FROM GUIDANCE TO GROWTH: TEACHER CHILD INTERACTIONS IN MALAYSIAN PRESCHOOLS

Abstract

Teacher–child interactions form the foundation of early childhood education, shaping both immediate learning
experiences and long-term developmental outcomes. This study employs a convergent mixed-methods approach combining
classroom observations, teacher interviews, and parent surveys to examine the dynamics of teacher–child relationships in
Malaysian preschools. Findings reveal that effective engagement, characterised by warmth, responsiveness, and scaffolding,
enhances children’s socio-emotional development, language acquisition, and readiness for formal schooling. The analysis
underscores the influence of Malaysian cultural values of respect, community, and care on pedagogical practices, while also
highlighting the role of digital tools in enriching exchanges and supporting differentiated instruction. Quantitative results
demonstrate significant associations between teacher behaviours and child outcomes, while qualitative insights provide
vivid accounts of guidance and emotional support. The study contributes by showing how collectivist cultural norms shape
interactional warmth and scaffolding in preschool classrooms, offering a perspective distinct from individualistic Western
models. Recommendations include strengthening teacher training in responsive pedagogy, integrating digital resources into
curricula, and fostering collaborative family partnerships to sustain developmental progress. Ultimately, teacher–child
interactions are positioned not as routine exchanges but as pivotal moments of guidance that nurture growth, resilience, and
confidence in young learners, with implications for both Malaysian policy and global discourses on inclusive early learning.