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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

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