
o
beha
vi
o
r
, a
nd al
l
activities
m
e
nti
one
d i
n
it m
a
y
be
use
d
to increase t
eache
r
s’
attitudes on i
n
c
r
easing c
h
ildre
n’s be
ha
vior.
Fro
m
eig
h
t
ite
m
s
in
b
e
h
a
v
i
o
r
, ite
m ‘fo
r m
e
, i
m
p
l
e
m
en
tin
g p
l
ay activ
it
ies is v
i
ewed
from
materials
and t
i
m
e
m
a
nagem
e
nt
i
s
no
char
ge’
has t
h
e hi
g
h
est
l
o
a
d
i
ng
fact
o
r
.
It
m
eans t
h
at
t
h
i
s
i
t
em
has t
h
e hi
ghe
st
cont
ribution
on to be
havi
or. And the lowest loadin
g fa
ctor ite
m
is ‘I try to acco
mm
odate parent
s’ and
society’s opini
ons in
designing play
activitie
s’. It shows that acco
mm
odati
ng pa
re
nts’ and so
ciety’s opinions
gi
ves
l
o
west
c
ont
ri
b
u
t
i
o
n
o
n
beha
vi
o
r
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
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:
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Vo
l. 4
,
N
o
. 3
,
Sep
t
emb
e
r
201
5
:
1
46
–
15
4
15
0
Tab
l
e
4
.
Sign
ifican
t Item
s in
Beh
a
v
i
o
r
as
Attitu
d
e
Con
s
tru
c
t
Constr
ucts and I
t
em
s
I
n
cluded
L
o
ading Factor
Behavior
For
m
e
, i
m
ple
m
ent
i
ng play activities i
s
viewed fro
m
m
a
t
e
rials and ti
m
e
m
a
nage
m
e
nt is no charge.
.745
I
e
m
phasize the i
m
plem
entation of play
in teaching and lear
ning pr
ocess.
.
710
I alwa
ys use pla
y
a
c
tivities to develop children growth.
.697
Use play activities
to develop langua
g
e
growth of children.
.655
I use play activitie
s to i
m
prove
children behavior
.529
I take inistiative a
c
tion to prepare
m
a
t
e
rials for play acti
v
ities
.529
It is eas
y for
m
e
to
do play activities
i
n
m
y
classroo
m
.515
I try to a
cco
m
odat
e
parents’ and soci
ety’
s
opinions in designing
play activities
.473
Cronbach’
s alpha
= .
829,
%
varianc
e
explained = 32.
9,
Eigenvalue = 5.
9
2
Tabl
e 5 s
h
o
w
s
t
h
at
ni
ne i
t
e
m
s
are si
gni
fi
can
t
and co
llapsed as e
m
otion be
cause loa
d
ing factor of all
i
t
e
m
s
i
s
m
o
re t
h
an
.4
0
fo
r 1
50
res
p
o
n
d
e
n
t
s
. It
al
so m
eans
t
h
at
t
h
e
ni
ne i
t
em
s have si
g
n
i
f
i
cant
c
ont
ri
but
i
o
n
ont
o em
otion,
and all activiti
es m
e
ntioned i
n
it m
a
y
be used to i
n
crease
teachers’ attitudes
on
de
veloping
chi
l
d
re
n’
s em
ot
i
on.
Tabl
e
5.
Si
g
n
i
f
i
cant
It
em
s i
n
Em
ot
i
on as At
t
i
t
ude C
onst
r
uct
Constr
ucts and I
t
em
s
I
n
cluded
L
o
ading Factor
Em
o
t
i
o
n
I
give am
ple chance to childr
e
n to activel
y
par
ticipate th
r
ough play
activities
.
803
I know benefits of
play
activitie
s
tow
a
rd children growt
h
.
.677
I like guiding child
ren through play
a
c
tivities
.630
I opine that play
ac
tivities are only kill the ti
m
e
.
.630
I alwa
y
s
design play
a
c
tivities to support children growth.
.614
I can use ti
m
e
to d
e
velop science and understanding aba
u
t play
activities
.538
I use play activitie
s to support children in
different perspectives fro
m
cognition,
e
m
otion, and sosiolisation.
.518
I i
m
ple
m
ent pla
y
a
c
tivities star
ting fro
m
se
m
e
ster one
.410
Receive training a
bout play
activities
can s
upport m
e
to i
m
pl
e
m
ent
effectively
.401
Cronbach’
s alpha
= .
794,
%
varianc
e
explained = 10.
0,
Eigenvalue = 1.
7
9
Fro
m
n
i
n
e
item
s
in
e
m
o
tio
n
co
n
s
tru
c
t, item ‘I g
i
v
e
am
p
l
e ch
an
ce to
child
ren
to
activ
ely p
a
rticip
ate
th
ro
ugh
p
l
ay activ
ities’ h
a
s th
e h
i
gh
est lo
adin
g
fact
o
r
. It mean
s th
at th
is ite
m
h
a
s th
e h
i
g
h
e
st co
n
t
ribu
tio
n
on
to em
otion. And t
h
e lowe
st loading fact
or
ite
m
is ‘r
eceive training a
bout play ac
tivities can support
m
e
to
i
m
p
l
e
m
en
t effectiv
ely’. It shows that train
i
ng
ab
ou
t
p
l
ay activ
ities n
eed
t
o
b
e
in
creased
.
3.
3.
C
o
mp
e
t
en
c
e
Based
on
d
a
ta an
alysis, it was fo
und
th
at com
p
eten
ce wh
ich
was rem
a
in
a
s
th
ree co
nstructs o
r
th
ree-
factor s
o
l
u
tion, had
bee
n
expl
aine
d
62.3% of the total varia
n
ce explaine
d
with all 20 ite
m
s
exceeds m
i
nimu
m
cu
t-o
f
f lo
ad
o
f
.40
.
Th
e three-factor so
lu
ti
o
n
s
are im
p
l
e
m
en
tatio
n
wit
h
8
item
s
, co
nten
t with
6
item
s
an
d
gui
di
n
g
wi
t
h
6
i
t
e
m
s
, as expl
a
i
ned i
n
t
a
bl
e
8
,
9 a
n
d
10
as
fol
l
ows.
Table 8
shows
that ten ite
m
s
are significant
a
nd
collapse
d
as im
ple
m
entation c
o
m
p
ete
n
ce be
cause
lo
ad
ing
facto
r
o
f
all ite
m
s
i
s
m
o
re th
an
.4
0
for 150
resp
ond
en
ts. It
also
m
ean
s th
at th
e ten
item
s
h
a
v
e
sig
n
i
fican
t
contrib
u
tion
on
to
i
m
p
l
e
m
en
tatio
n
,
and
all activ
ities m
e
n
tio
n
e
d
in
it m
a
y
b
e
u
s
ed to
i
n
crease
teachers
’
im
ple
m
entation c
o
mpetence.
Table
8.
Significant Item
s in Im
pl
e
m
entation as Com
p
etenc
e
Construct
Constr
ucts and I
t
em
s
I
n
cluded
L
o
ading Factor
Im
p
l
em
en
t
a
t
i
on
I use dra
m
atic
play activities to
incre
a
s
e children growth.
.944
I use dra
m
atic
play to increase l
a
nguage
or liteac
y
growt
h
of children
.884
I use dra
m
atic
play to increase growth
of
i
m
agination and creativity
of childr
e
n.
.
858
I
m
a
y use dr
a
m
atic play
to incr
ease childr
e
n em
otion.
.
784
I use dra
m
atic
play in teaching and learni
ng process in m
i
ni
m
u
m
f
i
ve
m
i
n
u
tes
.703
I
contr
o
l the i
m
plem
entation of
dr
am
atic play well
.
651
I
select suitable ‘
p
rop’
which is use in dr
am
atic play
.
622
I can i
m
p
l
e
m
ent
re
gulating play ef
f
ectivel
y
in teaching and lear
ning pr
ocess
.
500
Cronbach’
s alpha
= .
831,
%
varianc
e
explained = 41.
3,
Eigenvalue = 8.
2
6
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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I
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2-8
8
2
2
Co
n
t
ribu
ting
Fa
cto
r
s on
Ma
l
a
ysia
Prescho
o
l
Tea
c
h
e
rs' Beli
ef, Attitu
d
e
,
and
.... (Ha
f
sah
Bin
ti Ja
n
t
a
n
)
15
1
Fro
m
eig
h
t
ite
m
s
in
i
m
p
l
emen
tatio
n
constru
c
t, item
‘I u
s
e
d
r
am
at
ic
p
l
ay activ
ities to
in
crease
chi
l
d
re
n g
r
o
w
t
h
’ ha
s t
h
e hi
g
h
est
l
o
adi
n
g f
act
or. It
m
eans t
h
at
t
h
i
s
it
em
has t
h
e hi
ghest
cont
ri
b
u
t
i
on
on t
o
teachers
’
c
o
m
p
etence am
ong
othe
r item
s
. And the l
o
we
st
loadi
n
g fact
or ite
m
is ‘I ca
n i
m
ple
m
ent regulating
play effectivel
y in teaching a
nd lea
r
ni
ng
processes
.
It shows that the im
plem
entation of re
gul
ation pl
ay gives
lowest contri
bution
on teachers’ c
o
m
p
etence. Table 9 s
h
ows t
h
at 6 item
s
are signifi
cant and collapse
d
as
conte
n
t in teachers
’
com
p
etence beca
use
loading factor of all
ite
m
s
is
more
tha
n
.40 for 150
res
p
onde
nts. It
also
m
ean
s th
at th
o
s
e ite
m
s
h
a
v
e
si
g
n
i
fican
t
con
t
ribu
tion
on
to
con
t
en
t con
s
tru
c
t, an
d all activ
ities
m
e
n
tio
n
e
d
in
it m
a
y b
e
u
s
ed
to in
crease
b
e
n
e
f
it of teac
hers
’ c
o
ntent c
o
m
p
etence.
Table 9. Significant
Item
s
in
Conte
n
t as C
o
m
p
etence Cons
truct
Constr
ucts and I
t
em
s
I
n
cluded
Factor
L
o
ading
Content
I give suitable re
w
a
rds for successful
children in play
ac
tivities
.823
I ensure there
is positive i
m
ple
m
en
tat
i
on in play activiti
es
.788
I can sele
ct play ac
tivities which is
suitable with childre
n growth.
.743
I ensure there
is pre activities befo
re
doing real play act
ivities
.741
I
m
a
y ensure child
ren to fulfil
r
e
gulation when they
ar
e
par
tic
ipated in pla
y
activites
.561
I encourage children to create
and discu
ss before starting pl
ay activities
.447
Cronbach’
s alpha
= .
828,
%
varianc
e
explained = 12.
1,
Eigenvalue = 2.
4
2
From
six ite
m
s
in content construct in Ta
ble
9,
item
‘I give
suitable re
wards for s
u
cces
sful children
in
p
l
ay activ
ities’ h
a
s th
e
h
i
gh
est lo
ad
ing
facto
r
.
It m
ean
s th
at th
is ite
m
h
a
s th
e
h
i
gh
est co
n
t
ri
b
u
tion
o
n
t
o
teachers
’
c
onte
n
t com
p
etence
am
ong
othe
r i
t
em
s. It also
s
h
ows t
h
at
givi
ng re
wards
to
success
f
ul c
h
il
dre
n
is
v
e
ry im
p
o
r
tan
t
. And
th
e lowest lo
ad
i
n
g facto
r
item
is ‘I en
co
urag
e child
ren to
creat
e and
d
i
scu
s
s
b
e
fo
re
starting play ac
tivities’. It shows that
to create and disc
uss for c
h
ildre
n gi
ves lowest contribution on teachers’
conte
n
t com
p
etence. Ta
ble 10 s
h
ows t
h
at
6 item
s
ar
e signi
ficant a
nd
collapse
d
as
guiding i
n
teac
hers
’
com
p
etence be
cause loa
d
ing factor of all ite
m
s
is
m
o
re th
an .4
0 f
o
r
15
0 r
e
sp
on
de
nt
s. It
al
so m
eans t
h
at
t
hose
ite
m
s
h
a
v
e
si
gn
ifican
t con
t
ri
b
u
tion
on
to guid
i
n
g
co
n
s
t
r
u
c
t
,
and all activ
ities
m
e
n
tio
n
e
d in
it m
a
y b
e
used
t
o
increase
be
nefi
t of teache
r
s’
guiding c
o
m
p
etence.
Tabl
e
10
. Si
gni
fi
cant
It
em
s i
n
Gu
i
d
ing as
Com
p
etence Cons
truct
Constr
ucts and I
t
em
s
I
n
cluded
L
o
ading Factor
Guiding
I
select and use
m
a
ter
i
als which is
suitable with play
m
e
thods
.
842
I
use play
m
e
thods
in
m
y
teaching pr
ocess
.
837
I cre
a
te te
aching and learning circu
m
stance
m
o
re
inter
e
sting by
using play
technics
.
826
I lead children to
c
r
eate usef
ul object
.
714
I lead children to
reach teaching a
dn learning objective
through play
.666
I lead
m
y
colleagues to use play
activitie
s in teaching and l
earning process
.408
Cronbach’
s alpha
= .
851,
%
varianc
e
explained = 8.
9,
Eigenvalue = 1.
77
From
si
x i
t
e
ms i
n
gui
di
ng c
onst
r
uct
i
n
Ta
bl
e 10
, i
t
e
m
‘I sel
ect
and use
m
a
t
e
ri
al
s whi
c
h i
s
sui
t
a
bl
e
wi
t
h
pl
ay
m
e
t
hods
’
has t
h
e
hi
ghe
st
l
o
a
d
i
n
g f
act
or.
It
m
eans t
h
at
t
h
i
s
i
t
e
m
has t
h
e
hi
ghe
st
co
nt
ri
b
u
t
i
o
n o
n
t
o
teachers
’
gui
ding com
p
etence
am
ong
othe
r i
t
em
s. It also s
h
ows t
h
at sele
c
ting m
a
terials is ve
ry im
portant if
teachers
wante
d
to im
ple
m
en
t play
m
e
thods
.
And the l
o
we
st loading fact
or item
is ‘I lead m
y
colleagues to
use play activities in teaching and learni
ng process’. It shows t
h
at to lead
colleagues to use play activities in
teaching a
n
d learni
ng proce
ss
gives
lowest c
ont
ribution
on teachers
’
gui
ding
com
p
etence
.
4.
D
I
SC
USSION AN
D CONCLU
S
ION
4.
1.
Fact
ors
C
o
n
t
r
i
buti
n
g
on T
e
achers
’ B
e
l
i
e
f
s
The
resea
r
ch found that belie
fs
wo
uld
be
divide
d i
n
to t
h
re
e construc
ts,
na
m
e
ly teaching belief, belief
o
n
teach
i
ng
con
t
en
t, an
d
b
e
li
ef on
langu
ag
e an
d
liter
acy.
It
m
ean
s th
at j
u
d
g
i
n
g
teach
i
ng an
d
learn
i
n
g
pro
cess
in presc
h
ools i
n
Malaysia viewed
be
lief into three categori
e
s or fact
ors
.
T
eachers
believe on teachi
ng
proces
s
in gene
ral, teaching m
a
teria
l
s, and the la
nguage they
used. The res
u
lt supported [5]
th
at b
e
liefs can
be b
a
sed
on scientific i
n
form
ation,
fe
elings a
n
d int
u
ition, or
c
u
ltural
norm
s. The teache
r
s
’
view m
a
y be based
on
scien
tific in
formatio
n
,
th
eir feelin
g
s
o
r
cu
lt
u
r
al n
o
rm
s wh
ile th
ey were teach
i
ng
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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:
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22
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Vo
l. 4
,
N
o
. 3
,
Sep
t
emb
e
r
201
5
:
1
46
–
15
4
15
2
Based on the result, teachi
n
g and learni
ng proce
ss in ge
neral got the stro
ngest contri
bution from
whe
n
teache
r
s need to im
ple
m
ent pl
ay activities in or outsi
de classr
oom
. It shows that for teachers,
i
m
p
l
e
m
en
tin
g
p
l
ay activ
ities is no
t on
ly in
th
e classroom
, b
u
t
it also n
e
ed
s in ou
tsid
e classroo
m
.
Th
is
condition s
h
ows that teac
hers view th
at
play as a use
f
ul
m
e
thod i
n
e
v
er
y place of teac
hing a
n
d learni
ng.
On
the
other
hand, teaching a
n
d l
earni
ng proces
s in
ge
neral
got the lowest c
o
ntribution
from
when teac
he
rs
nee
d
to gi
ve am
ple ti
m
e
for chil
dren select stories while
doing
play activities. It m
eans teachers nee
d
to manage
their tim
e well to
give am
ple cha
n
ce t
o
c
h
ildre
n t
o
pra
c
tice their c
o
m
p
etence th
ro
ug
h
pl
ay
. T
h
i
s
st
u
d
y
supports pre
v
i
ous study
conducted by
E
lizabeth et.al [17].
They found tha
t
t
eachers vie
w
that play as a useful
m
e
thod i
n
e
v
ery place of
teac
hing a
n
d learning.
Herea
f
ter, teac
hing content
was the st
rongest su
pporte
d
from
when the use
of
play m
e
thods ca
n
in
crease ch
ild
ren
self con
c
ept an
d
po
sitiv
e
attitu
d
e
to
ward
learn
i
ng
. It al
so
supp
orts the stu
d
y
b
y
Elizab
eth
et.al [17]. It m
eans that teachers nee
d
to ke
ep or
defe
nd play activities as
a
m
e
thod in
order to inc
r
ea
se self
conce
p
t and positive atti
tude because bot
h are very im
por
tant in childre
n growt
h
. Ot
herwise, teaching conte
n
t
got
t
h
e l
o
we
st
cont
ri
b
u
t
i
on
fr
om
when t
h
e
u
s
e of
pl
ay
i
s
an
eval
uat
i
o
n t
e
c
hni
que i
n
chi
l
d
ren
gr
o
w
t
h
.
It
m
eans
that teachers
’
view
on t
o
pla
y
as an
eval
uation technique i
n
childre
n grow
th
need t
o
be
m
o
re supporte
d and
increase
d
.
In beliefs
on langua
ge and literacy
developm
ent, it
is v
e
ry i
m
portant for teachers to do writing
activ
ities
as
ad
d
ition
a
l o
n
e
as
an
in
tegrated
p
a
rt o
f
p
l
ay activ
ities. It
mean
s if teachers
p
r
ov
id
e add
itio
n
a
l
activ
ities in
p
l
ay, writin
g
p
r
actice is
th
e
m
o
st av
ailab
l
e as an
in
tegrated
activ
ity in
p
l
ay.
It sh
ows th
at it g
a
v
e
th
e h
i
g
h
e
st con
t
ribu
tion
am
o
n
g
o
t
h
e
r item
s
on
to
lan
g
u
a
ge and
literacy
d
e
v
e
l
o
p
m
en
t of ch
il
d
r
en
. Besid
e
s,
Teachers need to
increase how use play
activities to solve
childre
n’s proble
m
s
related to be
havi
or. This study
sup
p
o
rt
e
d
st
ud
y
of
[
18]
-
[
21]
.
It
m
eans t
h
e t
e
achers
’
di
f
f
i
c
ul
t
y
of
usi
n
g
pl
a
y
t
o
t
r
ai
n
c
h
i
l
d
ren
sol
v
i
n
g
pr
o
b
l
e
m
s
rel
a
t
e
d t
o
t
h
ei
r
be
ha
vi
or
.
It
a
l
so s
h
o
w
s
t
h
at
t
h
e t
eac
hers
’
di
ffi
c
u
l
t
y
of
u
s
i
n
g
pl
ay
t
o
t
r
ai
n
pr
obl
em
sol
v
i
n
g
co
m
p
eten
ce g
a
v
e
th
e lowest co
n
t
ribu
tio
n on
t
o
ch
ild
ren
’
s lan
g
u
a
g
e
an
d literacy d
e
v
e
lop
m
en
t.
4.
2.
Fact
ors
C
o
n
t
r
i
buti
n
g
on At
t
i
tude
A ttitu
d
e
s m
ean
t learn
e
d
ten
d
e
n
c
ies to
react favo
rab
l
y o
r
un
fav
o
rab
l
y to
a situ
ation, in
d
i
v
i
du
al,
o
b
j
ect, or
co
ncep
t. As u
s
ed
h
e
re,
attitu
d
e
s
in
d
i
cate p
e
o
p
le’s
lev
e
l o
f
su
ppo
rt for o
r
o
ppo
sitio
n
to
ag
en
cy
act
i
ons,
o
r
i
n
d
i
cat
e i
ndi
vi
d
u
a
l
or
gr
o
up
pr
e
f
ere
n
ces
fo
r a
cert
a
i
n
act
i
v
i
t
y
or c
o
urse
o
f
act
i
on.
T
h
e re
search
found t
h
at ba
sed
on
preschool teache
r
s’ at
titude was
di
vided i
n
to t
w
o constructs,
na
m
e
ly behavior and
e
m
otion. It means that teach
ers had diffe
r
ent
tendencie
s
to react favorably or
unfa
vora
bly to a situation,
i
ndi
vi
dual
,
ob
j
ect
, o
r
c
once
p
t
[5]
t
.
Beh
a
v
i
o
r
g
o
t
t
h
e stro
ng
est con
t
ribu
tion
from th
e p
l
ay acti
v
ities are v
i
ewed
fro
m
m
a
teri
als an
d
tim
e
managem
e
nt is no c
h
arge. It
means that tea
c
hers
’
vi
ew about m
a
terials and tim
e
m
a
nage
m
e
nt is neces
sary.
On t
h
e
ot
he
r h
a
nd
,
beha
vi
o
r
got
t
h
e l
o
west
co
nt
ri
b
u
t
i
o
n
f
r
om
pare
nt
s’ a
nd
soci
et
y
’
s
o
p
i
n
i
o
ns i
n
desi
gni
n
g
p
l
ay activ
ities. It sho
w
s t
h
at p
a
ren
t
s’ and
so
ciety’s op
in
ion
s
n
e
ed
to
b
e
i
m
p
r
o
v
e
d
.
It sup
ported
th
e st
ud
y o
f
[2
2]
-[
2
6
]
.
Furt
herm
ore,
e
m
oti
on c
o
n
s
t
r
u
c
t
got
t
h
e st
r
o
n
g
est
c
ont
ri
but
i
o
n
f
r
om
gi
vi
n
g
am
pl
e chance
t
o
chi
l
d
re
n
to actively participate throu
gh play activities.
It
m
eans that
giving am
ple c
h
ance to c
h
ildren is necessary
to be
maintained. Em
ot
ion got the
lowest
contri
bution from
receivi
ng t
r
aining about play ac
tivities can support m
e
to
im
p
l
e
m
en
t e
ffectiv
ely.
It sho
w
s th
at trai
n
i
n
g
abou
t p
l
ay activ
ities n
eed
t
o
b
e
in
creased
.
4.3.
Factors
Contr
i
buting on Competence
Co
m
p
eten
ce is a term
th
at is
u
s
ed
b
o
t
h
scien
tifically an
d in
ev
ery
d
ay lang
u
a
g
e
. It
m
ean
s “ab
ility”,
“aptitude”
,
“capability”, “com
p
etence”, effective
n
ess”
and “skill”.
Com
p
etence can be attributed to
in
d
i
v
i
d
u
a
ls, social g
r
oup
s
o
r
in
stitu
tio
n
s
, wh
en
t
h
ey
po
ssess or acqu
i
re t
h
e cond
itio
n
s
fo
r ach
i
ev
i
n
g
sp
ecific
devel
opm
ental goals [6]. T
h
e resear
ch
fo
un
d th
at co
m
p
eten
ce was d
i
v
i
d
e
d in
to th
ree con
s
tru
c
ts,
n
a
mely
i
m
p
l
e
m
en
tatio
n
,
con
t
en
t and
gu
id
ing
.
Tho
s
e th
ree co
nstru
c
ts attrib
u
t
ed
so
cial g
r
ou
p
s
o
r
in
stitu
t
i
o
n
at
p
r
escho
o
l
s
and its in
d
i
v
i
du
als
in
it. Co
m
p
eten
ce in th
is st
u
dy is scien
tific
mean
in
g
i
n
o
r
der to
ach
i
ev
e sp
ecific
devel
opm
ent
a
l
goal
s
i
n
pre
s
ch
ool
e
d
ucat
i
o
n.
It
su
p
p
o
r
t
s
t
w
o
p
r
evi
ous
st
u
d
i
e
s [
27]
,
[
28]
.
Based
o
n
th
e
resu
lt, im
p
l
e
m
e
n
tatio
n
con
s
truct was stron
g
l
y su
ppo
rted
by th
e u
s
e of
d
r
a
m
atic p
l
ay
activ
ities to
increase ch
ild
ren growth. In m
e
an
s t
h
at dram
a
tic p
l
ay h
a
s an i
m
p
o
r
tan
t
ro
le in
ch
ild
ren gro
w
t
h
.
Teachers can im
ple
m
ent regulating pl
ay effectively in teaching and l
earni
ng proces
ses although it gives
lowest c
o
ntribution on teac
he
rs’
com
p
etence
.
Furt
herm
ore, c
ont
e
n
t
com
p
et
ence g
o
t
t
h
e s
t
ro
ngest
c
ont
ri
but
i
o
n
fr
om
givi
n
g
s
u
i
t
a
bl
e r
e
war
d
s
f
o
r
successful c
h
ildre
n in
play
activities.
It also shows tha
t
giving re
wa
rds to successful children is very
i
m
p
o
r
tan
t
. Teach
e
rs al
w
a
ys en
courag
e ch
ildren
to
cr
eate an
d
d
i
scu
s
s b
e
fo
re starting
p
l
ay activ
ities a
l
t
h
ough
its contri
bution is low.
It s
h
ows
that to c
r
e
a
te and
di
sc
us
s for c
h
ildre
n
need to in
crea
se to s
u
pport t
eachers
’
conte
n
t com
p
etence.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
ERE
I
S
SN
:
225
2-8
8
2
2
Co
n
t
ribu
ting
Fa
cto
r
s on
Ma
l
a
ysia
Prescho
o
l
Tea
c
h
e
rs' Beli
ef, Attitu
d
e
,
and
.... (Ha
f
sah
Bin
ti Ja
n
t
a
n
)
15
3
In guidi
ng c
o
nstruct, teache
r
s
need
to m
a
intain how to select and use materials which
is suitable
with play m
e
thods.
It also s
h
ows th
at sele
cting m
a
terials
is very im
port
a
nt if teachers
wante
d
to im
ple
m
en
t
play m
e
thods.
Teachers als
o
always l
ead m
y
colleagues to use
play activi
ties in teaching and learning
proces
s
alth
o
ugh
it
d
i
dn
’t
g
i
v
e
stron
g
con
t
ribu
tion
i
n
gu
id
ing
.
So
,
It is
n
ecessary
to
sh
ow
ho
w t
o
lead
co
lleagu
e
s t
o
use
play activities in teachi
n
g
an
d
learning process [29], [30].
Fro
m
th
e d
i
scussio
n
, it co
u
l
d
b
e
con
c
lud
e
d
th
at b
e
lief, attitu
d
e
, and
co
m
p
eten
ce are essen
tial facto
r
s
to contri
bute preschool teachers in Malaysia to im
ple
m
ent play activities. Presc
h
ool teacher in im
ple
m
enting
p
l
ay activ
ities, th
ey sh
ou
ld
t
r
y to
atten
d
ind
i
cato
r
s si
g
n
i
fican
tly co
n
t
ribu
tin
g
t
o
th
eir
b
e
lief, attitu
d
e
, and
co
m
p
eten
ce in o
r
d
e
r to
teach
e
rs’
p
e
rson
ality to
ap
p
l
y
p
l
ay activ
ities. Th
e
way pu
rpo
s
es t
o
stren
g
t
h
e
n th
e
q
u
a
lity of teach
i
ng
an
d learn
i
n
g
pro
cess i
n
preschoo
ls in Malaysia.
ACKNOWLE
DGE
M
ENTS
Ou
r
dee
p
est
ap
preci
at
i
o
n a
n
d
t
h
an
kf
ul
nes
s
a
d
d
r
esse
d t
o
ou
r
fam
i
ly
, ou
r c
o
l
l
eagues,
an
d a
l
l
st
affs
of
Facu
lty of Ed
ucatio
n
,
Un
iv
er
siti Tek
n
o
l
og
i
Malaysia an
d
F
acul
t
y
of
M
a
the
m
atica
l
d
a
n Co
m
puter S
c
ien
ces
Universiti
Tekno
logi MARA, Ma
la
y
s
ia
.
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BIOGRAP
HI
ES OF
AUTH
ORS
Hafsah Binti Ja
ntan, She is Ph.D Candida
te a
t
Facult
y of Ed
ucat
ion, Univer
siti Tekno
logi
Mala
y
s
ia
Abdul Rahim
Bi
n Ham
d
an is Associat
e Professor
at
Facul
t
y
of
E
ducat
ion, Univ
er
siti T
e
knolog
i
Malay
s
ia, 8131
0 UTM Skudai, Johor, Malay
s
i
a
. He
com
p
let
e
d Bachelor of
Hum
a
nities with
Education (Ba.ed. Honours) (Geograp
h
y
), University
of
Science Malay
s
ia in 19
90; Master of
Education (Curr
i
culum and
Instr
u
ction) Univ
er
siti Teknologi Malay
s
ia
in 1997
and Doctor of
Philosoph
y
(Pro
fesional
and Co
ntinuing Edu
c
ation)
, University
of Surrey
,
United Kingdom i
n
2005.
Fauziah Hj
Yah
y
a, She
is Ph.D Candid
a
te at
Facul
t
y
of
E
ducat
ion, Univ
ersiti T
e
knologi
Mala
y
s
ia
Halim
atussadiah
Binti
Saleh
,
,
She is Ph.D
Ca
ndidate
at F
aculty
of
Education
,
Universiti
Teknologi Malay
s
ia
Mohd Hanafi
Bin Azman Ong, , She
is Facult
y
of Math
ematical d
a
n Computer Sciences
Universiti
Tekno
logi MARA, Ma
la
y
s
ia
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