Using Vygotsky’s Theory to Understand Kindergarten Learning in Malaysia: A Critical Appraisal from Meta-Analysis

Abstract

Research indicates that the best way for children to learn in school and kindergarten is through active engagement with the problem-solving task at hand.  In this systematic review we investigate what strategies have been shown to facilitate learning in kindergartens in Malaysia. We locate the paper theoretically in the pedagogical framework outlined by Vygotsky (1978), where effective teaching is mediated by a more competent other in a unique social space opened in dialogical interactions between teacher and taught in the process of development. The analysis is carried out by a systematic review process utilizing the Web of Science database using the PRISMA method. In addition, to see the positive impact of this strategy on children's development, a meta-analysis method was implemented through thematic mapping statistics utilizing ATLAS.ti software. Findings indicate there are nine strategies that can be utilized as a reference for kindergarten educators in implementing quality learning. This paper outlines these strategies.