Homeschooling preschoolers in Malaysia: exploring parental perceptions and teaching approaches in early childhood education

Homeschooling is an increasingly recognized alternative to traditional education, offering flexibility and personalized learning experiences. This study focuses on homeschooling for preschool-aged children in Malaysia, a practice that remains underexplored in the local context. With early childhood being a critical developmental stage, parents’ decisions to homeschool reflect their priorities and concerns regarding conventional schooling. The study aims to understand parent’s perceptions of homeschooling, the educational strategies parents employ, and how these approaches align with their values and beliefs. Using a qualitative research design, in-depth interviews were conducted with three Malaysian mothers who homeschool their preschool-aged children. Participants were purposively sampled to ensure diverse backgrounds and experiences. Data were analyzed using thematic analysis, which identified four primary perceptions for homeschooling: the desire for customized education, personalized learning tailored to each child’s pace, a focus on family values and beliefs, and concerns about traditional schooling, including peer influence and curriculum alignment. Additionally, the findings revealed three key approaches used in teaching: reliance on credible educational resources, adaptable teaching approaches, and non-academic assessments focused on real-life applications and progress tracking. Guided by Attachment Theory and Constructivist Theory, the study highlights the central role of parent-child bonds and hands-on learning in the homeschooling process. These findings contribute to the understanding of homeschooling in Malaysia and provide valuable insights for policymakers, educators, and researchers interested in alternative education. Future studies could explore the long-term outcomes of homeschooling on children’s development and learning trajectories.