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1. INTRODUCTION
1.1 Introduction of Early Childhood Education in Malaysia
Early childhood education in Malaysia existed before the 1960’s. The provider of this
education then were mostly from the reliious bodies or non!overnmental orani"ations.
#n the year 19$%& Ministry of Education Malaysia& M'E drafted the Kaedah-Kaedah
Guru/ Kaedah-Kaedah Kindergarten dan Sekolah Asuhan (Pendaftaran) 1972 Warta Kerajaan
P! (A) "1" which provided the procedures to be adhered to reardin the reistration of
(inderarten& teachers and its board of overnors. )**+ , -***& 19/6
#n the year 19$6& epartment of ational #nteration and 2nity too started its first
preschool commonly (nown as the *E3*424 preschools.
#n the 19/0’s preschools in Malaysia were built and manaed by various overnment
aencies such as +EM45& E74& 3#54 & epartment ational 2nity& 3eliious bodies&*olice and armies)#a$angan Pendidikan /Angakatan %ersenjata dan Polis& volunteerin bodies
and private sectors. 8arious prorams were offered& different materials used& teacher s‟
ualification differs too )**+ , -***& 19/6.
The various aencies and bodies conductin preschool education felt that there was a
need of uidance and assistance from M'E. M'E too saw the need to standardi"e and reulate
preschool education in Malaysia. M'E was pioneerin two ma:or preschool pro:ects at that time.
Experiences from conductin these pro:ects culminated in the formulation of the 19/6
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=urriculum development describes all the ways in which a trainin or teachin
oranisation plans and uides learnin. This learnin can ta(e place in roups or with individual
learners. #t can ta(e place inside or outside a classroom. #t can ta(e place in an institutional
settin li(e a school& collee or trainin centre& or in a villae or a field. #t is central to the
teachin and learnin process (ogers and .a'lor 199)
=urriculum development can ta(e place in many settins& and may involve many people.
Typically& curriculum development involves four main elements such as
i to identify what learnin is needed and decide on the type of trainin you need to
provide to meet these learnin needs.
ii to plan the trainin carefully& so that learnin is most li(ely to ta(e place.
iii to deliver the trainin so that learnin does ta(e place.
iv to evaluate the trainin so that there is evidence that learnin has ta(en place.
These elements can be addressed in different ways. #t is important that the approach you use will
lead to effective trainin and teachin. This Tool(it stronly recommends that you follow a
participatory approach to curriculum development since this will brin about the best results& and
lead to real learnin.
The fact is that a lot of trainin and teachin is not effective. Many traditional approaches
to curriculum development& and the resultin curriculum& do not provide the uidance to learnin
that is needed by both trainers and participants. #n addition& curriculum development rarely
involves the different roups or individuals who will ain from or have somethin to offer to the
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to *rimary 5chool Education. The trust of the curriculum was built upon six components which
are 7anuae and =ommunication& =onitive evelopment& 5piritual and Moral& 5ocio
Emotional evelopment& *hysical evelopment and the Esthetic and =reativity.
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4llactivities have to be planned ahead of time systematically to ensure all children et thesame
opportunities either as individuals or as a roup.
The ational *reschool =urriculum states that Athe reschool curriculum romotes
theholistic intellectual$ lan%ua%es$ social$ art and creativity$ sychomotor$ co%nitive and
siritualdeveloment of the children& )Ministry of Education& %00
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problem solvin s(ills& havin hih creativity and aesthetical value to appreciate the beauty of
nature and cultural heritae& develop physical and practice ood health and safety measures and
practice#slamic valuesin daily livesforMuslimstudents.
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of early childhood’s curriculum practices can be represented as more of a pendulum. rom this
philosophy& we can connect it with the ational *hilosophy of Education )E* in Malaysia
which defined the aims of education as belowC
0duation in &ala'sia is an ongoing effort to$ards further deelo3*ent of the 3otential
of indiiduals in a holisti and integrated *anner+ so as to 3rodue indiiduals $ho are
intelletuall'+ s3irituall'+ e*otionall' and 3h'siall' 4alaned and har*onious 4ased on a fir*
4elief in God Suh an effort is destined to 3rodue &ala'sian iti5ens $ho are kno$ledgea4le+
$ho 3ossess high *oral standards+ and $ho are res3onsi4le and a3a4le of ahieing a high
leel of 3ersonal $ell 4eing as $ell as a4le to ontri4ute to the har*on' and 4etter*ent of the
nation at large6 (&inistr' of 0duation+ 199,)
The curriculum desin is that of the behavioral model family where specific measurable
learnin outcomes are identified and learnin is perceived as happenin as an accumulation of
the achieved learnin outcomes. 7earnin theories adopted are those of constructivism and
discovery inuiry where students interact with environment& peers and teachers and subseuently
construct their own understandin and ma(in sense of thins around them as proposed by
*iaet and 8yots(y. 3osseau has reiterated that learnin in children cannot be forced or
controlled. =hildren will learn when they are ready. evelopment in each child differs much
accordin to their chronoloical ae& physical wellbein and emotional readiness@ thus each child
needs to be treated differently This developmental appropriated practice forms the foundation of
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be consistent with that of social chane values in the individual not disappear swallowed by
development.
Thus& in the context of the curriculum transformation process means doin a holistic form
of chane based on the existin school curriculum& ta(in into account the needs of the
fundamental aspects of curriculum chanes to the structure of the content& pedaoy& time
allocation& assessment methods& curriculum materials and school manaement )+uri(ulum
5tandard *rase(olah +ebansaan )+*5+ , +uri(ulum 5tandard 5e(olah 3endah )+553.
To ensure uality education manaement and delivery systems& the ational Education
*hilosophy was used as the uidin principle in all matters pertainin to education plannin and
implementation. The formulation served as a framewor( to meet the stratey challenes of
8ision %0%0. #t was disseminated throuhout the entire education system& with the followin
aimsC to produce human power with the reuisite s(ills for economic and national development&
provide the essential intellectual& affective and psychomotor s(ills in a holistic and interated
manner in order to produce balanced individuals& inculcate and nurture national consciousness
throuh fosterin common ideals& values& aspirations and loyalties in order to mold national unity
and national identity in a multi!ethnic society& translate the (ey cateories and concepts of the
ational Education *hilosophy into educational prorammes and activities.
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1 R E - C
/ O O +
C U R R IC U + U
M
+ a n % u a % e
a n d
C o m m u n i
c a t i o n- i r i t u a l 3
M o r a l
E d u c a t i o n
- o c i o 4
e m o t io n a l
D e v e l o m e
/ u m a n t
a r i a n
D e v e l o m e n t
1 h y s i c a l
D e v e l o
m e n t
C o % n i t i v
e
D e v e l o
m e n t
The si5 curriculum comonent of the uri6ulum -tandard rase6olahe"an%saan7-8
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7anuae is one of the most crucial tools that children acuire& one that is essential for
conitive development& readin achievement& and overall school performance& as well as for
social relations. #t allows people to share a society’s achievements and history and the deepest
emotions.
7anuae includes conventional sounds& estures& and visual symbols& such as writin&
that are used separately and :ointly for purposes of communication. The human brain is hard!
wiredF to learn lanuae& a process uite similar in all children. Get children differ a ood deal as
to when they use their first words& start to combine words into sentences& and use complex
sentence forms to communicate meanin. Thouh children bein to develop lanuae and
literacy at birth& with nonverbal cues such as eye a"e and estures& they arrive at preschool
ready to communicate with symbolsC words& sins& and pictures.
.he uantit' and ualit' of hildren8s language e3erienes in their 3reshool 'ears is
3rofoundl' i*3ortant .he *aintains that $hat hildren learn de3ends on the o*3an' the'
kee3+ the atiities the' engage in together+ and ho$ the' do and talk a4out these atiities
:'gotsk' (197)
This curriculum consists of the core curricular components of sub:ects include Malay&
Enlish& =hinese and Tamil. Malay and Enlish 7anuae are compulsory to be learnt by all pre!
school children. =hinese and Tamil lanuae are also offered as sub:ects in national
preschool.The lanuae arts ! 3eadin& >ritin& 5pea(in& and 7istenin are uniue because they
are processes that children use to learn and ma(e sense of their world. To enhancin of these
lanuae s(ills usin creative activities for the children such as rhymes storytellin drama
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language deelo3*ent and oral language deelo3*ent ste*s fro* an eniron*ent that is
linguistiall' sti*ulating (=eath+ 19,)
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2.2 -cience and Technolo%y
=ord of 5cience and Technoloy include Early 5cience& Early Math& construction
activities usin ob:ects such as bloc(s and the use of#=T )#nformation and =ommunication
Technoloies.
Early science is excitin and intellectually meaninful& provides an opportunity for
children to explore their environment usin senses and simple euipment. urin the science
activities that emphasi"e hands!on experiences and different materials. -eside that& can nurture
your child’s natural sense of adventure& curiosity and exploration& basic s(ills such as science
process s(ills such as observin& measurin usin nonstandard units& comparin and classifyin
will also be developed.
Early 5cience provides an opportunity for children four to six years to ma(e construction
usin ob:ects such as bloc(s. =onstruction activities will not only provide an opportunity for
children to learn the concept of the contact& and early math environment but to enhance children
creative way to build fine motor s(ills.
#hildren entering shool alread' hae su4stantial kno$ledge of the natural $orld+ *uh
of $hih is i*3liit> #ontrar' to older ie$s+ 'oung hildren are not onrete and si*3listi
thinkers> esearh sho$s that hildren8s thinking is sur3risingl' so3histiated> #hildren an
use a $ide range of reasoning 3roesses that for* the under3innings of sientifi thinking+ een
though their e3eriene is aria4le and the' hae *uh *ore to learn (;ushl+ Sh$eingru4er+
? Shouse 2
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2.! hysical Develoment 9 *esthetics
=ord of *hysical evelopment, 4estheticsincludesphysical development& health care
and development of creativity.
*hysical evelopment and Movement is about experiencin and developin a rane of
fundamental movement s(ills that will improve coordination& locomotion& control& balance& and
manipulation.
#n addition& physical development helps children ain confidence and self!esteem and
enables them to feel the benefits of bein healthy and active.>ithout stron physical development of children will have problems in doin activities
such as holdin a pencil or a brush to write& draw& sports activities and play musical instruments.
=hildren develop their ross motor s(ills by :umpin& runnin& climbin& playin& and
explorin outdoors. They learn new s(ills by ta(in turns& cooperatin& sharin& neotiatin& and
followin outdoors rules.
and' and %urridge (1997) $roteB Good *usular endurane gies 'ou the a4ilit' to
re3eat a *oe*ent $ithout getting tired or to hold a 3osition or arr' so*ething for a long
3eriod of ti*e $ithout 4eing fatigued A hild $ho has good *usular endurane $ill enjo' and
hae greater suess in her dail' $ork atiities+ in 3la'+ and in s3orting and athleti
o*3etitions67Refer to *endi5 *8
=reativity development explorin different art forms develop dispositions& expression
and appreciation for artistic danceH drama and musical activities Encourain children’s
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2.' /umanitarian Develoment
4s a multiracial country& humanitariancordprovides an opportunity forchildren
tounderstandthemselvesby shapin their attitude& beliefs& values and behaviors. 4nd
alsounderstandthe relationship betweenthemselveswithfamily& friends&community and the
environment.
3eali"in the importance of interatin and unitin the various races and ethnics&
humanitarian development has been utili"ed as the one of the component in +5*+.
The understandin of humanitarian development helps educator to build a bride amon
children from a different bac(round.The definition of multiculturalism provided by -arry is
perhaps best described the scenarioC
“… The view that cultural variation should be presented andtransmitted in the school system in order for children to accept it ina given society…” Barry, J. 1992
=hildren willhave a better understandinof responsibilityintheserelationships and also
aware of their own root& social and active beins as well as more sensitive towards other cultures&
locally& nationally and even lobally. Thiscordalso emphasi"eson understandinthe cultureandtraditions ofvarious ethnic roups inMalaysiaandencouraeparticipation inthismulti!
ethniccelebration.
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2.: -ocio4Emotional Develoment
5ocial!emotional development includes the child’s experience& expression& and
manaement of emotions and the ability to establish positive and rewardin relationships with
others. #t encompasses both intra! and interpersonal processes. 4dvancin in emotional
intellience is lifelon oals that can help people maintain emotional health and prosocial&
cooperative behaviors.
.he Cational Assoiation for the 0duation of Doung #hildren (CA0D#E %redeka*3 ?
#o33le+ 1997) e*3hasi5es the need for soiali5ation and the deelo3*ent of soial skills as a
ital 3art of earl' hildhood eduation7Refer to *endi5 ;8
Early childhood presents a uniue one!time opportunity for careivers to promote healthy
socio!emotional development. This one time opportunity for careivers is priceless and should
not be nelected or wasted at any cost&because 3esearch on early childhood has underscored theimpact of the first six years of a child’s life on hisHher social!emotional development.
lexible minds and social experiences in the environment produce remar(able
circumstances that affect the development of the self& emotional maturity& and ender awareness.
evelopment of social!emotional happens all the time a child in preschool& it is not
achieved throuh specific activities but throuh all activities whether routine activities& durin
the rest time& while eatin and also teachin and learnin another.
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2.< -iritual and Moral Education
=ord of 5piritual and Moral Education includes #slamic education and moral education.
#slamic education learned by Muslim children for two hours a wee(. Moral education learned by
other race children for two hours a wee(.
As 3ositie *oral harateristis do not a33ear s3ontaneousl'+ addressing our ultural
*oral risis $ill take the o**it*ent and inole*ent of *an' ele*ents of soiet'+ inluding
earl' hildhood eduation (%erko$ith ? Gr'h+ 199)#slamic education provides the (nowlede and s(ills base of the *illars of aith& *illars of
#slam and -ioraphy of the *rophet. *reschoolers learn ablutions& fastin& and prayer movement&
modeled on some moral *rophet and do daily practice accordin to etiuette.4t the same time children also (now the basic lanuae of the IurJan and JKawiJ script
and memori"e a few short verses and prayer options. Teachin and learnin #slamic education is
carried out throuh activities such as storytellin& simulation& sinin& hands!on activities&
explore and play.
Ft is er' i*3ortant to learn the urHan and $e annot den' that it is one of the 4asi
tools to 4uild hu*ans $ith 4eliefs+ *inds+ souls+ feelings and self-estee* (A4d =ali*+ 199
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!. Conclusion
4 holistic individual develop their self actuali"ation throuh technical and vocational
education and trainin. The awareness ives them a reali"ation that the main uest of see(in
(nowlede is to (now The =reator and the nature of human bein as universal career. Throuh
self actuali"ation& it uides human towards becomin individual with noble characteristic and
reali"ed importance of (nowlede holistically )5tanton& 199$.
+nowlede is not only applied for career development nor national economic rowth. #tis important to expose children periodically the truth meanin of acuirin (nowlede in life
inorder to assist them to be a reat holistic individual and reat human capital that ive
contribution to themselves and the arise of national economic rowth.
Therefore& all the preschools in Malaysia follow a similar ational *reschool 5tandard
=urriculum)+5*+ startin %010. The curriculum is modular in nature and the communication
strand forMalay lanuae is tauht in both core module and thematic module throuhout the year
witha radual shift of focus on the latter towards the end of the preschool year.The suitable
activities must have to involve children bein active for learnin to be more fun& effective and
meaninful. 4ll activities have to be planned ahead of time systematically to ensure all children
et the same opportunities either as individuals or as a roup.
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Reference
4bdul Dalim -in D:. Mat iah)19/9& *endidi(an #slam iMalaysiaC 5e:arah an *emi(iran&+uala 7umpurC 4-#M.
4braham& =. )%006.5pea(in 'ut. #nsiht #nto =ontemporary Malaysian #ssue.
2tusan*ublications , istributors 5dn. -hd.
4ldavero& 8anesa& 4lonso. )%00/ rama in the development of oral spontaneous
communication. Encuentro 1$.
-rede(amp& 5.& , =opple& =. )Eds.@ 199$. evelopmentally appropriate practice in early
childhood prorams. >ashinton& =C 4EG=.
-er(owitch& M.>.& , ;rych& K.D. )199/. osterin oodnessC teachin parents to facilitate
children’s moral development. Kournal of Moral Education& %$)
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7andy K& -urride +. 199$. B0 5imple Thins Gou =an o to 3aise a =hild >ho #s *hysically
it. ew Gor(& GC Macmillan.
Malaysian Education 5tatistics )%00
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*iaet& K. )19B%. The child’s conception of number. ew Gor(C orton. )'riinal wor(
published 19?1.
8yots(y& 7.5. )19$/. Mind in society. =ambride& M4C Darvard 2niversity *ress.
3andall 8. -ass )199$C The *urpose of Education&The Educational orum&61)%&1%/!1
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*endi5 *
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*endi5 ;
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*endi5 C
TIME>?!@ A
B?1@
B?1@ A ?:@
7Individual activity8
?:@ A
1@?!@
1@?!@ A 11?!@7rou activity and
reflection8
11?!@ A 1?!@7Teachers activity after
teachin% hour8
MOND*,
R
O
U
T
I
N
E
Malay +an%ua%e
R
E
+*
0
Co%nitive 9 Creativity and
*esthetic
N discussion "eteen
teachers.
TUE-D*, Islamic or Moral EducationMalay +an%ua%e 9
Creativity and *esthetic
Reorts or evaluation class
eFuiment
=EDNE-D*, En%lish +an%ua%e Malay +an%ua%e 9Co%nitive
-orts or Clu"s activity7after school8
T/UR-D*,hysical and movement 9
Co%nitiveEn%lish +an%ua%e
Children&s achievement
reort.
RID*,Co%nitive 9 Creativity and
*estheticIslamic or Moral Education
+esson lan for the ne5t
ee6
G ROUTINE A indoor activities$ tea time$ refresh$ sin% anthem son%$ and circle time.
RE+*0 A "rea6fast$ outdoor activity and rela5.
*n e5amle of a formal teachin% and learnin% timeta"le in a reschool not less than ! hours a day for : days a ee6
7Ministry of Education$ 2@@!8
25
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