SUB-THEME 3 Innovations in coordination …bangkok.unesco.org/sites/default/files/assets/article/Early...Promote Unity At Early Age 3. ... Prime Minister of Malaysia JPNIN. 23/11/11

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JABATAN PERPADUAN NEGARA & INTEGRASI NASIONAL

Department of National Unity & Integration

SUB-THEME 3

Innovations in coordination mechanisms to

promote holistic development and enhanced

learning outcomes

JPNIN

19-21 JULY 2016 @ Putrajaya

Marriot Hotel

Presented By

SURAYA WEN

SOCIAL COHESION AND INTEGRATION DIVISION

DEPARTMENT OF NATIONAL UNITY AND INTEGRATION

(PRIME MINISTER’S DEPARTMENT OF MALAYSIA)

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1. Introduction

2. Promote Unity At Early Age

3. Implementation Of Innovation As

Teaching Aids

4. Involvement of parents in class

activities

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JPNIN

VISIONTo be the leading government agency increation of a united, visionary andprogressive Malaysian race.

MISSIONTo cultivate understanding and tolerancetowards the creation of a united MalaysianNation with an identity of its own.

OBJECTIVETo develop, enhance and strengthen racial harmony and nationalintegration in tandem with government policies based on NationalIdeology and Federal Constitution.

1. Introduction

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“ We must sow the seeds of goodwill and understanding in

every corner of this land, so that we continue to harvest the

fruits of progress and prosperity for all Malaysians.”

Dato’ Sri Mohd. Najib bin Tun Abdul Razak,

Prime Minister of Malaysia

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Tabika Perpaduan (Unity Kindergarten) was established in 1976.

The main objective to promote harmony and restore the people's

relationship after the outbreak of the events of May 13, 1969.

Since 40 years of its implementation, functions and objectives of

Unity Kindergarten have been improved in line with expectations

and aspirations of the Government to nurture children's potential in

all aspects of personal growth, balanced, master basic skills, foster

positive attitudes and values towards building knowledgeable and

highly morale young generation, regardless of race.

2. Promote Unity At Early Age

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Promote interactions at each stage of individual’s lifecycle

Time

Newborn

/ child

Primary

and

secondary

education

Pre-

schoolTertiary

educationWorking

life

Retired

life

Where we study

Where we work

Where we play

Where we live

Increase

Acceptance

More

interactions

Greater

inclusivenessImproved

unity

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At the same time, Unity Kindergarten provides learning and

emphasizing its main thrust to nurture and foster a spirit of goodwill,

solidarity and the spirit of community and citizenship among children

of all races.

This is inline with government's aspiration to create a balanced human

capital at early age. As an afford to streamline and strengthen

preschool teaching and learning quality, Unity Kindergarten has

adopted the National Preschool Curriculum Standards formulated by

the Ministry of Education (MOE).

In this regard, preschool KPI is set through the achievement of quality

preschool education by equalizing the skills of existing teachers.

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According to Linda (2012 ) , education is responsible for teaching

students how to think and not what to think .

Torrance (1979) adding children need to learn creative thinking

skills , asking questions that will help them understand how and

what needs to be learned.

Apart of using innovation in teaching aids, teachers should listen to

the answer and ask follow up questions to children to ensure them

understand and know how to explain further to stimulate their

creative thinking.

3. Implementation Of Innovation As

Teaching Aids

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JPNIN

Teaching aids as a material stimulation in teaching is essential to

encourage creative thinking to children.

Preschoolers typically enjoy expressing ideas and exploring their

world through play.

Therefor, creative play and activities have a central role in

preschoolers’ overall learning and development.

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Mellou (1994) suggests that young children’s creativity can be

nurtured through educational settings in three aspects:

1. Creative environment

2. Creative programmes

3. Creative teachers and ways of teaching.

Fundamental to the creative environment is the encouragement of

learning through play. Imaginative play (especially role play) and

free choice of activities would seem to be key components of the

early childhood setting in relation to creativity.

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Creative teachers and creative teaching are key components in

fostering creativity in young children. Teachers are better able to

support children’s development and learning.

The role of the teacher in providing the optimum balance between

structure and freedom of expression for young children can

encourage creativity by behaviours such as:

1. Asking open-ended questions

2. Tolerating ambiguity

3. Modelling creative thinking and behaviour

4. Encouraging experimentation and persistence

5. Praising children who provide unexpected answers.

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The teachers need to be creative in planning the learning

experiences, designing the learning environment and in their

interactions with the children for the children to learn to think and

thinking to learn.

Teacher’s ability, learning environment and external sources have

an impact on developing higher order thinking skills. This factors

influence the intrinsic motivation among children while they are

playing and learning.

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Teaching multiple subjects simultaneously can help students go

much deeper in learning concepts and skills. Naturally, this

approach asks more from the teacher. It can be easy to blend math,

science or social with reading or writing.

However, it is more challenging to combine all the subjects at once.

Here are some of the major approaches to simultaneous learning

such as innovation teaching aids or project-based learning.

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Involvement of parents during building up teaching aids

together with teachers not only to foster spirit of unity

among parent-teacher of all races but also as platform

to educate parents on the value of play, building parent

understanding and support for play in the curriculum.

4. Involvement of parents in class

activities

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REFERENCES:

Linda, S. (2012). Creativity As A 21st Century Skill: Buffalo State State University

Of New York

Torrance, E. P. (1979). The Search For Satori And Creativity: Buffalo, NY: Bearly

Limited.

MELLOU, E. (1994). ‘The Case Of Intervention In Young Children’s Dramatic

Play In Order To Develop Creativity’, Early Child Development And

Care, 99, 53–61.

EDWARDS, C.P. And SPRINGATE, K.W. (1995). Encouraging Creativity In Early

Childhood Classrooms (ERIC Digest). Urbana, IL: ERIC Clearinghouse

On Elementary And Early Childhood Education (ED389474).

RUNCO, M.A. (2003). ‘Education For Creative Potential’, Scandinavian Journal

Of Educational Research, 47, 3, 317–24.

TEGANO, D.W., MORAN, J.D. And SAWYERS, J.K. (1991). Creativity In Early

Childhood Classrooms (NEA Early Childhood Education Series). West

Haven, CT: National Education Association.

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Documents

SUB-THEME 3 Innovations in coordination …bangkok.unesco.org/sites/default/files/assets/article/Early...Promote Unity At Early Age 3. ... Prime Minister of Malaysia JPNIN. 23/11/11