Why we are passionate about Early Childhood Education (ECE)

It is because we want to be an successful early childhood educator that can develop the children’s potential and skills with our own ways. We want to have our own nursery and kindergarten for all the children that needed. We are passionate about ECE because we want to know more about how to develop the children, the philosophy of ECE, about how to attract the children and many more. We even have to know about the problems that they might face during the age of 3 to 6 years old so that it is easy for us to handle them. It is important to know what to easily attract them, what and how to attract them to stay focus in the class and listens to the instructions.

Children nowadays are more to gadgets especially iPad and smartphones. They are more to gadgets because their parents are too busy to have time for them. Sometimes parents might not give them gadgets but all they can do is just hire a helper or caregiver. That is when the bonding of a child and the parents separate apart, they do not even have time for their children. Children need a lot of attention especially from their parents. So from that, we want our child center to be the most comfortable place for the children during the times when they are not at home. We want our child center to be their second home. We would not provide any gadgets because they have spent much of time on gadgets during the time when they are with their parents.

Other than that, we want to provide more original handmade toys and materials, it is better if we can produce toys and games by recycle materials. With the knowledge of creativity in one of the syllabus in ECE, we know what games and materials that can attract and interact children communication.

Teachers are the ones who responsible in children s’ development whenever they are at school. It is important for the teachers to encourage the children to build more their soft skills and help them in developing their motor skills. Apart of that, we want our child center to be the place that they can develop all the domains such as, physical, language, social & emotional, cognitive and imaginative. So we think ECE are suitable for us to gain knowledge about children s’ ‘world.

History Of ECE

History of early childhood there are many theory and ideology. The person that we choose is history of early childhood by David Elkind. His theory is about the care instruction for young children outside the home. Because we as the parent sent our children to the kindergarten at 4 years old and we must know about what the preschool history and its good for our children.

At the kindergarten there have early childhood curriculum for children to be most holistic and least and different level of education based on their age. This also can make the children more independent while they are doing the activities at classroom that also can contribute with to the discipline of early childhood education came from occupation and profession outside academic domain.

Next is about the philosophical of early childhood education were provide by John Amos Comenius, John Locke and Jean Jacques Rousseau. For curriculum and methodology created by the likes of Johann Heinrich Pestalozzi, Maria Montessori, Friedrich Froebel and Rudolf Steiner. Next on for created about science grounded by research and theories of Singmund Frued, Jean Piaget and Erik Erikson.

While the differences in the approaches of the early childhood education , there are there are overshadow of the one principle that early childhood curriculum and practice must be adapt to the mature need in the classroom abilities an interest of the child to learn the subject . This was the principle embodied of early childhood education in the kindergarten program develop by Friedrich Freobel (1782 - 1852) at the first early childhood program to be widely adapt at the in both Europe and aboard. The kindergarten movement was propelled by the industrial revolution to the introduction of woman into the labour force. Later Maria Montessori (1870 - 1952) early childhood programs at the same place that first childhood program started.

In America is where the head of the program started, launched in the year 1960 for low-income children, that came from the low-income family. The tittle gave the parents the impression that education was the race and the early you start for the children. Is important to the children because it can develop their improvement to what they learned at the kindergarten. With a rapid of expansion and accept of the early childhood program, it is the basic education of early childhood education. This early childhood started at US states with the small kindergarten and become bigger. That have academic and including maths subject and curriculum, program at that school has become more intergrated level follow their age level.

Pros & Cons Of ICT In Early Childhood Education

Information and Communication Technologies (ICT) can help us to communicate with others sit far away from us because people sitting far away from us is not always going to find us only through technology we can communicate with people far away. From ICT we can get more information on important news. Information about country, education and events that have occurred. Example technology is hand phone, computer, television, radio and other more.

Now ICT is important to education because everyone has been using technology. All school now have subject ICT because student must know about ICT and computer as well as children, children must know how to use the computer. Learn about ICT have a advantages and disadvantages in early childhood.

Advantages of ICT in Early Childhood Education is learn about computer and the internet. Parents and teachers must teach children about ICT, for example is teaching children how to use a computer the right way. Parents or teacher must observe children when they use the computer. ICT also can help children to create a new knowledge, knowledge about computer and children would like to share their knowledge to their friend because to children, if have a new thing or knowledge that must share to all people.

However, children enjoy and interest if they know about computer. Children with an interest in things that they would explore it until he know how to use it. In technology have a many interest games and children will enjoy and happy if they know to play the games in the computer.

In addition, enhancing teacher training. Teacher must learn and understand more thing before want to teach children. If teacher not learn or training how to use the computer how teacher want to teach children. Teacher must know about computer system, software and hardware. Teacher also motivating to learn. Example, teacher must tell to children how to use a computer the right way. Teacher should explain to children about computer system and teacher must brief about computer apparatus.

Disadvantages of ICT in Early Childhood is children will use the computer morning to night. If parents not observe their children use the computer children going to bed late because they're too excited to play games. That are bad habit to children and they will sleepy to go to school. Second, when children started to pay attention on video games, they will care less on their studies.

In addition, children also not active and their development not develop because if children always play video games children will not to interested to play outdoor with their friend. Children will not active and just play video games at one place only. Children will be lazy to movement like jump, run, shake and walk. That also not develop children social skills because children like to play in their room and don’t want to communicate with others. ICT also can give the information wrong because people can edit the information from good thing to bad thing example about artist.

However, the negative is exposed to something during the middle of the advertisement. This will create a parent worried that children will be influenced by negative things. Children will do what they see. The important role parents at home to watch what they do at home and school teachers will take care of children while their parents work. Everything has a pros and cons and adult is a role to keep the children together from the negative thing.

Malaysian ECE Curriculum & International Approach

NATIONAL PRE-SCHOOL CURRICULUM STANDARD

A BRIEF HISTORY OF THE DEVELOPMENT OF PRESCHOOL EDUCATION ASSOCIATION.

1970    - KEMAS and JPNIN begin public school classes

1986    - Guidelines issued by the MOE Preschool Malaysia

1992    - KPM start Preschool

1993    - Preschool Curriculum Guidelines issued by the Ministry of Education Malaysia

2003    - National Preschool Curriculum (KPK)

2008/9 - Commission revised

RATIONALE REVISION OF National Preschool Curriculum.

National Preschool Curriculum (NPC) reviewed to ensure that a holistic curriculum, not too academic and not too onerous, according to current needs and have continuity with Integrated Primary School Curriculum.

CHANGES APPLICABLE

National education systems should be focused on:

• Human capital development 
• Income students insight 
• The formation of citizens who acquire knowledge, skills and information 
• Program developed to produce human beings who are critical thinkers, creative and innovative. 

CHANGES MADE

1.      Curriculum that is relevant to current needs and future challenges.

2.      Strengthen the skills of thinking, communication, innovation, creativity and entrepreneurship.

3.      To ensure that students have an added value such as multilingualism, ethical, confidence, self-esteem, leadership, patriotism, holding fast to religious teachings.

4.      Ensuring that children get early start in Malaysia through education preschool program.

5.      To make the learning experience more meaningful and fun preschool.

6.      Ensure continuity between pre-school to Year 1.

7.      Improving the National Preschool Curriculum available.

PRESCHOOL STATUS OF SCHOOL SYSTEM IN MALAYSIA TO GIVE EMPHASIS IN THE SCHOOL CURRICULUM AND THE CURRICULUM TRANSFORMATION.

• 4M
• Membaca (Reading)
• Menulis (Writing) 
• Mengira (Counting)
• Menaakul (Reasoning)

GOALS AND OBJECTIVES OF NATIONAL STANDARD PRESCHOOL 2010

The goal of the National Preschool Curriculum Standard 2010 (KSPK) Pre-school education aims at developing the potential of children aged four to six years in a holistic and integrated in physical, emotional, spiritual, intellectual and social learning environment that is safe, nourishing and fun activities, creative and means. This is to improve skills, instill confidence and a positive self-concept in children's self in order to be successful in their existing environment and prepare for the challenges and responsibilities in primary schools later. 

4 key words

• Fertilize (Enriching)

• Active involvement (Engaging)

• Safe (Safe)

• Fun (Fun)

OBJECTIVE OF KSPK

National Preschool Curriculum provides opportunities for students ages 4-6 to achieve the following objectives

Physical:

• Have a healthy body

• Have a basic physical fitness and skills

• Practice good health practices

• Practice safety measures

• Mastering basic psychomotor skills - fine motor skills and gross motor

Emotions:

• Have a positive self-concept

• Have confidence

• Has identity

• Dare to try

• Has emotional maturity

• Respect the feelings and rights of others 

• Able to work independently as well as work as a team

Intellectual:

• Communicate with both (reading, writing and speaking) using Malaysia

• Communicate in English

• Communicate using either Chinese (to be)

• Communicate well using Tamil language (to be)

• Acquiring basic science process skills

• Acquiring basic mathematical skills

• Acquiring basic thinking skills, reasoning skills

• Acquiring basic skills in solving problems in everyday life of students

• Has creativity and aesthetics

• Appreciate the beauty of nature and cultural heritage

Spiritual:

• Adopt values

• Applying the values ​​of Islam in daily life for Muslim students.

Social:

• Ability to communicate sound.

• Develop positive relationships with adults and peers.

• Raise the views and feelings.

• Collaborate with others.

CURRICULUM DESIGN

• Standards-based curriculum 
• Modular Curriculum

BASED CURRICULUM STANDARDS

Justification for the Use of Standard.

• The main purpose of the standard setting is for equity and quality.
• Equity means that all students are given equal educational opportunities
• Quality means that all students should be given quality education.
• Because the goal of standards-based curriculum is to provide the same quality education to all students.
• Accountability (Accountability) teachers and administratorsEnsure that ALL students surpassed standards set
• To ensure that all public and private preschools in compliance with the requirements of the National Preschool Curriculum Standard.
• Schemes and measurement standardsFixing the knowledge, skills and values that need to be measured clearly for the purpose of improving student learning
• Identify strategies for improvement (assessment for learning)The implementation of school-based assessment

CURRICULUM OF A MODULAR

• The modular curriculum is a curriculum whose contents are organized and forwarded in the form of parts or unit, division or unit is called a module.

TWO TYPES OF MODULE

1. Basic Core Module
2. Themed Modules

Basic Core Module

• Bahasa Malaysia

• English

• Chinese / Tamil

• Islamic / Moral Studies

• Mathematics

• Outside Activities (Outdoor activity)

Themed Modules

• Themed module is integrated module that includes elements in the six backbone and also the creativity, critical and innovative. Themed module is built using the issue of life / everyday events children.

Justification for the use of the module 

• Be dynamic increase and decrease of the content can be made without affecting the overall curriculum• Implementation of flexible Teaching & Learning. Teachers have the option of using the module as appropriate 

NATIONAL ASSOCIATION FOR THE EDUCATION FOR THE YOUNG CHILDREN
 

About NAEYC

The National Association for the Education of Young Children (NAEYC) is a professional membership organization that works to promote high-quality early learning for all young children, birth through age 8, by connecting early childhood practice, policy, and research. We advance a diverse, dynamic early childhood profession and support all who care for, educate, and work on behalf of young children. The association comprises nearly 70,000 individual members of the early childhood community and more than 300 regional Affiliate  chapters, all committed to delivering on the promise of high-quality early learning. 

Together, we work to achieve a collective vision: that all young children thrive and learn in a society dedicated to ensuring they reach their full potential.

Leadership and Professional Development

• NAEYC is the foremost professional association for the early childhood field. Our professional development and preparation systems support seamless progression for early child care and education professionals to advance their education and careers.

Early Childhood Accreditation 

• NAEYC accreditation is the gold standard for early childhood programs across the country. Families of young children who attend NAEYC-accredited programs can be confident that they deliver the highest quality early care and education.

Resources

• NAEYC members rely on the vast resources that the association produces, including an award-winning journal and magazine, a library of bestselling books and manuals, as well as digital media. Developed by experts and thought leaders in the early childhood field, these publications focus on developmentally appropriate practice and enable members to stay up-to-date on current research and emerging trends, which they can apply directly to their classroom practice.

Public Policy

• NAEYC is at the forefront in influencing local, state, and federal early childhood legislation, advocating for policies that reflect comprehensive approaches to providing equitable access to high-quality early learning, with a particular focus on children living in poverty, multilingual children, children of color, and children with disabilities. We strive to increase the public understanding of and demand for developmentally appropriate practice in programs serving children birth through age 8.

Events

• NAEYC hosts three of the most important and well-attended annual events for educators, administrators, and advocates in the early learning community: the NAEYC Annual Conference and Expo, the National Institute for Early Childhood Professional Development, and the NAEYC Public Policy Forum. Professionals in the field rely on these events to keep their practice current, hear from national experts, communicate with legislators, build a network of trusted colleagues, and stay connected to critical conversations in the profession

ICT IN NAEYC

v  Documenting Quality: A Teacher’s Guide to Creating a Classroom Portfolio

Documenting Quality: A Teacher’s Guide to Creating a Classroom Portfolio is a self-paced, online course that addresses essential best-practices, organization tips, and practical strategies for guiding teachers in creating their own classroom portfolios. Learners will take an in-depth look at classroom portfolios to better understand what they are, how they’re put together, and the benefit they provide to the teachers who create them. Participants will view examples of classroom portfolio evidence and have the opportunity to work with sample documentation through a variety of hands-on learning activities. This course includes exclusive access to a sample portfolio created by NAEYC staff.

Target Audience: This online program is designed for early childhood teaching staff and their administrators. It is also relevant for anyone involved in documenting young children’s learning experiences including faculty, trainers, consultants, students, and others. 

Objectives

By completing the course, teachers will be able to:

• explain the purpose of a classroom portfolio,
• describe the benefits of creating a classroom portfolio, and
• identify strategies for selecting and organizing portfolio evidence.

Lessons

1. Welcome
2. Module 1: Introduction to Classroom Portfolios
3. Module 2: Constructing a Classroom Portfolio
4. Module 3: Working with Sample Evidence
5. Module 4: Viewing a Sample Portfolio
6. Closing Activity

• HRM Journal: Human Resources Management in Early Childhood Programs

The HRM Journal: Human Resources Management in Early Childhood Programs is a computer-based training series—with approximately 30 hours of study and practice. This self-paced, interactive learning resource is  designed to assist new early childhood program administrators learn systems for human resources (HR) management. The series is designed for  new administrators, as well as those who aspire to be program administrators. 

• eLearn TYC

eLearn TYC is an online, professional development tool that combines a digital version of Teaching Young Children (TYC), NAEYC’s award-winning magazine, with the professional development resource NEXT for TYC in an easy-to-use, digital format. Early childhood professionals who use eLearn: TYC can discover best practices, connect with a community of learners, and succeed in the classroom and beyond.

The importance of ICT in the future for children

Today, several technologies are present throughout the world. That’s why we decided to tell you about the integration of ICT in the classroom since it is a subject that many teachers will face. As a teacher, we must rely on strategies that must be used to integrate the tics in the classroom. We must change our way of teaching based on several kinds of technological devices. To enable students to get by in all areas where they need ICT, it is necessary to inform them about these technological tools. Today, most young children are using. It is important to attract the interest of students from multiple sources of reliable and organized. Learners, from the use of technology, will be able to express their creativity.

Today, many believe that technology improves considerably and that is why, I suppose we must, as a future primary school teachers, to know the mode of operation thereof. This reality challenges us more, because teachers modify their learning in relation to educational technology. We must, as soon as possible, to face this reality. Even today, we can see that some educators do not include little or virtually no ICT in their teaching.

The reason for which they do not use them, is possibly because they do not yet see the value. That’s why the company should provide new markers to better understand the future generation. The computer allows students to have access to more comprehensive sources of information. They learn basic skills related to information retrieval. In class, the teacher and the manual are not the only sources of information. Several choices are available to them. Moreover, the integration of tics in the classroom can allow us, as a future teacher, to instruct students and to socialize more with respect to websites. 

There are many advantages to integrate information technology into the classroom. The constant evolution of these allows us to consider options for future primary school teachers. Of course, one must own and know the use that we can do in the classroom since have sophisticated tools. It is essential to make good use in our classes, because the technologies are the next generation. Educate and socialize students, is it not the primary mission of the school? I think so, and that is why I agree with the integration of these tools in schools. Moreover, the use of ICT has had many impacts on students. According to researchers, they improve the motivation and the pleasure of learning from some things they know well.

In addition, information technology and communication can exploit the websites that are accessible to all. I think students enjoy learning from what interests them and that’s why they come to better understand what is explained by the teacher. Access to sources of information helps the learner to realize their potential for learning and creating. This is an advantage of technology integration in classrooms. Indeed, ICTs can help to develop skills to work in collaboration and data processing.

In most cases, teachers encourage teamwork as it allows students to better understand each other. Thus, they talk together and establish common ground. Second, access to sources of information allows learners to develop meta cognitive skills. The learner needs to advance its technological tools. Using these skills, the teacher establishes technological activities that help them work better on the computer. Finally, several studies show us that, ICTs promote increased student achievement because this tool allows them to progress at their pace and needs. With the help of access to sources of information, learners are also able to update their learning potential and creativity.