Teachers' Perspectives on the Role of Play Activities in Enhancing the Socioemotional Development of Children in Private Kindergartens in Kuala Selangor
Bibliographic record
Abstract
This study was conducted to identify teachers’ perspectives on the role of play activities in enhancing the socioemotional development of children in private kindergartens around Kuala Selangor. The objectives of this study are to determine teachers’ perceptions of the importance of play activities in children's socioemotional development, to analyze the types of play activities that can help improve socioemotional skills, and to assess the extent to which play activities contribute to such development. This study employed a quantitative approach using a questionnaire instrument based on the Likert Scale and involved 80 respondents. Section B (play activities) consisted of 10 items, while Section C (socioemotional development) comprised 5 social items and 5 emotional items. Data were collected through questionnaires and analyzed using the Statistical Package for the Social Sciences (SPSS) version 27. The findings revealed a significant positive relationship between play activities and the socioemotional development of children. Play activities were found to play an important role in supporting development. This study provides significant implications for teachers, students, researchers, and the field of Early Childhood Education. It is recommended that further research be conducted to explore the role of play activities in other areas of development, such as children's physical development.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.002 | 0.002 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".