1.

INTRODUCTION
1.1
Introduction of Early Childhood Education in Malaysia
Early childhood education in Malaysia existed before the 1960s. The provider of this
education then were mostly from the religious bodies or non-governmental organizations.
In the year 1972, Ministry of Education Malaysia, MOE drafted the Kaedah-Kaedah
Guru/ Kaedah-Kaedah Kindergarten dan Sekolah Asuhan (Pendaftaran) 1972 Warta Kerajaan
P.U. (A) 414 which provided the procedures to be adhered to regarding the registration of
kindergarten, teachers and its board of governors. (PPK & BPPDP, 1986)
In the year 1976, Department of National Integration and Unity too started its first
preschool commonly known as the PERPADUAN preschools.
In the 1980s preschools in Malaysia were built and managed by various government
agencies such as KEMAS, FELDA, RISDA , Department National Unity, Religious bodies,
Police and armies(Cawangan Pendidikan /Angakatan Bersenjata dan Polis), volunteering bodies
and private sectors. Various programs were offered, different materials used, teachers
qualification differs too (PPK & BPPDP, 1986).
The various agencies and bodies conducting preschool education felt that there was a
need of guidance and assistance from MOE. MOE too saw the need to standardize and regulate
preschool education in Malaysia. MOE was pioneering two major preschool projects at that time.
Experiences from conducting these projects culminated in the formulation of the 1986
Preschool Guidebook (Buku Panduan Prasekolah Malaysia 1986), the first formalized
curriculum document of early childhood education in Malaysia. The aim was to provide
guidance and assist coordination between kindergarten minders and to enhance the standard of
Malaysia preschool education to be in line with global development at that time (PPK & BPPPP,
1986).
In the year 1993 Guideline (Garis Panduan Kurikulum Pendidikan Prasekolah Malaysia,
1993) was introduced.
In the year 2003, National Preschool Curriculum developed by the Ministry of Education
for all the preschools.
Finally in the year 2010, National Preschool Standard Curriculum(KSPK) was produced
and all preschool required by the law to follow.
1.2

Introduction of Curriculum Development

1

Curriculum development describes all the ways in which a training or teaching

organisation plans and guides learning. This learning can take place in groups or with individual
learners. It can take place inside or outside a classroom. It can take place in an institutional
setting like a school, college or training centre, or in a village or a field. It is central to the
teaching and learning process (Rogers and Taylor 1998)
Curriculum development can take place in many settings, and may involve many people.
Typically, curriculum development involves four main elements such as
i)

to identify what learning is needed and decide on the type of training you need to
provide to meet these learning needs.

ii)
iii)
iv)

to plan the training carefully, so that learning is most likely to take place.
to deliver the training so that learning does take place.
to evaluate the training so that there is evidence that learning has taken place.

These elements can be addressed in different ways. It is important that the approach you use will
lead to effective training and teaching. This Toolkit strongly recommends that you follow a
participatory approach to curriculum development since this will bring about the best results, and
lead to real learning.
The fact is that a lot of training and teaching is not effective. Many traditional approaches
to curriculum development, and the resulting curriculum, do not provide the guidance to learning
that is needed by both trainers and participants. In addition, curriculum development rarely
involves the different groups or individuals who will gain from, or have something to offer to the
training.(World Agroforestry Center, 2003)
In Malaysia, Preschool was formally introduced as a part of the national education system
under the Education Act 1996. In the year 2003, circular was sent to all early childhood
education providers, public or private that a National Preschool Curriculum has been formulated
and need to be used in their teaching and learning. The requirement to teach according to this
National Preschool Curriculum was later documented in the revision of Education Act 1996.
The National Preschool Curriculum is the first comprehensive national curriculum
produced for the preschools in Malaysia, the target are the 4-6 years old. The aim of this
curriculum is to enrich the potential of the children in all aspects of development; ensuring that
children master basic skills and inculcated with positive attitude, preparing for smooth transition
2

to Primary School Education. The trust of the curriculum was built upon six components which
are Language and Communication, Cognitive Development, Spiritual and Moral, Socio
Emotional Development, Physical Development and the Esthetic and Creativity.

1.3

Objectives of National Curriculum

In Early Childhood Education, a teacher has to create suitable activities for childrens self
development, abilities, talents and childrens interests. The suitable activities must have
toinvolve children being active for learning to be more fun, effective and meaningful.
3

Allactivities have to be planned ahead of time systematically to ensure all children get thesame
opportunities either as individuals or as a group.
The National Preschool Curriculum states that the preschool curriculum promotes
theholistic intellectual, languages, social, art and creativity, psychomotor, cognitive and
spiritualdevelopment of the children (Ministry of Education, 2003, p.5). The objective of
preschoolcurriculum is to reinforce the achievement of basic skills such as socialization process
andpersonality development. The basic skills taught at this level are communication, social
andother skills (Reading, Writing and Counting) in preparation for primary schooling.
(Ministryof Education, 2004, p.20)
The National Preschool Curriculum lists 4 principles and approaches of preschool
teachingand learning (Ministry of Education, 2003). The principles include the following
teaching andlearning is holistic, fun in learning, meaningful learning and lifelong learning.
Theapproaches of teaching and learning are learning through play, thematic approach,integrated
approach and information technology and communication (Ministry of Education,2003,
p.70)Those four principles and approaches of teaching and learning curriculum provide
aframework for informal and flexible education process. The teaching pedagogy follows
thoseprinciples and approaches.
The curriculum used the approach known as DevelopmentallyAppropriate Practice
(DAP) (Ministry of Education, 2003, p.5). DAP focuses on usingteaching and learning
techniques that are suitable to age, self development, abilities,talents and the childrens interests
(Ministry of Education, 2003, p.5).
The curriculum isframed from an outcome-based learning perspective which focuses on
what children know,understand, do and practice as an outcome of the teaching and learning
process. Thismeans that learning activities have to concentrate to what the children have to
achieve.
Besides that the National PreschoolCurriculum Standardprovidesan opportunity
forchildren agedfour tosixyears to achieve theobjectivesinthe physical, emotionaland social,
intellectual and spiritual as follows: Practice moral values in daily lives, have positive personal
attitude, character and self-concept in order to be a patriotic Malaysian, to communicatein
Bahasa Malaysia, English in the context ofdailylife, work as independentlyandalsowork as a
team, having mature emotion and social skills, having cognitive skills, thinking skills, and
4

problem solving skills, having high creativity and aesthetical value to appreciate the beauty of
nature and cultural heritage, develop physical and practice good health and safety measures and
practiceIslamic valuesin daily livesforMuslimstudents.

1.4

Concept of potential of individuals in a holistic and integrated manner

The history of Early Childhood education begins with the influences of Rousseau and
Pestalozzi and later modified all of the advances that have fashioned what it is today. The history
5

of early childhoods curriculum practices can be represented as more of a pendulum. From this
philosophy, we can connect it with the National Philosophy of Education (NEP) in Malaysia
which defined the aims of education as below:
Education in Malaysia is an ongoing effort towards further development of the potential
of individuals in a holistic and integrated manner, so as to produce individuals who are
intellectually, spiritually, emotionally and physically balanced and harmonious based on a firm
belief in God. Such an effort is destined to produce Malaysian citizens who are knowledgeable,
who possess high moral standards, and who are responsible and capable of achieving a high
level of personal well being as well as able to contribute to the harmony and betterment of the
nation at large (Ministry of Education, 1993).
The curriculum design is that of the behavioral model family where specific measurable
learning outcomes are identified and learning is perceived as happening as an accumulation of
the achieved learning outcomes. Learning theories adopted are those of constructivism and
discovery inquiry where students interact with environment, peers and teachers and subsequently
construct their own understanding and making sense of things around them as proposed by
Piaget and Vygotsky. Rosseau has reiterated that learning in children cannot be forced or
controlled. Children will learn when they are ready. Development in each child differs much
according to their chronological age, physical wellbeing and emotional readiness; thus each child
needs to be treated differently. This developmental appropriated practice forms the foundation of
the National Preschool Curriculum.
The National Preschool Curriculum advises teachers that the most appropriate approaches
for teaching is the thematic approach, integrated approach and learning through play. Students
should be given chance for group activities as well as individual activities. Learning centers need
to be developed within the preschool classroom according to each component in the curriculum
and furnished with materials that could stimulate the development and growth of these children.
According to Kamaruddin Husin (1949) in Mohammad Nor (1990) stated that the country
has established a National Education Policy aimed at further developing the potential of
individuals in a holistic and integrated in order to create a harmonious and balanced
intellectually, spiritually, emotionally and physically. The development of the curriculum should
6

be consistent with that of social change values in the individual not disappear swallowed by
development.
Thus, in the context of the curriculum transformation process means doing a holistic form
of change based on the existing school curriculum, taking into account the needs of the
fundamental aspects of curriculum changes to the structure of the content, pedagogy, time
allocation, assessment methods, curriculum materials and school management (Kurikulum
Standard Prasekolah Kebangsaan (KPSK) & Kurikulum Standard Sekolah Rendah (KSSR)).
To ensure quality education management and delivery systems, the National Education
Philosophy was used as the guiding principle in all matters pertaining to education planning and
implementation. The formulation served as a framework to meet the strategy challenges of
Vision 2020. It was disseminated throughout the entire education system, with the following
aims: to produce human power with the requisite skills for economic and national development,
provide the essential intellectual, affective and psychomotor skills in a holistic and integrated
manner in order to produce balanced individuals, inculcate and nurture national consciousness
through fostering common ideals, values, aspirations and loyalties in order to mold national unity
and national identity in a multi-ethnic society, translate the key categories and concepts of the
National Education Philosophy into educational programmes and activities.

2. ANALYSIS OF THE SIX CURRICULUM COMPONENT KSPK

The six curriculum component of the Kurikulum Standard Prasekolah

Kebangsaan(KSPK)

C o g n it iv
e
D e v e lo p
m ent
P h y s ic a l
D e v e lo p
m ent
H um ant
a r ia n
D e v e lo p
m en t

2.1

PRESC
HOOL
CURRI
CULU
M

S o c io e m o tio n a l
D e v e lo p m e
nt

Language and Communiciation

L anguage
and
C om m uni
c a t io n
S p ir it u a l/
M oral
E d u c a t io n

Language is one of the most crucial tools that children acquire, one that is essential for
cognitive development, reading achievement, and overall school performance, as well as for
social relations. It allows people to share a societys achievements and history and the deepest
emotions.
Language includes conventional sounds, gestures, and visual symbols, such as writing,
that are used separately and jointly for purposes of communication. The human brain is hardwired to learn language, a process quite similar in all children. Yet children differ a good deal as
to when they use their first words, start to combine words into sentences, and use complex
sentence forms to communicate meaning. Though children begin to develop language and
literacy at birth, with nonverbal cues such as eye gaze and gestures, they arrive at preschool
ready to communicate with symbols: words, signs, and pictures.
The quantity and quality of childrens language experiences in their preschool years is
profoundly important. The maintains that what children learn depends on the company they
keep, the activities they engage in together, and how they do and talk about these activities.
Vygotsky (1978)
This curriculum consists of the core curricular components of subjects include Malay,
English, Chinese and Tamil. Malay and English Language are compulsory to be learnt by all preschool children. Chinese and Tamil language are also offered as subjects in national
preschool.The language arts - Reading, Writing, Speaking, and Listening are unique because they
are processes that children use to learn and make sense of their world. To enhancing of these
language skills, using creative activities for the children such as rhymes, storytelling, drama,
music and songs.
Drama activities help children to communicate in the foreign language including those
with limited vocabulary. (Aldavero, 2008)
As children learn to listen and speak, they gain control of themselvesand their world,
relate effectively to others, and gather and store moreand more information. When children begin
to read they gain access to new worlds of information and faraway places, including the world of
imagination. Writing things down expands memory, communication, and understanding.
A childs success in school can be viewed as a sequence of events consisting of several
language-related skills that create a connection between family and school. School achievement
is linked to a childs success in learning to read, while learning to read is connected to oral

language development and oral language development stems from an environment that is
linguistically stimulating (Heath, 1983)

10

Preschool activities for Language and Communication

11

2.2

Science and Technology

Cord of Science and Technology include Early Science, Early Math, construction
activities using objects such as blocks and the use ofICT (Information and Communication
Technologies).
Early science is exciting and intellectually meaningful, provides an opportunity for
children to explore their environment using senses and simple equipment. During the science
activities that emphasize hands-on experiences and different materials. Beside that, can nurture
your childs natural sense of adventure, curiosity and exploration, basic skills such as science
process skills such as observing, measuring using nonstandard units, comparing and classifying
will also be developed.
Early Science provides an opportunity for children four to six years to make construction
using objects such as blocks. Construction 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 skills.
Children entering school already have substantial knowledge of the natural world, much
of which is implicit. Contrary to older views, young children are not concrete and simplistic
thinkers. Research shows that childrens thinking is surprisingly sophisticated. Children can
use a wide range of reasoning processes that form the underpinnings of scientific thinking, even
though their experience is variable and they have much more to learn. (Duschl, Schweingruber,
& Shouse, 2007, pp. 2-3)
Early Mathematics provides early experience math to preschoolers. This experience
includes the concept of pre-number, numbers, number of simple operations, value money,
timeconcept, space and patterns to basic addition, subtraction, multiplication and division skills.
The mathematical concepts learned at a special time and also integrated into all learning
activities using a fun theme.
Some of the major aspects of cognitive development during the preoperational and concrete
operational stages have to do with logical-mathematical experience and understanding (Piaget,
1952)

12

Preschool activities for Science & Technology

2.3

Physical Development & Aesthetics

Cord of Physical Development& Aestheticsincludesphysical development, health care

and development of creativity.
Physical Development and Movement is about experiencing and developing a range of
fundamental movement skills that will improve coordination, locomotion, control, balance, and
manipulation.
In addition, physical development helps children gain confidence and self-esteem and
enables them to feel the benefits of being healthy and active.
Without strong physical development of children will have problems in doing activities
such as holding a pencil or a brush to write, draw, sports activities and play musical instruments.
Children develop their gross motor skills by jumping, running, climbing, playing, and
exploring outdoors. They learn new skills by taking turns, cooperating, sharing, negotiating, and
following outdoors rules.
Landy and Burridge (1997) wrote: Good muscular endurance gives you the ability to
repeat a movement without getting tired or to hold a position or carry something for a long
period of time without being fatigued. A child who has good muscular endurance will enjoy and
have greater success in her daily work activities, in play, and in sporting and athletic
competitions.(Refer to Appendix A)
Creativity development exploring different art forms develop dispositions, expression
and appreciation for artistic, dance/ drama, and musical activities. Encouraging childrens
creativity by offering a variety of ways to represent their thinking helps motivate children and
make learning experiences more authentic.
Frequent assessments help ensure that learning goals are met and children are
appropriately challenged.

13

Preschool activities for Physical Development & Aesthetics

2.4

Humanitarian Development

As a multiracial country, humanitariancordprovides an opportunity forchildren

tounderstandthemselvesby shaping their attitude, beliefs, values and behaviors. And
alsounderstandthe relationship betweenthemselveswithfamily, friends,community and the
environment.
Realizing the importance of integrating and uniting the various races and ethnics,
humanitarian development has been utilized as the one of the component in KSPK.
The understanding of humanitarian development helps educator to build a bridge among
children from a different background.The definition of multiculturalism provided by Barry is
perhaps best described the scenario:
The view that cultural variation should be presented and
transmitted in the school system in order for children to accept it in
a given society Barry, J. 1992

Children willhave a better understandingof responsibilityintheserelationships and also

aware of their own root, social and active beings as well as more sensitive towards other cultures,
locally, nationally and even globally. Thiscordalso emphasizeson understandingthe culture
andtraditions ofvarious ethnic groups inMalaysiaandencourageparticipation inthismultiethniccelebration.
Humanitariancordoutlines the scopeandcontextof learningin preschool.
Contentonthiscordcan be usedtobuildlearningthemes. Preschool can make a difference in helping
inculcating human understanding, respect for diversity and peace in the society.
Therefore the understanding of other cultures is crucially important and it may helps to
maintain the stability in society. Living in multicultural society requires a high level of
understanding and respectfulness to those from other cultures and only through curriculum can
promote cultural awareness particularly in the effort to develop a united Malaysian society with
their own identity - An united peace world through education.

14

Preschool activities for Humanitarian Development

15

2.5

Socio-Emotional Development

Social-emotional development includes the childs experience, expression, and

management of emotions and the ability to establish positive and rewarding relationships with
others. It encompasses both intra- and interpersonal processes. Advancing in emotional
intelligence is lifelong goals that can help people maintain emotional health and prosocial,
cooperative behaviors.
The National Association for the Education of Young Children (NAEYC; Bredekamp &
Copple, 1997) emphasizes the need for socialization and the development of social skills as a
vital part of early childhood education(Refer to Appendix B)
Early childhood presents a unique one-time opportunity for caregivers to promote healthy
socio-emotional development. This one time opportunity for caregivers is priceless and should
not be neglected or wasted at any cost,because Research on early childhood has underscored the
impact of the first six years of a childs life on his/her social-emotional development.
Flexible minds and social experiences in the environment produce remarkable
circumstances that affect the development of the self, emotional maturity, and gender awareness.
Development of social-emotional happens all the time a child in preschool, it is not
achieved through specific activities but through all activities whether routine activities, during
the rest time, while eating and also teaching and learning another.

16

Preschool activities for Socio-emotional Development

17

2.6

Spiritual and Moral Education

Cord of Spiritual and Moral Education includes Islamic education and moral education.
Islamic education learned by Muslim children for two hours a week. Moral education learned by
other race children for two hours a week.
As positive moral characteristics do not appear spontaneously, addressing our cultural
moral crisis will take the commitment and involvement of many elements of society, including
early childhood education. (Berkowitch & Grych, 1998)
Islamic education provides the knowledge and skills base of the Pillars of Faith, Pillars of
Islam and Biography of the Prophet. Preschoolers learn ablutions, fasting, and prayer movement,
modeled on some moral Prophet and do daily practice according to etiquette.
At the same time children also know the basic language of the Qur'an and 'Jawi' script
and memorize a few short verses and prayer options. Teaching and learning Islamic education is
carried out through activities such as storytelling, simulation, singing, hands-on activities,
explore and play.
It is very important to learn the Qur'an and we cannot deny that it is one of the basic
tools to build humans with beliefs, minds, souls, feelings and self-esteem (Abd. Halim, 1990).
Moral development involves children acquiring an understanding of the difference
between right and wrong and of moral conflict, a concern for others and the will to do what is
right. They are able and willing to reflect on the consequences of their actions and learn how to
forgive themselves and others.
They develop the knowledge, skills and understanding, qualities and attitudes they need
in order to make responsible moral decisions and act on them.
National Preschool Curriculum Standards are as follows: belief in God, kindness,
responsible, grateful, high courtesy, respect, love, justice, courage, honesty, diligence,
cooperation, moderation, tolerance, self-reliance and disciplined.

18

3. Conclusion
A holistic individual develop their self actualization through technical and vocational
education and training. The awareness gives them a realization that the main quest of seeking
knowledge is to know The Creator and the nature of human being as universal career. Through
self actualization, it guides human towards becoming individual with noble characteristic and
realized importance of knowledge holistically (Stanton, 1997).
Knowledge is not only applied for career development nor national economic growth. It
is important to expose children periodically the truth meaning of acquiring knowledge in life
inorder to assist them to be a great holistic individual and great human capital that give
contribution to themselves and the arise of national economic growth.
Therefore, all the preschools in Malaysia follow a similar National Preschool Standard
Curriculum(KSPK) starting 2010. The curriculum is modular in nature and the communication
strand forMalay language is taught in both core module and thematic module throughout the year
witha gradual shift of focus on the latter towards the end of the preschool year.The suitable
activities must have to involve children being active for learning to be more fun, effective and
meaningful. All activities have to be planned ahead of time systematically to ensure all children
get the same opportunities either as individuals or as a group.

(XXXX Words)

Preschool activities forSpiritual and Moral Development

19

Reference
Abdul Halim Bin Hj. Mat Diah(1989), Pendidikan Islam DiMalaysia: Sejarah Dan Pemikiran,
Kuala Lumpur: ABIM.
Abraham,

C.

(2006).Speaking

Out.

Insight

Into

Contemporary

Malaysian

Issue.

UtusanPublications & Distributors Sdn. Bhd.

Aldavero, Vanesa, Alonso. (2008) Drama in the development of oral spontaneous
communication. Encuentro 17.
Bredekamp, S., & Copple, C. (Eds.; 1997). Developmentally appropriate practice in early
childhood programs. Washington, DC: NAEYC.
Berkowitch, M.W., & Grych, J.H. (1998). Fostering goodness: teaching parents to facilitate
childrens moral development. Journal of Moral Education, 27(3), 371-391.
Duschl, R. A., Schweingruber, H. A., & Shouse, A.W. (Eds.). (2006). Taking science to school:
Learning and teaching science in grades K-8. Washington, DC: The National Academies
Press.
Duschl, Richard A.; Schweingruber, Heidi A.; & Shouse, Andrew W. (Eds.). (2007). Taking
science to school: Learning and teaching science in grades K-8. Washington, DC:
National Academies Press.
Heath, S.B. (1983). Ways with words: Language, life, and work in communities and classrooms.
Cambridge, England: Cambridge University Press.
Kamaruddin Hj. Husin (1994). Asas Pendidikan III : Perkembangan dan Perlaksanaan
Kurikulum. Kuala Lumpur : Longman.

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Landy J, Burridge K. 1997. 50 Simple Things You Can Do to Raise a Child Who Is Physically
Fit. New York, NY: Macmillan.
Malaysian Education Statistics (2003). Educational Planning and Research Division,
Ministry of Education, Malaysia. (1994a). Education in Malaysia. Kuala Lumpur: Pecetak Warni
Sdn. Bhd.
Ministry of Education. Ministry of Education (1996). The Education Act 1996: Malaysia
Ministry of Education (1998). Ministry of Education Quality of LifeMinistry of Education
(1999). Education for All: The Year 2000 Assessment: Malaysia
Ministry of Education (2001). Malaysia: Education for All. Progress and Achievement
inElimination of Gender Gaps, Kyoto, Japan
Ministry of Education (2003). National Preschool Curriculum. Malaysia.
Ministry of Education (2004). Development of Education: National Report of Malaysia.
Ministry of Education (2006). The Education Development Base Plan (2006 2010)
Ministryof Education.Malaysian Education Statistics (2007). Educational Planning and Research
Division,
Mohd Fathi Adnan, Rohana Hamzah dan Amirmuddin Udin (2010) implikasi falsafah pendidikan
kebangsaan dalam pendidikan teknik dan vokasional di Malaysia.Penerbitan UTM: Johor
Bahru
Mohamed Nor (1990). Asas-Asas Pendidikan: Satu Pengenalan. Kuala Lumpur : Flo Enterprise.
Piaget, J. (1926). The language and thought of the child. NY: Harcourt.
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Piaget, J. (1952). The childs conception of number. New York: Norton. (Original work
published 1941).
Vygotsky, L.S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
Randall V. Bass (1997): The Purpose of Education,The Educational Forum,61(2),128-132

22

Appendix A

Articles of Physical Development & Aesthetics

23

Appendix B

Articles of Socio-emotional Development

24

Appendix C

TIME

7:30
8:10

MONDAY
TUESDAY
WEDNESDAY
THURSDAY

FRIDAY

8:10 9:50
(Individual activity)
Malay Language

R
O
U
T
I
N
E

10:30 11:30
(Group activity and
reflection)

11:30 1:30
(Teachers activity after
teaching hour)

Cognitive & Creativity and

Aesthetic

PNP discussion between

teachers.

Malay Language &

Creativity and Aesthetic

Reports or evaluation class

equipment

Malay Language &

Cognitive

Sports or Clubs activity

(after school)

English Language

Childrens achievement
report.

Islamic or Moral Education

Lesson plan for the next

week

9:50
10:30

Islamic or Moral Education

R
E
L
A
X

English Language
Physical and movement &
Cognitive
Cognitive & Creativity and
Aesthetic

* ROUTINE indoor activities, tea time, refresh, sing anthem song, and circle time.
RELAX breakfast, outdoor activity and relax.

An example of a formal teaching and learning timetable in a preschool not less than 3 hours a day for 5 days a week
(Ministry of Education, 2003)

25