Sociocultural Analyses of Malaysia’s Orang Asli Preschoolers and Computers: A Qualitative Case Study

Mohamad Ibrani Shahrimin Adam Assim,Nurul Hidayu Mat Jusoh,Yasmin Yaccob

doi:10.6007/ijarped/v9-i3/8029

Mohamad Ibrani Shahrimin Adam Assim, Nurul Hidayu Mat Jusoh + Show 1 more

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https://doi.org/10.6007/ijarped/v9-i3/8029

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Abstract

Sociocultural Analyses of Malaysia’s Orang Asli Preschoolers and Computers: A Qualitative Case Study

Highlights

As the world moves beyond the millennium and societies become more diverse with globalisation, implementation of multicultural perspectives in educational settings cannot be challenge and debated any more (Smagorinsky, 2012). Doyle & Woods (2018) and Bhavnagri & Gonzalez-Mena (1997) contends that educators cannot afford to dishonour the diversity present in early childhood settings, disregard cultural variations, and allow the gap between home and school cultures to widen
It is hoped that by enabling the researcher to build a model of social interaction pattern as it relates to computer integration among Orang Asli preschool children, it will be possible to construct an image of how these interactions, and the nature of the classroom itself, are linked to the larger sociocultural context of the participants
The purpose of this study is to investigate and identify the socioculturally appropriate social interaction patterns exhibited by Malaysia’s Orang Asli preschool children in an educational computer environment

Summary

Introduction

As the world moves beyond the millennium and societies become more diverse with globalisation, implementation of multicultural perspectives in educational settings cannot be challenge and debated any more (Smagorinsky, 2012). Doyle & Woods (2018) and Bhavnagri & Gonzalez-Mena (1997) contends that educators cannot afford to dishonour the diversity present in early childhood settings, disregard cultural variations, and allow the gap between home and school cultures to widen. This study is guided by a sociocultural perspective Central to this perspective is the notion that children’s cognition, and their preceding actions, are constructed and constantly evolving because of social interaction environment or culture (Johnston et al, 2020; Rogoff, 1994). Edwards (2000), as cited in Watkins et al (2017) postulate that the sociocultural perspectives emphasize relationships between people, actions, contexts, meanings, communities, and cultural histories. It is hoped that by enabling the researcher to build a model of social interaction pattern as it relates to computer integration among Orang Asli preschool children, it will be possible to construct an image of how these interactions, and the nature of the classroom itself, are linked to the larger sociocultural context of the participants

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