Abstract
Early Education is vital for the continuous learning of children. Preschool teachers play their role and are also responsible for implementing teaching and learning, using the National Preschool Curriculum and Assessment Standard Document (DSKP KSPK). However, there are constraints in the implementation of the DSKP KSPK. This article aims to present the challenges faced by pre-school teachers in teaching and learning in pre-schools. The challenges faced include external and internal factors. External aspects involve the nation’s policy and leadership, trust and societal culture and school administrators. Internal challenges include teachers’ readiness regarding knowledge in the area, level of understanding, skills and attitude. In conclusion, previous studies also present challenges that require continuous training to be given to teachers and administrators to strengthen early childhood education.
Highlights
Pre-schools under the Ministry of Education have been in operation since 1992
Previous studies present challenges that require continuous training to be given to teachers and administrators to strengthen early childhood education
The National Preschool Curriculum and Assessment Standard Document (DSKP KSPK), which is implemented in pre-schools in Malaysia, provides early educational opportunities for children between the ages of four and five years
Summary
Pre-schools under the Ministry of Education have been in operation since 1992. The curriculum used was formulated by the Curriculum Development Centre, and it has been reviewed many times since its inception in 1986 until 2017, by focusing on a student-centred learning approach, in line with the global aspirations that demand a balanced and holistic development of children and to produce a high-level generation of thinkers (Kementerian Pendidikan Malaysia, 2017). Since it was first introduced, early childhood education has undergone several transformations and challenges (Nutbrown & Clough, 2013). These challenges do concern Malaysia and involves most developing countries which adopted the western curriculum. This paper attempts to discuss some of the issues and challenges in implementing a preschool curriculum globally based on the literature in this field. It highlights the scenario in the Malaysian context and suggests implications for practitioners
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