National Preschool Curriculum Research Articles

Teacher Competence in The Implementation of National Preschool Curriculum

Teacher's knowledge, skills and attitudes are important aspects of competence in the implementation of curriculum. These three aspects are interrelated with each other to ensure that the implementation of the curriculum achieves the intention of the NPSC (Revision 2017). The implementation of the national preschool curriculum (NPC) in this context is based on the National Preschool Standards-Based Curriculum (NPSC) (Revised 2017). This concept paper provides reviews on the competence of teachers, and the challenges of implementing NPC among preschool teachers. The results of the survey found that teachers' knowledge and skills about NPC were still at a moderate level. In addition, teachers were also found to be less skilled in the implementation of their special curriculum from the aspect of teaching and learning strategies (TnL). However, from the aspect of attitude, preschool teachers have a positive attitude towards the curriculum implemented. There were three main challenges faced by preschool teachers in the implementation of the preschool curriculum, namely the lack of training related to curriculum exposure, lack of knowledge and skills regarding the curriculum, and lack of experience in the field of early childhood education. In this concept paper, the researcher also put forward some suggestions related to the competence of preschool teachers in the implementation of the NPC to improve the quality of this curriculum implementation.

Implementation of Teaching and Learning (PdP) of Moral Education in Preschool

Appreciation of the pure values of preschool students can be applied through the introduction of scientific disciplines, especially in Teaching and Learning (PdP) of Moral Education. For some country, the goal of Moral Education is focused on the shaping of virtuous people in three domains, namely (i) moral reasoning, (ii) moral emotions and (iii) moral behaviour toward non-Muslim students by implementing the National Preschool Curriculum Standard (KSPK) based on 14 universal values by preschool teachers. This paper is to study the implementation of teaching and learning by them as one of the reason to build citizen in the community with good moral behavior and reduce the immoral culture among individual. However, based on the review of the previous ideas, there are various issues related to the implementation of Moral Education at the preschool level. The study reviews by an analysis systematic method uses one databases from Google Scholar and the Google search engine. The search finding is to identify issues and suggestions to improve the teaching practice of Moral Education. As a result, there are five issues involved to the implementation of Moral Education include the aspect of teacher pedagogical skills dan parental involvement. Each section is discussed in detail to get an overview of the issues that occur both in the country and abroad. In addition, this paper also provides some suggestions such as narrative and habituation method in teaching sessions to improve the teaching practice of Moral Education to be more effective. Further research on this topic is expected to enlighten people involved such as the ministry, schools and the community about the importance of implementing Moral Education for preschool students.

An Analysis of the Problems and Challenges in Teaching and Learning Creative Dance as a Pedagogical Tool in Malaysian Preschools

Creative dance is a Western-based dance pedagogy that aims to provide participants with a creative and artistic dance experience. In the National Preschool Curriculum Standard of Preschool Education 2017, the Ministry of Education Malaysia listed creative movement as a teaching method for enhancing the creativity of preschool children. However, the literature shows that Asian educators encounter problems and challenges when adopting a Western-based pedagogy due to the differences in social-cultural context. This paper intends to study these problems and challenges in the context of creative dance in Malaysian preschools, based on expert perspectives. The study was conducted through semi-structured interviews with four local experts from the field of creative dance in preschool. The study found six problems and challenges, which were misconceptions, a lack of teaching resources, resistance to change, negative attitudes, a lack of ability and creativity in giving instructions, and environment and education system. These problems and challenges were caused by two social-cultural factors, which were (1) educational beliefs with different values than creative dance and (2) a learning environment that discourages creative behaviour. The study highlights that there is an urgency to develop a creative dance teacher training module and it must take these factors into account.

Novice Teachers’ Implementation of Music in the Preschool Classrooms

This study examines the level of implementation of music by novice preschool teachers in central region of Malaysia. It also sought to investigate whether there is any difference in novice teachers’ implementation of music in relation to teaching subject option and age group. The specific content of the instrument items for implementation of music was developed by examining the 'Creativity Component of Physical and Aesthetic Strand in the National Preschool Curriculum Standard’ (Ministry of Education Malaysia, 2010). This instrument also reflected the previous work of Wu (1999), Kwan (2006) and Chan and Kwan (2010). The sample consisted of 315 novice teachers. The mean score of novice preschool teachers’ implementation of music was 3.13 and the standard deviation was .57. There was a significant difference in teachers’ implementation of music in relation to teaching subject option for singing activities. The significant difference was also existed in teachers’ implementation of music in relation to age group for sound exploration activities. It is hoped that the findings and recommendations of this study will contribute towards the improving the implementation of music by novice preschool teachers in their classrooms.

PRE-SCHOOL CURRICULUM: IMPLEMENTATION CHALLENGES

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.

Teacher’s Knowledge, Skills and Attitudes towards the Implementation of Preschool Curriculum Innovations

This article reports the results of a study on the Teacher’s Knowledge, Skills and Attitudes towards the Implementation of Preschool Curriculum Innovations. The implementation of curricular innovations is a complex process. Studies on curricular changes have shown that teachers play a pivotal role in the success or the failure of implementation projects. The study focuses on teachers’ perceptions and attitudes toward the implementation of the newly introduced National Preschool Curriculum Standards (NPCS) in Malayisan preschools. The study uses the survey method involving preschool teachers set to explore the teachers’ level of knowledge about the curricular innovations, the teachers’ level of skill in implementing the curricular innovations, and the teachers attitudes towards the change. Data was gathered using questionnaires that captured teachers knowledge, skills and attitudes towards NPCS. Findings showed that teachers had high mean score on knowledge of NPCS and positive attitudes towards the curricular innovations. However the low to moderate mean score on teachers’ skills in implementing curricular changes indicate that they are notready and lack in proficiencies to implement the changes as required. The results suggest that teachers need professional development promoted by personal learning and understanding, support and guidance as well as planned intervention programs in order to equip them with the necessary skills to ensure the grounded change in curriculum can be successfully initiated and the NPCS is a reality.

Exploring Learning Activities in Teaching Islamic Education in Preschool Classroom

In Malaysia, Islamic Education is one of the subjects listed in Standard National Preschool Curriculum has listed various methods as guidelines for preschool teachers for the teaching and learning process. Methods available include inquiry-based learning, integrated, multi-themed learning, project-based learning, mastery learning, contextual learning and learning based on intelligence diversity. Various methods used by teachers can affect the PdP of preschool Islamic Education subject. Teachers need to complete the method according to the content in the subject that can attract students and practice it. The purpose of this study is to explore the learning activities implemented in the teaching Islamic Education subject. This study was conducted based on a qualitative case study using semi-structured interview protocol questions as a research instrument. The study sample consisted of three teachers who teach preschool Islamic Education subject. This study was conducted in a private preschool in the district of Hulu Langat. The findings of the study exhibited that singing and storytelling activities as well as good examples from teachers were the activities often used and more effective on children. The implications of this study can benefit teachers in implementing more effective learning activities for preschool Islamic Education subject. In addition, those involved in the implementation of Standard National Preschool Curriculum can get courses or programs on the effective learning methods for this subject. Thus, problems related to the knowledge and weaknesses of teachers can be overcome with the exposure of more effective and easy to implement methods.

Ambigapathy Pandian, Thomas Chow Voon Foo, and Shaik Abdul Malik Mohamed Ismail, (Eds.) Curriculum Development, Materials Design and Methodologies: Trends and issues. Pulau Pinang: Penerbit Universiti Sains Malaysia, 2011. Pp. 1-342. ISBN 978-983-861-493-1 (Print). e-ISBN 978-967-461-089-0

Ambigapathy Pandian, Thomas Chow Voon Foo, and Shaik Abdul Malik Mohamed Ismail, (Eds.) Curriculum Development, Materials Design and Methodologies: Trends and issues. Pulau Pinang: Penerbit Universiti Sains Malaysia, 2011. Pp. 1-342. ISBN 978-983-861-493-1 (Print). e-ISBN 978-967-461-089-0

Exploring Issues On Teaching And Learning In Malaysian Private Preschools

The Malaysian government, as with the rest of the world is becoming increasingly aware of the importance of early childhood education towards nation building. This involves constant monitoring on the quality of preschool education. To improve the Malaysian preschool system, it is crucial to identify the issues encountered in the preschool teaching and learning in actual practice. Hence, this study aimed to explore the issues regarding teaching and learning in Malaysian private preschool settings. Three in-service preschool teachers from the Klang Valley were selected through purposive sampling. Data was collected through open-ended interviews. Observation was also carried out to triangulate the survey findings. Thematic analysis of the findings then resulted in four themes and eight sub-themes. Findings indicated the structured and formal preschool environment with excessive emphasis on academic outcomes, which contradict the established principles of developmentally appropriate practice (DAP) as well as requirements in the national preschool curriculum. Mismatch between teachers’ beliefs of the ideal practice and the actual practice was also discerned. Recommendations for stakeholders were included to tackle the identified issues towards developing a more conducive environment for the optimal development of Malaysian pre-schoolers. This present study will benefit policymakers, curriculum developers and relevant authorities related to early childhood education to catch a glimpse of the actual practice in many private preschools in Malaysia. Most importantly, it is hoped that this study would be a platform for a revamp in the Malaysian preschool education towards a more effective and holistic education for all Malaysian pre-schoolers.&nbsp

Validation of Creative Movement Module in Drama Elements (PeTif-Ma) for Preschool Children

This research explains the justification of the content of creative movement module with the elements of drama (PeTif-Ma) for preschool children. PeTif–Ma module is developed based on the ASSURE Model teaching design that focused on the creative movement skills and drama elements that helps children interact better verbally. This research is a quantitative research that uses the survey method to gain the experts opinion through questionnaire. The findings of the research had shown that the PeTif-Ma Module has got a high validation on the content. Hence, the PeTif-Ma Module can be a complete teaching guidance for the preschool teachers to run the creative movement activities and drama in a simple manner, precisely and effectively in according to the National Preschool Curriculum Standard. In addition, this module completes a few other modules to make the preschool curriculum become more advance and varies.

Students’ Assessment Administration among Preschool Teachers

This study aims to explore governance assessment in preschools based on management aspects of teaching in the classroom. This study is a case study, of qualitative nature. Data collection was run against four preschool teachers serving in Negeri Sembilan under the Ministry of Education. Data were collected through interview protocol, the protocol of observation and analysis of the contents of documents in the duration of four months. Data were analyzed by triangulation. The results showed that pre-school teachers master of governance assessments knowledge but do not have the skills to assess according National Pre-school Curriculum Standard (KSPK). Impact studies show the need short course governance assessment among pupils in pre-school teachers in Malaysia.

Topography of power relations in Slovak preschool sector based on Bourdieu’s field theory

AbstractThe article analyses the Slovak preschool education sector using Bourdieu’s field theory. It describes stable and volatile points in the evolution of preschool education in terms of the power games occurring within the specific social field of power relations shaped during these games. It explores the groups of powerful players that represent the political, civic-professional and academic sub-fields exerting an influence over the preschool field who in different ways and at various times control the preschool field and structure within it the hierarchy of power relations in preschool education governance. The analysis is empirically illustrated; the power relations played out and were renewed when the national preschool curriculum was undergoing fundamental change. It describes the strategies, processes and consequences of changes in the power relations between the sub-fields and the associated behaviour of the actors. The analysis shows how the power conflicts ultimately led to the homologous relations between the sub-fields transforming into democratically- -structured power relations in preschool education governance.

Application of Available Attributes and Physical Characteristics for Learning through Play in Malaysian Preschools

<p><em>The National Preschool Curriculum (NPC) of Malaysia introduced “Learning through Play” (LTP) as one of the major teaching and learning approaches for preschools. However, for holistic growth, learning environment for young children should also emphasize on quality built environment that are planned in alignment with the vision and principles of LTP and consideration of children’s development psychology. The theory of affordances was utilized whereby the existence of affordance within the physical environment creates potential to be actualized and it is independent of the users, namely children. This paper examined application of available attributes and physical characteristics for LTP in private preschools within converted residential houses. For this purpose, four case study preschools in Johor Bahru were selected through purposive sampling for participant observation to observe available attributes and physical characteristics as well as gain an understanding on potential and actualized affordances for LTP in the respective preschools. After qualitative analysis, findings indicated that opportunities for learning through play within preschools were hindered by four main factors which included lack of materials, equipment and free will; allowable play and independent mobility factors; time factor and safety factor.</em></p>

The Difference between Montessori Curriculum and Malaysia National Preschool Curriculum on Developmental Skills of Preschool Children in Kuala Lumpur

The concern of this study is to find out if Montessori curriculum for early childhood education has any difference with National Preschool curriculum in Malaysia, in terms of growth skills of preschool children. Research methodology was comparative research design. There were two groups; the first group was preschoolers who were trained with Montessori and second group who were trained using Malaysia National curriculum. In this study, independent variable was the curriculum type in each kindergarten and dependent variable was the developmental skills that divided into four major domains of cognitive, language, social and physical development, evaluated by a rating scale for testing developmental skills. The population of the study was all kindergartens in Kuala Lumpur, which were using Montessori approach and National preschool curriculum. The participants were five to six years old children, purposely chosen from the sample. The results indicated that preschool children in Montessori kindergarten performs better in their cognitive, social, and language skills while there is no significant difference on their physical development. Therefore, general conclusion of the results obtained is that Montessori curriculum makes positive effects on cognitive, language and social skills of preschool children and is more efficient than current preschool education curriculum.

Preschool Teachers’ Perceptions Towards the Use of Play- Based Approach in Language and Literacy Development for Preschool

Purpose – In the new mandatory National Preschool Curriculum Standards introduced by the Ministry of Education Malaysia, the play-based approach has been emphasized in the teaching and learning process. This study aimed to find out teachers’ perception towards the use of the play-based approach in the language and literacy development of preschoolers. Method – A structured questionnaire survey was the main instrument used for data collection. The respondents consisted of 60 teachers from four agencies which provide preschool education, namely the Ministry of Education, KEMAS, Jabatan Perpaduan Negara (JPN), and private preschool centers in the district of Hulu Langat Selangor. All respondents were randomly selected. Of the 60, 51 respondents completed the survey. To gain additional insights into teachers’ perceptions 12 respondents were purposely selected from this group to be interviewed. One-way ANOVA was used to analyze data from the survey. Findings – The results showed that teachers have a positive response towards a play-based approach in preschoolers’ language and literacy development. They believed children like to play and are actively involved in play. However, they were unsure about the use of play based approach. Issues and constraints such as time allocation for play activities, limited and unsuitable space for play, and lack of knowledge and skills required to implement developmentally appropriate teaching including play, made them resort to a didactic teacher-directed approach in their classrooms. Significance – The study points to the importance of providing teachers with knowledge and skills on the use of play in their teaching approach. Intervention programs and collaborations among the agencies providing preschool education must be established to enhance the quality of teaching practices and to ensure the new curriculum is effectively implemented.

Party Platforms and Public Childcare: Structural and Ideational Factors Shaping Policy in Norway and Sweden

While the Scandinavian countries are well-known for their gender-egalitarian policies, there are important intra-Scandinavian policy differences. Through a comparative-historical analysis of Norway and Sweden, this article illustrates how structural factors (economic and political) and ideational factors (gender and religion) interact and combine to produce the particular national policy outcomes in the post- Second World War period, using public childcare as a comparative case study. The economic developments pursued by the countries in the postwar period are key to understanding the political party dynamics, the perpetuation (or lack thereof) of religious and centre-periphery cleavages, as well as the change in the political leadership's gender-ideological orientations, and the consequences of these factors for the evolution of public childcare policy. Norway has no institutionalised childcare guarantee, private ownership of childcare is high and religion plays a role in the national preschool curriculum. In contrast, Sweden has a binding national childcare guarantee, public ownership remains high and religion plays no role in the preschool curriculum. The policy differences are theoretically interesting as factors commonly hypothesised as important to gender-egalitarian policy outcome – on their own, or combined – cannot explain these differences. Thus, this article contributes important knowledge about the causal mechanisms behind gender-egalitarian policy development. The study fills a gap in the comparative welfare state literature by showing how structural and ideational factors are mutually reinforcing.

Preschool Teachers’ Understandings of the National Preschool Curriculum in Greece

In 2003, a new curriculum was enacted in Greek preschool education, replacing the previous one of 1989 and following the development of new curricula for the other rungs of compulsory education. Within this context, the new curriculum development policy aimed at an equal integration of preschool education into the unified design of primary and secondary education. A basic issue in any such educational change is how teachers make sense of the new curriculum and what impact it has on their thinking and daily practice. Considering the need to better understand the relationships between curriculum and parameters that shape practice, the study examines preschool teachers’ perspectives of the new early childhood curriculum and its implementation, as well as the extent to which the new curriculum has influenced preschool practices.

Teaching Islam: A Look inside an Islamic Preschool in Malaysia

Although required to use the National Preschool Curriculum for the five- to six-year-old age group, preschools in Malaysia can add to this curriculum to suit their individual purposes. Thus, preschools with religious emphasis are common in Malaysia. Parents send their children to the religiously affiliated preschools in the hope of inculcating particular religious values in their young children. However, parents, and outsiders, may not actually be privy to what and exactly how the children are learning with regard to the religious curriculum. By providing thick descriptions of the activities in an Islamic preschool, this article is largely aimed at those who would like to understand the schooling experience of children going to such schools.

A Comparative Analysis of Preschool Education in Korea and England

This article is a comparative analysis of preschool education in Korea and England. The purpose of this study is to compare and contrast preschool educational systems in Korea and England, including their contextual development and trends, the frameworks of the national preschool curriculum, and early childhood educators' perceptions and practices. This article examines how early childhood education in the two countries has been affected by different historical, philosophical and government policies.