AN OVERVIEW OF TEACHER-CHILD INTERACTIONS IN MALAYSIAN EARLY CHILDHOOD EDUCATION

Abstract

This review synthesizes research on teacher–child interactions in Malaysian early childhood education (ECE), drawing from peer-reviewed studies published between 2013 and 2024. Using a structured search and thematic synthesis approach, the review examines the nature, quality, and influencing factors of these interactions across diverse preschool settings. Teacher–child interactions are widely recognized as central to young children's cognitive, language, and socio-emotional development. While studies from Western contexts are well-established, Malaysian research though growing is marked by variability in focus, methodology, and depth. Rather than a lack of studies, the field suffers from limited integration and a dominance of small-scale, qualitative inquiries with inconsistent frameworks. This review identifies four key themes: (1) emotional support as a consistent strength, (2) instructional support as a persistent weakness, (3) the impact of teacher characteristics and beliefs, and (4) contradictory evidence regarding baseline interaction quality. The review highlights the need for systematic frameworks and professional development to enhance interaction quality in Malaysian preschools. Strengthening teacher–child interactions can support national goals of developing confident, competent, and holistic learners.