William (2008) dan Siew (2007) meng

William (2008) dan Siew (2007) mengatakan, kesan jangka boleh mengakibatkan murid bosan semasa berada di dalam kelas, tidak berminat ke sekolah dan akhirnya mendatangkan masalah pembelajaran sama ada semasa mereka berada di prasekolah atau semasa berada di Tahun Satu.
Isu kedua yang dikemukakan menerusi kajian ialah kurang kefahaman tentang keperluan dan kepentingan pengetahuan pedagogi mengikut keperluan pendidikan prasekolah seperti cadangan KSPK. Menurut JNJK (2012) dan William (2008), dalam kalangan guru prasekolah yang diperhatikan mendapati, mereka kurang menggunakan pendekatan pengajaran seperti yang dicadangkan kurikulum. Laporan JNJK (2013;2012) menyatakan, pelaksanaan pengajaran guru yang dipantau berpusatkan guru, dengan penglibatan murid di dalam aktiviti pembelajaran sangat terhad. Ini bermaksud, guru didapati tidak mengaplikasikan pedagogi khusus pendidikan prasekolah. Isu ini boleh mendatangkan masalah kepada murid prasekolah, kerana dalam konteks pendidikan prasekolah di Malaysia, murid berumur 4 hingga 6 tahun. Piaget (1952) mengatakan, kanak-kanak berumur 2 hingga 7 tahun berada pada tahap fasa praoperasi dalam perkembangan kognitif. Menurut Piaget (1952) lagi, pada tahap fasa praoperasi, kanak-kanak belajar menggunakan skima yang berasaskan penggunaan bahasa dan bentuk-bentuk perwakilan simbol yang lain untuk menyelesaikan masalah atau memahami sesuatu perkara.
Isu ketiga kajian ini ialah berkenaan pengetahuan teknologi dalam pelaksanaan pengajaran guru prasekolah. Walaupun teknologi dalam pengajaran telah lama diperkenalkan (Fauziah, 2007; Lim, 2007), namun, masih ada dalam kalangan guru kurang pengetahuan tentang teknologi dan tidak bersedia menggunakan teknologi dalam pengajaran (Zulkefli & Fatin, 2013; Siti Hidayah, 2012). Menurut Sandra, Abu Bakar dan Norlidah (2013), beberapa faktor dikenal pasti menyebabkan guru enggan menggunakan teknologi dalam pengajaran, antaranya kurang fahamn tentang makna ‘teknologi’; terdapat kelemahan dalam reka bentuk perisian; skeptisisme tentang keberkesanan komputer dalam meningkatkan hasil pembelajaran; kurang sokongan pentadbiran; masa serta usaha yang diperlukan untuk belajar teknologi dan bagaimana menggunakan teknologi untuk mengajar; dan takut kehilangan kuasa mereka di kelas kerana pengajaran berintergrasikan teknologi biasanya berpusatkan pelajar (Hannafin, 1999; Savenye, 1993).

Results (English) 1:

William (2008) and Siew (2007) say, term consequences can result in students bored while in class, don't wish to school and eventually present a problem learning either when they are in preschool or while in year one. The second issue is presented through the study is less understanding of the needs and interests of pedagogical knowledge according to the needs of preschool education as proposed KSPK. According to JNJK (2012) and William (2008), among preschool teachers find, they watched less teaching approach as recommended curriculum. Report JNJK (2013; 2012) stated, the implementation of the teacher teaching, teacher-centered monitored with the participation of students in the learning activities are very limited. This means, the teacher found not apply special education preschool pedagogy. This issue can present a problem to the preschool students, because in the context of pre-school education in Malaysia, students aged 4 to 6 years. Piaget (1952) say, children aged 2 to 7 years are at a phase in the development of cognitive praoperasi. According to Piaget (1952), again at the level of praoperasi phase, children learn to use the schema based on the use of languages and forms of representation of other symbols to resolve problems or understand a thing. The third issue is the study relevant knowledge of the technology in teaching preschool teacher. Though technology in teaching has long been introduced (Fauziah, 2007; Lim, 2007), however, there is still a lack of knowledge among teachers about technology and not ready to use technology in teaching (Wei & Fatin, 2013; Siti Hidayah, 2012). According to Sandra, Abu Bakar and Norlidah (2013), several factors identified cause teachers refuse to use technology in teaching, among them are less fahamn about the meaning of ' technology '; There are flaws in the design of software; skepticism about the effectiveness of computers in improving learning outcomes; less administrative support; the time and effort required to learn the technology and how to use technology to teach; and fear of losing their power in class because teaching student-centered technology usually berintergrasikan (Hannafin, 1999; Savenye, 1993).

Results (English) 2:

William (2008) and Siew (2007), said term effects can result in students bored while you are in class, not interested in school and eventually cause learning problems either during their stay in pre-school or while in Year One.
The second issue raised through the study is less understanding of the need and importance of pedagogical knowledge according to the needs of pre-school education as proposed KSPK. According JNJK (2012) and William (2008), in which observed among preschool teacher found, they lack teaching approach as proposed curriculum. JNJK Report (2013; 2012) states, monitored the implementation of the teaching-centered teacher, with student participation in the learning activities are very limited. This means, the teacher found not to apply the special education preschool pedagogy. This issue can cause problems to students in preschool, because in the context of pre-school education in Malaysia, students aged 4 to 6 years. Piaget (1952) says, children aged 2 to 7 years old at the stage of pre-operational phase in cognitive development. According to Piaget (1952) again, on stage phases preoperative, children learn to use the scheme which is based on the use of language and forms of representation of the other symbols to solve problems or understand a thing.
The third issue of this study is relevant technological knowledge in the implementation of teaching preschool. Although technology in teaching has been introduced (Kelly, 2007; Lim, 2007), however, there is still a lack of knowledge among teachers about technology and not willing to use technology in teaching (Zulkefli & Fatin, 2013; Siti Hidayah, 2012). According to Sandra, Abu Bakr and Norlidah (2013), identified a number of factors caused the teachers are reluctant to use technology in teaching, including less disintegration of the meaning of ' technology ' ; there are weaknesses in the design of software; skepticism about the effectiveness of computers in improving learning outcomes; less administrative support; time and effort required to learn the technology and how to use technology to teach; and fear of losing their power in the classroom for teaching technology berintergrasikan usually centered learning (Hannafin, 1999; Save, 1993).