Cultivating resilience and self-regulation in Malaysian early childhood education

Bridging cultural insights and educational practices

Datos Bibliográficos

ID9405688
AutoresMazlina Che Mustafa (0000-0002-0562-1696, Sultan Idris Education University, autor de correspondencia)
Año2025
Volumen261
Páginas105941-105941
Fecha de publicación2025-11-01
Open AccessSí
TipoARTICLE
RevistaActa Psychologica (JOURNAL)
Identificadores de la revistaISSN: 0001-6918 • E-ISSN: 1873-6297
EditorialElsevier BV (PUBLISHER)
DOI10.1016/j.actpsy.2025.105941
PMID41237552
OpenAlexW4416257134
IdiomaEN
Citas recibidas1
Referencias citadas25

This study aims to explore how Malaysian early childhood educators nurture resilience, self-regulation, and socio-emotional skills (SES) in children aged 4 to 6. Drawing on Vygotsky's sociocultural theory and Bronfenbrenner's ecological systems theory, the research employs a qualitative, multiple-case study approach. Data were collected through interviews with seven senior preschool teachers from early childhood centres. Thematic analysis reveals that educators incorporate Islamic teachings, local cultural practices, and strategies to support children's resilience and self-regulation. Early childhood educators act as cultural and emotional mediators, fostering inclusive classroom environments and engaging families to promote resilience and facilitate self-regulation. Nevertheless, challenges highlight the need for culturally tailored assessment tools and ongoing professional development. The findings emphasise the importance of flexible, context-sensitive pedagogies that celebrate both individual and collective identities. This study emphasises the significance of culturally responsive frameworks in early childhood education, equipping Malaysian children with the socio-emotional skills necessary for developing resilience and self-regulation, which are crucial for lifelong well-being and success