Professional Documents
Culture Documents
1970s KEMAS and JPNIN started public preschool 1986 Malaysia Preschool Guidebook 1992 MOE started preschool 1993 MOE Preschool Guideline 2003 National Preschool Curriculum (NPC) 2008/9 Review of NPC
Changes in NPC
Changes:
Curriculum that is relevant to the current and future demands Strengthening critical thinking, communication, innovation, creativity and entrepreneurship Ensuring an added value i.e. language, ethics, selfconfidence, resilience, leadership, patriotism and religious Ensuring Malaysian children receive head -start programme in preschool education Meaningful experiential learning Ensuring a continuty from preschool to Year 1 Improve the current NPC
Previous Curriculum
Level II
4 3 2
Level I
1
P
4+
Preschool
10
Preschool
Socio-emotional, physical and cognitive development, personality, readiness for primary schooling and mastering of
4Rs.
Bahagian Pembangunan Kurikulum
4 Rs
Reading Writing Arithmetic Reasoning
Goal
National Preschool Standard Curriculum 2010
The aims of preschool is to develop children of age 4 to 6 potential in a holistic and integrated manner interms of physical, spiritual, social and intellect through safe condusive learning environment, fun, creative and meaningful activities. This is to increase skills, selfconfidence, positive self-esteem of the child in order for them to adapt and excel in primary school.
13
4 keywords
Enriching Engaging Safe Fun
Objective of NPSC
NPSC provides opportunities for children from 4+ to 6+ to achive the following objectives: Physical: Healthy and active Practice healthy lifestyle Practice safety precaution Master basic psychomotor skills
15
Objective of NPSC
Emotional : Postive self-esteem Self-confidence Resilient Risk taking Emotionally matured Respect Able to work individually and in a team
Objective of NPSC
Intellect Communication skills Basic science skills Basic mathematics Basic thinking skills and reasoning Problem solving skills Creativity and aesthetic Environment and heritage
Objective NPSC
Spritual Practice good value Practice Islamic values for Muslim children Social: Effective communication Positive relationship with adult and peers Voice out opinion Working with others
Thrust in NPSC
20
Communication
Integrate language skills
Humanity
Mastering knowledge on community, environment, country and global practice Instil patriotism dan unity
Self Potray
Develop leadership and personality through curriculum and co-curricular activities co-
Components Differences
Previous Components Language and Communication
Malay, English, Mandarin, Tamil
Cognitive Development
Science and Mathematics
Curriculum Design
Standard based curriculum Modular based curriculum
24
Curriculum Organisation
Previously NPSC 2010
25
27
28
Malay Language Re-tell what has been told using simple word/phrase. (BM 2.4.1)
Modular Curriculum
Specific time will be allocated for each basic thrust module weekly.
Thematic Module
Construction Nature Weather Love Thy Nature Living Nature Flora and Fauna
35
Allocation of Time
Flexible
(Beginning of the Year: 35 % End of the Year: 25%)
Flexible
THEMATIC INTEGRATED MODULE
30%
37
45%
Chart 2: Suggestion of Percentage for Allocation of Time for Basic Thrust Module and Thematic Module at preschool classes, which use Malay Language as the medium of instruction
No.
Module
Weekly Allocatime of Time for preschool which use Malay Language as medium of instruction(minutes) In Malay Language In English 20 40 60 20
1 2 3 4 5 6 7 8 9 10 11
Morning Routine Morning Talk Break Reflection before school end Basic Thrust Module for Malay Language Thematic Module conducted in Malay Language Basic Thrust for English Language Thematic Module conducted in English Language Islamic/Moral Education Outdoor Activities Mathematics Total Minutes Per Week
30 60 90 30 90 100
90 330 120 40 40 40
600
600
No
Learning Aspects
Weekly Allocation of Time for preschool, using other language as medium of instruction (minutes) Using Malay Using English 20 40 90 20 Using Mndrn/ Tamil 20 40 30 20 Total 10 x 5 = 50 20 x 5 = 100 30 x 5 = 150 10 x 5 = 50 90 200 90 140 90 120 90 140 90 120
1 2 3 4 5 6 7 8 9 10
Morning Routine * Morning Talk Break Reflection before school end Malay Language Basic Thrust Thematic Module** conducted in Malay Language Englsih Language Basic Thrust Thematic Module** conducted in English Language Basic Thrust Module Mandarin/Tamil Language Thematic Module which has Moral Education inclination in Mandarin/Tamil/Islamic Education Outdoor Activities (a day in Malay, and a day in English) Matematik
10 20 30 10 90 200
11 12
40
40 40
80 40
Preschool teachers should use T&L approach based on content and learning standard. The approaches are:
Student-centred Learning Inquiry Learning Learning through play Integrated Approach Thematic Approach Project-Based Learning Mastery Learning (especially for language and skills) Contextual Learning (children experience and environment) Learning based on Multiple Intelligences
Preschool teachers conduct T&L in groups, individual and classroom Preschool teachers plan daily activities based on activities suggested in Schedule 1: Allocation of time allocated for preschool class Preschool teachers should conduct conversation and reflection Preschool teachers should ensure that activities are conducted every day
Third: Teaching and Learning Standard Preschool teachers conduct continuous assessment by using various method as stipulated in Standard Assessment
Standard Assessment
Analysis of the assessment will assist teachers to take further action to:
Develop childrens potential to their maximum in cognitive, affective and psychomotor domain. Assist childrens learning. Improve teaching and learning.
Assessment should be conducted to assess childrens knowledge, skills and attitude as stipulated in the NPSC.
Assessment encompasses ALL thrust in the NPSC such as: Inculcation of values Attitude Mastering skills Healthy and fit social readiness
Co-curriculum and extra curricular activities should not be assessed because children at this age is not capable to engage in individual activities. Participation in such activities should be considered as part of assessment in preschool.
Fourth: Assessment Standard: Assessment method should be valid and reliable according to childrens development
Assessment conducted should be valid and reliable. Assessment method and process is not complicated. Data compiled should be analysed Recording should be systematic which are related to the childrens development, capability and progress such as: Checklist. Rating scale. Anecdote. Continuous Record. Portfolio
Children preschool assessment result is given to Year 1 teachers for formative assessment at primary level Report of assessment result is provided to the parents. Assessment result is used to identify childrens weaknesses and problem.
Assessment result of each student should not be exposed to others, only to the parents and appointed party. Assessment result should not be used to label children. At this age, students capability and progress are affected by their rate of growth.