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Abstract

This report delves into the landscape of early childhood education (ECE) in Malaysia, specifically focusing on the development of resilience and socio-emotional skills (SES) among 4 to 6-year-old children. Through a combination of focus group and individual interviews, insights into educators' perceptions, practices, and challenges in nurturing resilience and SES were obtained. Educators recognize SES and resilience as foundational competencies crucial for children's social interactions, emotional regulation, and adaptive coping strategies, drawing upon various sources to deepen their understanding and implement effective pedagogical approaches. Challenges such as the lack of formal assessment tools tailored to resilience were identified, prompting educators to rely on observation, judgment, and individualized communication strategies when providing feedback to parents. Cultural and linguistic perspectives were also highlighted as significant factors shaping the understanding and implementation of SES and resilience in Malaysian ECE settings. Practices employed at ECEC facilities to nurture resilience include building social support networks, teaching emotional regulation skills, and promoting independence and self-confidence among children, ultimately contributing to their holistic development and future success. These findings underscore the critical role of early childhood educators in fostering SES and resilience, calling for efforts to develop standardized assessment tools and promote culturally inclusive pedagogical practices to enhance the quality of ECE in Malaysia and beyond.

Keywords: Early Childhood Education in Malaysia, Resilience, Socioemotional Skills, cultural interpretation of the terms resilience and socioemotional skills, approaches to nurture resilience in children, adversities and difficulties faced by preschool children in Malaysia