1. Abdul Halim, M., & Nor Mashitah, M. R. (2015). Pengetahuan Persediaan Pengajaran Guru Prasekolah Baru: Knowledge of New Teachers (NT) Based on Teaching Preparation. Jurnal Pendidikan Awal Kanak-kanak Kebangsaan, 4, 90-108.
2. Abdul Halim, M., Nur Ellina, A., & Nur Arifah Syahindah, Z. (2019). Pengetahuan Pengajaran dalam Kalangan Guru Prasekolah. Jurnal Pendidikan Awal Kanak-Kanak Kebangsaan, 8, 33–41. https://doi.org/10.37134/jpak.vol8.5.2019
3. Abdul Said, A., & Lena, A. (2023). Pengaruh Pengetahuan Pedagogi, Pengetahuan Kandungan dan Komitmen Guru Terhadap Kualiti Pengajaran. Jurnal Pemikir Pendidikan, 11, 50–60.
4. Akhwani, A., & Rahayu, D. W. (2021). Analisis Komponen TPACK Guru SD sebagai Kerangka Kompetensi Guru Profesional di Abad 21. Jurnal Basicedu, 5(4), 1918–1925. https://doi.org/10.31004/basicedu.v5i4.1119
5. Aliza, A., Sharifah, N. P., & Zamri, M. (2018). Isu dan Kekangan Melaksanakan Pendekatan Belajar Melalui Bermain dalam Pengajaran Bahasa bagi Kanak-kanak Prasekolah.
6. Altun, D. (2019). Investigating Pre-Service Early Childhood Education Teachers’ Technological Pedagogical Content Knowledge (TPACK) Competencies Regarding Digital Literacy Skills and Their Technology Attitudes and Usage. Journal of Education and Learning, 8(1), 249-263.
7. Amanat Perdana Setahun Malaysia Prihatin. (2021). In Jabatan Penerangan Malaysia, Kementerian Komunikasi dan Multimedia Malaysia.
8. Amosun, M. D., & Kolawole, A. (2015). Pedagogical Knowledge and Skill Competences of Pre-School Teachers in Ibadan Metropolis, Oyo State, Nigeria. JISTE, 19(2).
9. Anida, S., Dahlia, J., Zulkifli, O., & Ahmad Khair, M. N. (2016). Penguasaan Bahasa Melayu Kanak-kanak Prasekolah Berdasarkan Inventori Penilaian Kemahiran Terancang. International Journal of Language Education and Applied Linguistics, 04, 93-106.
10. Bahagian Pembangunan Kurikulum. (2016). Buku Panduan Guru Pelaksanaan Kurikulum Standard Prasekolah Kebangsaan (Semakan 2017). Kementerian Pendidikan Malaysia.
11. Bahagian Pembangunan Kurikulum. (2017). Kurikulum Standard Prasekolah Kebangsaan. Pendidikan Prasekolah. (Dokumen Standard Kurikulum dan Pentaksiran Semakan 2017). Kementerian Pendidikan Malaysia.
12. Bahbibi, R., Norshakila, M. R., Suzani, M. S., & Sopia, M. Y. (2021). Overview of Early Childhood Care and Education in Malaysia. Hungarian Educational Research Journal, 11(4), 396–412. https://doi.org/10.1556/063.2021.00074
13. Bung, Q. M., Romarzila, O., & Ruslan, A. (2022). Kesedaran dan Keperluan Guru Mengenai Modul Teknik Bacaan Dialogik di Prasekolah SJK(C). Jurnal Pendidikan Awal Kanak-Kanak Kebangsaan, 11(1), 22–34. https://doi.org/10.37134/jpak.vol11.sp.3.2022
14. Chee, J. L. S., & Roslinda, R. (2020). Pengetahuan Teknologi Maklumat dan Komunikasi Guru Matematik Sekolah Rendah. Malaysian Journal of Social Sciences and Humanities, 5(11), 71–84.
15. Crim, C., Hawkins, J., Thornton, J., Rosof, H. B., Copley, J., & Thomas, E. (2008). Early Childhood Educators’ Knowledge of Early Literacy Development. Issues in Teacher Education, 17(1), 17–30.
16. Diani Mardiana, M. Z., Suziyani, M., Mohd Izhar Ariff, M. K., Ezad Azraai Jamsari, Azmul Fahimi Kamaruzaman, & Zaizul, A. R. (2019). Teachers’ Knowledge and Practice in Implementing the Thematic Approach in Pre-School. International Journal of Civil Engineering and Technology (IJCIET), 10(01), 1870–1881.
17. Elif Işik Uslu, A., Taştekin, E., & Turan, F. (2022). Early Literacy: Conceptual Frameworks and Intervention Approaches. Hacettepe Egitim Dergisi, 37(3), 922–941. https://doi.org/10.16986/HUJE.2022075079
18. Farah Munirah, R., J., & Faridah, Y. (2021). Teaching Techniques Implemented by Preschool Teachers in English Early Literacy Instructional Practices: A Case Study. Creative Education, 12, 21-30. https://doi.org/10.4236/ce.2021.121002.
19. Habibah @ Artini, R., Norshahrul, M. M. N., Wan Muna Ruzanna, W. M., & Saifulazry, M. (2020). Analisis Kandungan Kemahiran Bahasa Melayu dalam Kurikulum Prasekolah di Malaysia. PENDETA Journal of Malay Language, Education and Literature, Jilid 11 No. 1, 6812(1), 46–67.
20. Hafizati Husna, I., & Suziyani, M. (2021). Kompetensi Guru-guru Bukan Opsyen dalam Pengajaran dan Pembelajaran Pendidikan Prasekolah. Jurnal Dunia Pendidikan, 3(2), 377–385.
21. Ismaliah, A. R., & Azhar, M. (2022). Entertaining Teaching Using the Poetry Approach in Teaching for Preschool Classrooms. NeuroQuantology, 20(8), 1377–1380. https://doi.org/10.14704/nq.2022.20.8.NQ44152
22. Jain, C., Mashitah, M. N., Nor Mashitah, M. R., Che’ Mah, Y., Abdullah, K., & Shahrul Nizam, S. (2015). The Preschool Curriculum Implementation Versus Problems. International Journal of Early Childhood Education & Care, 4.
23. Jenßen, L., Dunekacke, S., Eid, M., Szczesny, M., Pohle, L., Koinzer, T., Eilerts, K., & Blömeke, S. (2022). From Teacher Education to Practice: Development of Early Childhood Teachers’ Knowledge and Beliefs in Mathematics. Teaching and Teacher Education. 114, 103699.
24. Jordan, R. L. P., Bratsch-Hines, M., & Vernon-Feagans, L. (2018). Kindergarten and First Grade Teachers’ Content and Pedagogical Content Knowledge of Reading and Associations with Teacher Characteristics at Rural Low-Wealth Schools. Teaching and Teacher Education, 74, 190-204.
25. Juppri, B., Adibah, A. L., Nurfarhana Diana, M. N., Siti Farhana, M. Y., Connie Shin, Muhammad Suhaimi Taat, & Nur Suhaidah, S. (2022). Interkorelasi Konstruk bagi Kemahiran Literasi Awal Kanak-Kanak. PENDETA, 13(1), 70–83. https://doi.org/10.37134/pendeta.vol13.1.7.2022
26. Lindeman, S., Svensson, M., & Enochsson, A.-B. (2021). Digitalisation in Early Childhood Education: A Domestication Theoretical Perspective on Teachers’ Experiences. Education and Information Technologies, 26, 4879–4903. https://doi.org/10.1007/s10639-021-10501-7
27. Mardziah, A. (2019). Pengurusan Pengoperasian dan Pengajaran Guru Prasekolah: Satu Kajian Kes Luar Bandar. Universiti Malaya.
28. Mardziah, A., Mariani, M. N., & Hutagalung, F. D. (2021). Pendekatan Pengajaran Bermain di Bilik Darjah dalam Kalangan Guru Prasekolah. Jurnal Penyelidikan Pendidikan, 39, 64–74.
29. Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017-1054.
30. Mohd Jasmy, A. R., Sinau, M. T., & Nur Kamariah, E. (2020). The Level of Readiness Among Rural School Teacher in Improving the Language Skills of Preschool Children by Using the Multimedia. Universal Journal of Educational Research, 8(11 A), 71–77. https://doi.org/10.13189/ujer.2020.082109
31. Mohd Nazri, A. R., Aishah, A. M., & Muhammad Asyraf, M. (2021). Pedagogi Responsif Budaya Menerusi Cerita Rakyat untuk Kemahiran Literasi Awal Kanak-kanak. Sains Insani, 6(1), 91–98.
32. Noor Miza, A. R., Rashidah, E., & Normasura, J. (2020). Penguasaan Kemahiran Literasi dan Komunikasi Melalui Kaedah Pengajaran Bacaan Awal dalam Kalangan Kanak-kanak. Proceedings of International Conference on The Future of Education IConFEd, 224–233.
33. Norazly, N., & Juppri, B. (2021). Isu dan Trend Penggunaan Teknologi Maklumat dan Komunikasi dalam Pendidikan Awal Kanak-kanak. Jurnal Pendidikan Awal Kanak-Kanak Kebangsaan, 10(1), 99–107. https://doi.org/10.37134/jpak.vol10.1.9.2021
34. Norzi, M. Y., & Mohd Isa, H. (2021). Pandemik Covid 19: Cabaran dalam Pengajaran Guru Pendidikan Islam dan Pembelajaran Murid Prasekolah. Global Journal of Educational Research and Management (GERMANE), 1(3), 160–169.
35. Novianti, R., & Febrialismanto. (2020). The Analysis of Early Childhood Teachers’ Pedagogical Content Knowledge. Journal of Educational Sciences, 4(2), 404-413.
36. Nurul Aqidah, R., & Zainiah, M. I. (2022). Hubungan antara Amalan Penggunaan Cetakan Persekitaran dengan Pengecaman Nama dalam Kalangan Kanak-kanak Berumur Tiga Tahun. Jurnal Pendidikan Awal Kanak-Kanak Kebangsaan, 11(1), 1–12. https://doi.org/10.37134/jpak.vol11.1.1.2022
37. Nurul Ashikin, M. Y., Chew, F. P., & Zuraidah, A. (2020). Tahap Pengetahuan Pedagogi Kandungan Guru Bahasa Melayu Sekolah Rendah. Jurnal Pendidikan Bahasa Melayu, 10(2), 43-53.
38. Nurun Najwa, M. M., & Helmi, N. (2022). Literasi Digital Guru Prasekolah Semasa Pengajaran dalam Talian bagi Warga Natif Digital di Era Pandemik. Jurnal Dunia Pendidikan, 4(2), 186-197, http://myjms.mohe.gov.my/index.php/jdpd
39. Oppermann, E., Anders, Y., & Hachfeld, A. (2016). The Influence of Preschool Teachers’ Content Knowledge and Mathematical Ability Beliefs on Their Sensitivity to Mathematics in Children’s Play. Teaching and Teacher Education, 58, 174-184.
40. Osma, S. (2020). Pelaksanaan Kurikulum Standard Prasekolah Kebangsaan dalam Kalangan Guru-guru Prasekolah. Universiti Utara Malaysia.
41. Piasta, S. B., Bridges, M. S., Park, S., Nelson-Strouts, K., & Hikida, M. (2022). Teachers’ Content Knowledge About Oral Language: Measure Development and Evidence of Initial Validity. Reading and Writing, 35(9), 2131–2153. https://doi.org/10.1007/s11145-021-10242-6
42. Rahman, S., Abu Bakar, N., & Norlidah, A. (2013). Penggunaan ICT Merentas Kurikulum Standard Prasekolah Kebangsaan (KSPK): Tinjauan di Prasekolah Kementerian Pelajaran Malaysia. Jurnal Kurikulum & Pengajaran Asia Pasifik, 1(4), 12-20.
43. Richey, R. C., & Klein, J. D. (2007). Design and Development Research. Methods, Strategies and Issues. Lawrence Erlbaum Associates, Inc.
44. Rohde, L. (2015). The Comprehensive Emergent Literacy Model: Early Literacy in Context. SAGE Open. https://doi.org/10.1177/2158244015577664
45. Romarzila, O., Hazhari, I., Ruslan, A., Zanaton, H. I., & Rosniza, M. Z. (2020). Teacher’s Knowledge, Skills and Attitudes Towards the Implementation of Preschool Curriculum Innovations. Journal of Archaeology of Egypt/Egyptology, 17(6), 11977–11990.
46. Rosmah, Abd. G., & Mariani, M. N. (2020). Faktor yang Mempengaruhi Peranan Guru dalam Pelaksanaan Kurikulum Standard Prasekolah Kebangsaan (KSPK) di Malaysia. Jurnal Kurikulum & Pengajaran Asia Pasifik, 8(4), 35-49.
47. Saedah, S., Muhammad Ridhuan, T. L. A., & Rozaini, M. R. (2022). Pendekatan Penyelidikan Rekabentuk dan Pembangunan. Aplikasi kepada Penyelidikan Pendidikan. Universiti Pendidikan Sultan Idris, Perak.
48. Santoso, T., Ihsanudin, M., Oktama, M. Y., Nasucha, Y., Rahmawati, L. E., Aulia, M. F., Afianto, D., & Setiawaty, R. (2019). Pedagogical Content Knowledge (PCK) Ability of Indonesian Language Teacher Candidates. International Journal of Learning, Teaching and Educational Research, 18(10), 248-262, https://doi.org/10.26803/ijlter.18.10.16
49. Schachter, R. E., Spear, C. F., Piasta, S. B., Justice, L. M., & Logan, J. A. R. (2016). Early Childhood Educators’ Knowledge, Beliefs, Education, Experiences, and Children’s Language and Literacy-Learning Opportunities: What is the Connection? Faculty Publications, Department of Child, Youth, and Family Studies. 238. https://digitalcommons.unl.edu/famconfacpub/238.
50. Siti Aishah, Z., & Kamariah, A. B. (2021). Sikap Guru Prasekolah Terhadap Penggunaan Teknologi Maklumat dan Komunikasi (TMK) di Prasekolah Pedalaman Daerah Baram. BITARA International Journal of Civilization Studies and Human Sciences, 4(4), 115–123.
51. Sri Rahayu. (2017). Technological Pedagogical Content Knowledge (TPACK): Integrasi ICT dalam Pembelajaran IPA Abad 21. Prosiding Seminar Nasional Pendidikan IPA IX 2017.
52. Syed Khalid, S. I., Parnabas, J., Bukhari, S., & Hasim, S. (2023). Model-model Penilaian dalam Model Reka Bentuk Pembangunan (DDR). Penyelidikan Reka Bentuk & Pembangunan. Edisi 2. Jabatan Perancangan Penyelidikan dan Inovasi. Institut Pendidikan Guru Kampus Darulaman.
53. Taipoi, V., & Norasmah, O. (2023). Cabaran Guru Prasekolah dalam Melaksanakan Pengajaran dan Pembelajaran di Rumah (PDPR) Semasa Pandemik Covid-19: Satu Kajian Kes Di Daerah Ranau. Jurnal Dunia Pendidikan, 5(1), 25–35. https://doi.org/10.55057/jdpd.2023.5.1.3
54. Yeo, K. J., & Ng, P. F. (2019). Literacy Intervention for Preschool Children at Risk of Literacy Difficulties in Malaysia. Universal Journal of Educational Research, 7(11), 2501-2506.
55. Yusup Hashim. (2012). Penggunaan e-Pembelajaran dalam Pengajaran dan Pembelajaran yang Berkesan. In Yusup Hashim (Ed.), Konvensyen Kebangsaan Pendidikan Guru (KKPG) 2012 (pp. 15–17).
56. Zainiah @ Zaniah, M. I., & Juppri, B. (2014). Kemahiran Literasi Awal bagi Kanak-kanak Taska. Seminar Kebangsaan Pendidikan Awal Kanak-Kanak 2014, 1–15. https://www.researchgate.net/publication/305722427
57. Zainiah, M. I., Juppri, B., & Mazlina, C. M. (2018). Pencapaian Kemahiran Literasi Awal Kanak-kanak Berusia 2, 3 dan 4 Tahun. Jurnal Penyelidikan Teknokrat II, 20, 40–50.
58. Zainiah, M. I., Norsaadah, M. R., Riang, V., Mohammad Azizuddin, K., & Nur Fatin, Z. (2015). The Levels and Criterias of Print Concept of Preschool Children in Malaysia. International Journal of Early Childhood Education & Care, 4, 53–67.