Transformation and Innovation Of

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TRANSFORMATION AND INNOVATION OF

PRESCHOOL EDUCATION IN MALAYSIA

INTRODUCTION

THE CONCEPT OF TRANSFORMATION AND INNOVATION

REASONS FOR TRASFORMATION AND INNOVATION

TRANSFORMATION AND INNOVATION IN EDUCATION OF PRESCHOOL

EDUCATION GLOBALY AND IN MALAYSIA

APPROACHES USED FOR TRASFORMATION AND INNOVATION IN PRESCHOOL

EDUCATION IN MALAYSIA

STRENGTHS, WEAKNESSSS, THREATS AND OPPORTUNITIES (SWOT ANALYIS)

OBSTACLES IN IMPLEMENTATION

SUGGESTIONS FOR IMPROVEMENT

CONCLUSION


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Introduction

According to the House Dictionary Third edition, transformation means a change of

character, appearance and condition. Other words, it's transformation is changing the

shape of things to better enhance the quality and achievement (Education Articles:

Utusan Malaysia)

The concept of transformation

Transformation is a shift from one dimension to another dimension, different fromthe existing scenario was hovering in the living room thinking of other, better or moreperfect (Kulanz Salleh, 2008). Thus, the transformation can also be referred to as aform of change. According to Abdul Rahman Jacob (1970) in Wan Harun Wan Yaacob(2008) states that change and evolve with the times and not be static at a time.

There are various terms associated with the change . According to Mazlan Ismail

, (2006 ) in the normal state changes introduced as a result of past behaviormodification to adapt to new situations . While Stoner ( 1989) in Aini Hayati Mohamed

(2001 ) , defines change as a process of transformation that happens to an organization

whether planned or not. Change of situation can occur on four aspects of organizational

structure , products or services, technology and people. Existing condition called status

quo. The status quo is what will change to form new situation.

Kulanz Salleh (2008 ) sees the change as a shift from a one-dimensional shape

can be predicted on the dimensions of a better or more suited to the environment of a

community. These changes may occur from several aspects such as changes in thephilosophy , direction , and direction of motion of the system. Whereas according to

Norzilawati Abdul Halim (2004 ) , in the current global demand changes in education are

needed to ensure that it suits the current needs to be consistent at the international

level . In addition to guaranteeing the quality of Malaysian education on par with the

developed countries it also caters to the education and development of educational

curriculum .


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THE CONCEPT OF TRANSFORMATION / CHANGE OF CURRICULUM

The term or concept means that curriculum change curriculum can be modified to

better worse. This is because the concept of curriculum changes meant that the generaland non-specific ( Arof Razali , 1991 ) . Moreover, according to Hendyat Soetopo and

Wasty Soemanto (1991), curriculum change is innovation and change of curriculum

refers to the ability to change and adapt the goals and objectives of teaching and

learning according to the values, culture , philosophy and the resources used .

According to Razali Arof (1991), there are several factors that influence curriculum

change . The main factor is the philosophy of education which plays an important role in

shaping a country's education system , particularly in Malaysia . Our national education

philosophy is as follows :

"Education in Malaysia is an ongoing effort towards further developing the

potential of individuals in a holistic and integrated approach to create a harmonious andbalanced human intellectually, spiritually, emotionally and physically based on the belief

and devotion to God. Effort is designed to produce Malaysian citizens who are

knowledgeable knowledge , in turn , berakhlaq are responsible and capable of

achieving personal prosperity and contribute to the betterment of society and the nation

" (CDC , 1988)

Next is a factor of the community. The curriculum is formulated and implemented

in accordance with the needs and demands of society. People also determine whether

the curriculum is appropriate or not their will. But not easy to meet all the demands of

society for the curriculum and its contribution to culture , especially in a complex societyundergoing rapid changes .

Hilda Taba ( 1962: 24 ) states:

"It is not an easy task to Establish what society makes demands on education and what

contribution education cans or should make to culture , Especially in a complex society

in Which Vast and rapid changes are occuring . "

Assessment or ongoing studies are needed to ensure that the goals and needs

of the community in education really materialized . For example, in an industrial society ,

education should have a strategy to the characteristics of the economic, political , socialand cultural society. In an agricultural society , the characteristics of the curriculum is

different ( Rohani Mohd Amin , 2001).


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Society requires pupils to learn basic skills such as reading , writing and

arithmetic concepts of basic way of life in terms of political , social and economic ; well

as the basic techniques to join the life of a community , such as participating in the

discussion , leadership and critical thinking in a democratic system .

Students as individuals have basic needs and requirements affecting the basic

needs and requirements affecting safety , love, community and self- completion

requirements . The curriculum will be designed accordingly to provide knowledge and

skills to the requirements and needs as a student and individual needs are met. This

means that the curriculum is designed to provide all the knowledge and skills

pengetrahuan stimulate their overall development potential of merangkmi intellectual ,

physical, spiritual and social ( Ee Ah Meng , 1995).

A good curriculum planning always takes into account the needs of students andwill benefit as a whole. It means that the interest and development of individuals in the

areas of cognitive , psychomotor and affective must consider in forming the curriculum .

So the study should be done on individual needs , at least from infancy to adolescence.

As a result, all these requirements can be incorporated into the education system and

implemented in schools effectively.

Students are individuals who will be part of the community . Therefore, the

curriculum should be responsible for providing students with education relevant to the

society in which they live and also kind of society they will face later .The third factor is the political factor . Francis P. Hunkin ( 1987) in his book " Curriculum

Planning " states:

" Curriculum Development is also a political process . It Requires dealing with people

and their various power bases and their views of what makes for good education "

Wiles , Bondi ( 1989) in his book ` Curriculum Development: A Guide to Practice ' also

explains the political influence in the formation and development of a curriculum . A box

is clear that curriculum development is influenced by the political process , because

every time a country's leadership change , then every time that the curriculum will be

reviewed. Education curriculum to be an important channel for every bodypemerintahanmenguatkan their influence. Government is responsible for setting policy

in line with the National Education ruling .


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In Malaysia, for example , when the British authorities in the country, only

education policy aimed at making kids Malay farmers and fishermen who are better than

their parents. The British were not directly concerned with the unity of the various races

in the country. When the country gained independence , the National Education Policy

has also evolved and changed ( Suffean Hussin , 2004). The national education policy

enshrined in the Education Act 1961 places great emphasis on aspects related to

national unity and the production workforce. Through education curriculum outsourced

activities can shape the character and the character of the individual good and the lead

towards unity . Same syllabus content recommended by the Razak Report 1956 is

considered as one of the basic education system for the country's unity .

Curriculum development is also influenced by the country's development and

progress of the world. Countries wishing to developed and developing a curriculum

should not be static. So it should be modified by the passage of time and advancement

of science and technology . According to Hilda Taba ( 1962 ) :

" Technology has changed and is changing not only the face of the earth and the

Institutions of our society , but man , LTD "

The above statement clearly shows that the development of technology has

brought about rapid changes in human life on this earth . Thus the development of the

curriculum to be in line with the country's development and progress of the world.

Education curriculum should emphasize science and technical or vocational training for

a skilled workforce needed in the age of technology and sophisticated ( Ee Ah Meng ,

1995).

Factors of social change also become part curriculum changes in our country .

Besides being a place to channel the knowledge and training of academic skills , school

is also a social agent . Through education in schools , social values needed in the

country and absorbed .

According to the authors the House of Culture , an article entitled : Culture Shock

Results Modernization Or , nowadays the problem of moral decay and crime amongyouth and students is increasing. They are vulnerable to drug addiction , drinking,

smoking , promiscuity and crime do things like steal , rob , rape and so on . This

problem if not addressed immediately, will destroy and prevent the development of the

country ( Abdul Rahim Abdul Rashid , 1998).


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According to Kamaruddin Husin (1949 ) in Mohammad Nor ( 1990 ) stated that

the country has established a National Education Policy aimed at developing the

potential of individuals in a holistic and integrated approach to create a harmonious and

balanced human intellectually, spiritually, emotionally and physically. With the

development of the curriculum should be consistent with the social changes that the

values in the individual extinction swallowed the mainstream of development .

According to Razali Arof (1991), found that in the literature there are at least four

types of changes . Such changes are homeostatic pattern changes , changes in

development , change and transformation metamorphistik neomobilistik .

Homeostatic changes are changes made without the inclusion of elements of

meaningful reform ( Arof Razali , 1991 ) . Changes made only exchange or replacement

of fiber - usual. For example, the headmaster headmaster B replacing A because A

retired headmaster .

The change also means the development of the element or elements of the

changes in the curriculum , but the change is oriented reforms to that time in the context

of the curriculum. This means that the characteristics and properties of the curriculum

will remain. The only thing that may change in terms of the technique used or the tools

used ( Arof Razali , 1991 ) . For example, changes in some of the objectives of the

curriculum due to the method used to select or identify the objectives of the curriculum

is not accurate .

Change neomobilistik exist based on external factors such as the development of

knowledge and the discovery of new theories and new principles. Thus, the ideas or

new knowledge will surely be taken into account or included in the curriculum. An

example is like the discovery of a new moon to a planet and the discovery of human

skeletal remains are changing history.

Type metamorphistik changes exist due to the influx of new ideas or the

introduction of new ideas into the curriculum. These changes bring enormous changes

to the curriculum until at least most of the elements in the curriculum had to be changed(Arof Razali, 1991). For example, the teaching of Science and Mathematics in English.

This means that the existing curriculum should be changed so that the emphasis on the

use of English as the primary language to replace English (Taib Osman, 1998).


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TRANSFORMATION / CHANGE EARLY EDUCATION CURRICULUM KIDS IN

MALAYSIA

The national curriculum should be reviewed to ensure a holistic curriculum and its

relevance to human capital, which would balance the current and future challenges

(Curriculum for Preschool and School Transformation). In view of this, there are threemajor changes in early childhood education in Malaysia, namely:

National Preschool Curriculum

Curriculum Gems

National Standard Curriculum for Preschool


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INNOVATION

What is innovation ? Most dictionaries give the meaning of innovation as

innovation or change . This notion is considered quite loose and not very clear. All

innovations in the curriculum and co-curricular learning and the education system must

ensure that the content knowledge that the student is able to produce internationallycompetitive.

According wangdong E. Miller ( 1971 ) innovation is an idea , practice or object

that is considered new by someone .

Spencer ( 1994), describes the innovation is something that is considered new and

better than the old one by an individual.

Glossary of Educational Technology (1995) refers innovation as an idea , a

concept or a new strategy that can improve such practice.

ACEID ( 1977 ) noted that innovation is an comes back to Introduce a practice in orderto bring about a social change . The practice need not be totally new , its efficiency and

Potentially in a new context are the main criteria used in labeling it as Innovation . The

Emphasis is on change in terms of proceeding for a strategy to deal with a specific local

or national problem .

Sufean Hussin (2001 ) in his paper at the Seminar on Education Policy and

Management said innovation means renewal , modification, or repair of ideas , things,

knowledge and creation of cultural arts of civilization in order to fulfill particular functions

or meet the specific taste or satisfy specific market .

Zaltman et . al ( 1973) state innovation is an idea , practice or material artifact

that looks new on units that use it.

Oldham and Cuming ( 1996 ) noted the success of innovation is the first

application to a product or process .

Damapour ( 1991) stated mengenerasi innovation in the development and application of

new ideas to the organization .

From the meaning of the above can be concluded that a simple innovation can

be described as : -

Is a new generation

Shaped concrete and abstract

Based on the process of restructuring

Using existing elements

Transforms as a unique , easy and valuable


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Innovations made by creative people to build new trends or trendsetters to be the

leader (pioneer ) and thus reap the maximum chance of a lot of competition in the

ecosystem . In general , innovation in two levels: -

1 Individual level

2 Levels of the organization

Individual level

At this stage, the innovation made by creative individuals with a way to gain

knowledge , examine the environment and to create new ideas to create a new

technology or improve the quality of a thing or to solve a problem . Terminology is

important here is to modify.

Stage Organization

At the organizational level , innovation is an important feature for an organization

that is dynamic and open. Here the organization is alive and active and prospective

interact with the environment . Prospective is a characteristic finding new opportunities

to master the situation or to gain maximum profit .

Innovative organization is an organization with a vision and strategic plan for the wise

plan by: -

1 . Examining the characteristics of strength and use it to defend its position in an

ecosystem

2 . Examining the weaknesses and devise strategies to overcome any weaknesses in

an efficient and fast

3 . Examining the ecosystem and identify the opportunities that exist to be

systematically

4 . Launching the strategy , policies and procedures to counter the dangers and threats

from outside and within the organization ( Bryson and Kaufman , 1988)


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KEY FACTORS CREATIVE AND INNOVATIVE DEVELOPMENTS IN LEARNING

The main factors contributing to the development of creative and innovative

learning is,

1. management

2. open communication

3. technology

4. troubleshooting

5. culture

6. strategy

7. leadership and

8. thought

Main Factors in the Development Creative and Innovative Learning

MANAGEMENT

Creativity and innovation in school management can make the school as a

learning organization that is free from the shackles of bureaucracy , and it can make

schools more dynamic, open , cheerful , efficient and able to handle and solve

problems more friendly manner.

By expanding the elements of creative and innovative in school management,

freedom and democracy can grow and shape the way of life of the school community .

Communication system that is open, democratic flow of information , a prudent school

leadership , and management philosophy that is based on relationships and

harmonious human development can shape the school into an institution that is

creative and innovative school .


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Creative and innovative management also need to be developed based on the

strategic planning of change. Planning made is forward and progressive , and hinges

on the creative and innovative strategies for fighting for a learning organization.

Management organizational learning involves : -

a. planning changes

Planning changes are micro- and macro -based solution to the problem must be

more creative and innovative . For example , annual and weekly lesson plans should

be designed with more informative and creative ways to improve the quality of teacher

learning .

b . knowledge

School organization in a creative and innovative in dire need of a teacher who is

skilled, knowledgeable , expert , dedicated, professional and have high morale and

viable . They are regarded as the driving force and an asset to the development of

learning organizations to ensure quality education.

c . Teaching and learning strategies

Teaching and learning strategy is effective when it is able to deliver knowledge

more effectively and compatible with the vision championed . It could also trigger alearning environment and encourage students to continue studying. And also able to

improve on what exists in the students.

Methods and approaches of teaching and learning need to be creative and

innovative practices of school teachers . Learning is designed and implemented to

develop their potential , the development of the mind , creative thinking and innovative

students . Style and approach to teaching approaches should also be interesting , fun

and free from stress and anxiety. These methods can shape the creative and

innovative learning environment and enhance the positive achievements of students on

a study .


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Creativity and innovation can also shape the learning situation is cheerful and

efficient . Students are also free from any emotional stress, mood and mental health.

Creative learning can liberate students and teachers from stress , worry and fear .

Teachers also did not practice learning autocratic and passive instead of active and

participatory in nature . Influence of creativity and innovation in organizations can

shape the school as an institution of learning an exciting, creative , innovative,

productive , flexible and effective . Influence of creativity to make learning more friendly

and approachable .

Teaching and learning strategies that are creative and innovative also makes

learning according to instinct of human development . Creative and innovative schools

can drive change and improvement of cognitive , effective and psychomotor pupils .

Schools also can serve as an effective learning organization to expand its range ofintelligence (multiple intelligence) to provide a range of learning opportunities to polish

and develop the potential of individuals who vary in their abilities , interests, intelligence

and efficiency.

Dynamic changes that occur in school due to the positive effect of the influence

of creativity and innovation , particularly in terms of teaching methods. Methods and

approaches more attractive and effective that occurs reflects the creativity of teachers

and creative contributions of equipment, technology , style and organizational learning .

There are positive effects of teaching and student achievement . Creative and

innovative teachers have high skills in terms of personality , divergent thinking ,creative thinking , critical thinking and strategic thinking . Skill is a creative and

innovative teacher is an effective teacher is very important to educational change and

school improvement .

d . curriculum

Brainstorming creativity and innovation in curriculum implementation is important

for shaping the changes and development of national education is faced with many

new changes. Curriculum innovation including innovation and creativity in the content ,

knowledge and range of skills to be mastered by students can be judged by the way it

is implemented. Effective curriculum is the curriculum to meet the needs of individuals

or students . It also provides students with the world of work as well as his talent ,

potential , thought, culture, creativity , knowledge , skills and abilities.


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This requires teachers to use a variety of methods , strategies and approaches

that are appropriate and effective with students' needs and the constraints that exist in

schools. The implementation of the curriculum in general require teachers to apply their

knowledge and creative and innovative strategies . Teachers should be committed and

dedicated to make lessons delivered more creative and innovative . New strategies

and creative learning methods need to be developed among the students so that

students can master the learning with creative, innovative and effective . To monitor

and control the quality of teaching , curriculum monitoring team or teamwork necessary

dubentuk in order to promote innovation and creativity developed effectively in the

implementation of the school curriculum.

e . Management of the learning organization

Quality management and organizational learning should be in accordance with

national requirements . It is able to guide students to become productive members of

society are creative and innovative and also produce students who are capable of

directing its own future.

LEADERSHIP

School leadership plays a vital role towards the triggering of the learning

organization innovation . Apart from having the training , experience , exposure and

knowledge in the field of education , school leadership must have the drive andcommitment to bring about change through the extended school creativity and

innovation in all aspects of school management and educational organizations .

Leaders need to devise an effective strategy to bring dynamic change and make

the school as a learning organization that is creative and innovative . Organizations

and schools should have formed a collective leadership to lead change based on the

strategy and the creative and innovative approaches in management education .

School leadership should show interest and effort to develop the school as a

learning organization that is creative and innovative . Lack of creativity and innovation

in the organization of the school can be seen as a major cause of school institutional

weaknesses in the face of change and innovation in a variety of human life such as

technological innovation , knowledge and innovation, learning innovation . The success

and growth of the organization relies heavily on leadership learning to be creative and

innovative . Leaders need to be forward looking, open mind, and will listen to the views


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of others . They also need to have good reliability in the shape of changes in the

organization of schools . With features that are available, they can be induced in

improving product quality, intellectual quality and quality of student performance . Also

the ability to motivate its members and to identify the strengths and weaknesses of the

existing members in the organization.

CONCLUSION

Innovation and creativity is a contributor to organizational change , growth and

development. To create a learning organization that is creative and innovative factors

that need to be addressed is the management of the organization , leadership, culture ,

technology , thinking, learning strategies , problem solving and open communication .

Creativity and innovation should be designed or built to suit the needs and

desires of the community, the individual and the nation. It also must be free from anyanxiety and fear which is a prerequisite for the development of students who should

have the creativity and innovation that is active and vibrant . Individuals need to be

creative and innovative rewarded accordingly so there is no wasted talent alone.

For teachers who are creative and innovative , they must constantly study and

investigate what works and what does not work in their profession . They need to ask

themselves a few questions . Among the questions are: -

How he felt the quality and quantity or activity in the development of a learning

organization ?

How does he build and strengthen the factors that have contributed to the success ofthe past ?

How does he remove or prevent barriers that interfere with the activity ?

How he set goals for and measure the appropriateness of the development of new

learning activities ?

Parts which most need him more closely the progress of the new learning outcomes ?

So clearly show features creative and innovative not only exist in one person but

it is closely related to the contributor or other factors such as leadership , thought and

culture of an organization to determine the success , development and growth of an

organization , especially educational organizations .


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The transformation of pre-school education

Ministry of Education in an effort to transform the country's education aim to

equip each pupil in the country with all the new skills according to their requirements

thereby addressing the challenges of the 21st century .

Education Development Plan (MECC ) , introduced from 2013 to 2025 also

outlines strategies to propel transformation covers all levels of education, including

preschool. .

Deputy Education Minister Datuk Mary Yap Kain Ching said, according to the Girl

Guides , the ministry will ensure that all children have the opportunity to enter school

early education regardless of their socioeconomic status .

" Ministry is working to expand access to quality and affordable education , includingpreschool education and the goals contained in the core sub National Key Result

Areas (NKRA ) for pre-school education .

" Through these efforts, preschool teachers involved will compete and share their ideas

and creativity to implement the teaching project-based learning approach that is

consistent with the National Standard Curriculum for Preschool , " he said.

He said this in the Best Practices Convention of teaching and learning ( PDP )

National Pre 2013 in Subang Jaya , Selangor recently . Gearing themed convention

Preschool Education through Best Practices with focus using project-based learning

approach , is an effort to increase the quality of preschool education ministry through

the PDP attracting students , creative, innovative and effective .

Through organizing the convention, giving teachers the opportunity to compete

and produce a strong example of the PDP using a variety of strategies and techniques,

in accordance with the National Standard Curriculum for Preschool .

Convention also aims to produce a model of the PDP using project-based

learning approach as contained in the National Standard Curriculum for Preschool as areference and guide preschool teachers .

In addition, the convention would be a platform to the parties involved to provide

the PDP model that can serve as a benchmark in order to improve teacher excellence .

In addition, the convention also gives ideas to preschool teachers to plan strategies

PDP to be more interesting and fun as well as creating a positive learning environment.


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Definition of Best Practices in Teaching and Learning stands for PDP production

line with the requirements of the curriculum , creative, interesting and effective that

produce positive change among students.

Participants convention of 54 people consisting of teachers of preschool

ministries across the country. They presented papers and PDP with project-based

learning approaches focus. Participants were divided into four categories, namely

Bahasa Malaysia, English, Mandarin and Tamil.

Each participant is required categories involved in undertaking projects in the

pre-school with a minimum implementation is restricted for three weeks , in line with

the requirements of the National Standard Curriculum for Preschool . Based on the

projects undertaken , participants are required to prepare a paper , presenting papers (

in 15 minutes ) to present the PDP which included eight children . Other activities

undertaken during the convention , including teacher workshops , video presentationsof best practices PDP and exhibition of artifacts or products .

To remain competitive in the world , Malaysia needs to change, and become an

innovation -driven economy .To achieve this , the Ministry of Education (MOE ) &

Malaysian Innovation Agency (AIM ) have jointly introduced the project

i- THINK .

This project helped the school to foster thinking skills ; cultivate a culture of

lifelong learning ; skilled in problem solving and be able to produce creative solutions

among school children. i- THINK produce the next generation of innovators Malaysiaabilities and critical thinking skills , and be able to adapt and cope with the challenges

in the future .

Malaysian Innovation Agency (AIM ) is a statutory body established by the

Malaysian government to accelerate and strengthen Malaysia's progress in

accelerating innovation culture.

Provision of equal opportunity and quality education for all is the main focus of

the Ministry of Education. The goal of education in Malaysia has manifested FPN with

the ultimate aim to achieve the nation's vision in providing Malaysian children to

become knowledgeable and skilled to meet the challenges of the 21st century .


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Emphasis is on science , technology and information technology , in addition to

instilling moral ethics and good work ethic . This is a major concern for developing a

world-class curriculum that will help teachers , parents and students to keep pace with

the rate of change in the economy and technology moves fast.

Access, equity and quality education will ensure a progressive future for Malaysia

, and also taking into account the areas that are difficult to achieve . Under the 10th

Malaysia Plan , the new initiative enhanced through the development lifecycle

comprehensive education , from early childhood education , basic education and

tertiary education up to the job. National Key Result Areas (NKRA ) for education under

the Government Transformation Programme (GTP ) has provided a roadmap with

detailed objectives , outcomes and actions to address these challenges in ensuring

quality education available to all .

Creativity is an important agenda mauduk and in any orientation of the educationin the world . Educational institutions is important to nourish the talents and creative

abilities of students . Many countries in the world such as USA , Germany , Swedan ,

Japan , Singapore , and South Korea emphasis on pre-school education system

hinggga higher education. Thus , the countries mentioned above, particularly the

United States strive to produce creative human resources capable of raising the

prestige and dignity of the nation. It is recognized by scientific experts creative thinking

as Amabile (1992), Swartz ( 1989) , Buzan (2002 ) , de Bono (1971), Leong (1998 ) ,

and maiority again . Amabile ( 1992 ) , for example, described the educational

institutions , particularly pre-school education rnerupakan most important place to

cultivate nature of creativity among children.

Further, Cropley (2001 ) , asserts that early childhood education is required

environment and motivation are very significant to realize and develop their creative

talents of children . However, according to de Bono ( 1970) , without prime movers (

read as educators ) that drives an environment conducive to berkreativiti , it is difficult

for the students to be creative with a comfortable and safe. Nevertheless, the prime

mover is meant by de Bono is fed educators with the knowledge and skills of creativity.

Educators who do not have the skills and knowledge of creativity is difficult to realize

the atmosphere , space , and creative experience in teaching and learning .


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