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.