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The Current Pedagogical & Philosophical Trends in Early Childhood Education within Malaysia

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Kai Qi Woo

on 2 October 2012

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Transcript of The Current Pedagogical & Philosophical Trends in Early Childhood Education within Malaysia

within Nowadays,
parents are more educated
and
the women workforce
has been increasing , At the mean time,
Malaysia Education Blueprint 2013-2015 also suggests the calls for immediate action in The Current & Philosophical Trends in Pedagogical Early Childhood Education is a vibrant

with its fantastic fusion in children's learning. Malaysia multi-cultural paradise In the recent years, the early childhood education in Malaysia has also been gearing “colorfully” towards the international standards. Children get better understanding about themselves, their relationships with family, friends and community as well as their own roles in each relationship. Humanism
Strand
Children learn:
Language skills, like listening, speaking, reading and writing skills
Malay language, English language are compulsory
Chinese language and Tamil Language are selective
Language Art Skills, like performing the beauty of language through drama and poetry Communication Strand

This strand consists of Islamic and Moral Studies.
It stresses on the religious values, beliefs, attitudes and values
To be practiced by children over time and through integrated activities. Spiritual, Attitudes and Values Strand Children develop self concepts, social skills and leadership skills through curricular and co-curricular. Personal
Competency
Strand Physical
Development
and Aesthetics Strand Children develop mathematical knowledge and skills, such as pre-number concept, number, easy number operations, money value, time concept, shape and space Science and Technology A Holistic Child As stated in


one of its aims is to reach
100% enrolment
across all levels, including

by year 2020 (Ministry of Education, 2012). preschools Malaysia Education
Blueprint 2013-2015, There are 3 agencies that are responsible for the early childhood education (UNESCO, 2011), they are: Government
Private Sector
Volunteer organization/ NGOs The ministries help to build preschools in urban and suburban areas (UNESCO, 2011): Ministry of Rural and Regional Development Ministry of Education (MOE) So in overall,
teachers in Malaysia
need to equip themselves with appropriate professional qualifications and skills (Preschool Malaysia, 2007). which have contributed to the high demands
for quality education and child care services. improvements in skills, training and quality of teachers working closely with families building partnerships with relevant local organizations Generally in Malaysia,
all preschools,
including public and private sectors
to follow all the guidelines stated in
National Preschool Curriculum (NPC)
issued by MOE.
also works with Ministry of Women, Family and Community Development (MWFCD) National Unity of Department Special Education Department NGOs Special Schools Special Education Integration Programs to reach out for
children with aged 5 and above, & with learning, visual and hearing disabilities. 3 areas (NECIC, 2012)
is to develop the potential of children aged 4 to 6 through The learning environment must be:
safe
enriching
fun
creative
meaningful! It aims to
improve skills,
instill confidence and form a positive self-concept
within children to
ensure their success
as well as be
ready to face challenges. The Standardized National Preschool Curriculum is formulated with content and learning standards that are

by
the children from 4 to 6 years old. holistic
manner. integrated & Another main purpose if to
prepare them upon entering their primary years! The Focus of NPC is: The Goal of NPC: The organization
of the curriculum: able to be accomplished 6 learning strands There are
which are based on In order to ensure the

these learning strands are
similar
to the learning strands focused on in the primary school education! Now let's have
a closer look
at the 6 strands!
^^ belief in God kind heartedness responsibility gratitude courtesy respect fairness bravery honesty diligence cooperation humility tolerance independence discipline. The Standardized National Preschool Curriculum’s moral values are as follows: love Besides, they also learn and celebrate the culture and traditions of different races in Malaysia. They also learn to understand and handle their own emotions. This is to ensure the children's physical development


It also promotes health development for personal well-being Moreover, this strand fosters the children's imaginary skills, creativity, talents and appreciation through visual arts, music and movement, drama and so on. like fine motor skills, gross motor skills and eye-hand-coordination. It can assist and integrate with other areas, like mathematics! Children explore the environment with sense and simple apparatus. Children learn scientific knowledge, but most importantly, they gain scientific skills and positive scientific attitudes. Early Science Early Mathematics They also learn to use ICT, like computer Teachers need to apply different approaches
that are Every approach must be:
thematic & integrated
play based or project based
contextualized
developmentally appropriate (DAP)
embrace individual differences
safe, fun, engaging and enriching
inquiry based continuity, child-centered! knowledge, basic skills & values The Progress of Curriculum: The daily learning hours for preschoolers are 4 hours. The time is allocated more for the
basic modules (Language Component (Malay language, English language, Chinese language and Tamil language), Islamic education, Moral education, Outdoor Play and Mathematics,
especially the mastery of
reading, writing, counting and reasoning. While the time allocated for the thematic module consist of the 6 strands based on the children's everyday lives will be increased gradually from year to year. the yearly plan! In order to carry out
all the strands
in an integrated manner, The yearly plan must consist of: Deciding theme Designing thematic web Preparing list of learning outcomes Formulating weekly and daily plans teachers must do in education for all children! to establish (UNESCO-IBE, 2011) (Ismail et al., 2010)
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