CURRICULUM FOR EARLY CHILDHOOD EDUCATION

(CSZD 1043)

TOPIC 3
Curriculum Development

PRESCHOOL/KINDERGARTEN CURRICULUM
In the early phase, the early childhood education curriculum was not uniform and was
initiated by private agencies without following the guidelines approved by the Ministry of
Education.

The awareness of ECE in Malaysia has resulted to standardized curriculum and the
enforcement of it is evident.

Private schools are encouraged to use the curriculum that have been produced by the
ministry. However, they are still allowed to use their own as long as they report to the
ministry.

The kindergarten/preschool education was also included in the national education

system in 1996 formally. It means that it is compulsory for all children aged 6 to get this
early childhood education before they enter Standard 1.

The first preschool curriculum was established in 2003 known as Kurikulum Prasekolah
Kebangsaan. All educators who applied this curriculum went for a training on how to
implement the curriculum with young children. After 5 to 6 years years of
implementations, this curriculum was revised and replaced by Kurikulum Standard
Prasekolah Kebangsaan (KSPK) in 2010.

Again the KSPK has undergone for a revision process, in line with a new policies under
Pelan Pembangunan Pendidikan Malaysia (PPPM) 2013-2025 as the current needs
required the latest curriculum. In 2016, the latest curriculum came out to replace the
KSPK. This new curriculum known as Dokumen Standard Kurikulum dan Pentaksiran
(DSKP).

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This new curriculum has three main elements:
1. Content Standard
2. Learning Standard
3. Assessment

The content and learning standard are divided into six (6) strands:
1. Communication Strand
2. Spiritual, Attitude and Value
3. Humanity
4. Physical and Aesthetics
5. Science and Technology
6. Personal Competence

The major turning point for the revision is the need of higher order thinking skills (HOTs)
among children. This can be seen explicitly in the Learning Standard and applied
through the educators’ lesson plans.

The aims of the kindergarten/preschool curriculum are to develop the potential of

children between the ages of four and six in a comprehensive and integrated manner
with respect to their physical, emotional, spiritual, intellectual and social development in
a safe and nurturing learning environment through fun, creative and meaningful
activities. This is to improve skills, cultivate confidence and develop a positive self-
concept in children so that they thrive in their existing environment and are prepared to
face the challenges and responsibilities when they enter primary school.

There are nine (9) specific objectives of teaching these children:

1. To use language for effective communication
2. Practice Islamic values in daily lives for Muslim children
3. Practice good values of Malaysian community
4. Appreciate and concern about Malaysian culture
5. Love and appreciate the nature
6. Develop positive self-concept and self-confidence
7. Apply hygiene, develop physical fitness and self-care

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8. Develop creativity and aesthetics
9. Apply critical, creative and innovative thinking and problem solving skills in the
learning and daily lives.

In line with HOTs, our kindergarten/preschool children are expected to have the 21 st
Century skills. To acquire these skills, the children profiles are developed:
1) Resilient
2) Effective in communication
3) Thinker
4) Work in group
5) Be curious
6) Have principles
7) Informative
8) Loving and concerned
9) Patriotic

The curriculum emphasizes on these aspects:

1. Learning environment
2. Planning of teaching and learning activities
3. Teaching and learning strategies
4. The involvement of parents and community
5. Special needs children

NURSERY CURRICULUM
Nurseries in Malaysia are operated under Welfare Department, Ministry of Women,
Family and Community. The nurseries curriculum are more known as module. Before the
present module is used in the nurseries, the module was known as Kursus Asas Asuhan
Kanak-Kanak (KAAK).

With the existence of PERMATA programme, the professionals in early childhood

education started plenty of trainings for caregivers and child care operators since 2006.
The curriculum has been tested for 16 months and the result showed that young
children’s development was instigated. Thus in 2008, the PERMATA curriculum was
expanded to all nurseries in Malaysia. Finally, after six years, a proper module was

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established in 2013. This module is expected to ensure the trainers to understand the
philosophy, principles, concepts, and childcare procedures.

The PERMATA curriculum is conducted with a motto, ‘Setiap Anak PERMATA Negara.’ It
means:
 Each child has his/her right for good care and education
 Each child has potentials to develop as a future generation.

Dasar Asuhan dan Didikan Awal Kanak-kanak (DADAKK) with the emphasis on
education and care provision to children aged 0 to 4 was also established in 2008:

The objectives of this DADAKK are as follows:

1. provide a base for a balance and optimum development in our own ways
2. encourage children under 4 years old to receive good care and education; and
develop them holistically
3. develop comprehensive curriculum for children
4. provide facilities and proper learning environments for positive learning experience
5. encourage the involvement with parents, government, private sectors and community
6. increase the awareness of having sufficient children’s needs
7. ensure there are implementation and enforcement of the programme effectiveness.

In designing the curriculum, several programme models were studies and investigated:
- Montessori curriculum
- Reggio Emilia curriculum
- High Scope, US curriculum
- Early Years Foundation Stage (EYFS), UK curriculum
- Te Whariki, New Zealand curriculum
- Sweden’s ECE curriculum
- National Early Years Learning Framework Australia
- ECE curriculum, Japan

Although PERMATA curriculum refers to these programme models, but it has its own
focuses and aims. The emphasis is more into a person with good values, trust in God,

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resilient and have self-confidence, always learning and eager to face challenges. Also,
the curriculum encourages young children to have patriotic sense.

There are four (4) basic components of childcare:

1. Balance diet
2. Children’s safety
3. Self-care
4. Child care

Meanwhile, there are six (6) areas of learning in the PERMATA curriculum:
1. Character, Social-emotional and Spiritual Development
2. Physical Development
3. Early Mathematics and Logical Thinking Development
4. Development of Sensory and Understanding of the Surrounding World
5. Language, Communication and Early Literacy Development
6. Creativity and Aesthetic Development

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