Malaysian Preschool Curriculum Development

Question 1 Essay

Introduction
Educators are familiar with the term "curriculum." Teachers use the curriculum as a reference
while planning and implementing their lessons. Teachers use curriculum as a structure,
guidance, and reference. To achieve the goals and philosophy of education, a curriculum
must be meticulously planned. We can't have a well-rounded education without a well-
defined curriculum to guide our teachers and students. The curriculum's material must be
thoroughly researched and thoroughly understood to build a curriculum that meets the needs
of the students. Discussion in this area will centre on how curriculum is designed. Curriculum
is essential to the functioning of the educational system, and this cannot be overstated. A
school's seamless operation is impossible without a well-designed curriculum. This is since
there would be no clear understanding of what students studying at the school should be
taught. When teaching a subject, the administration must have a clear vision of what they
want their students to be able to accomplish when they leave the school. Institutions look to
their curriculum as the beating centre of everything they do. It aids teachers in their efforts to
provide high-quality instruction. A school's curriculum is at the heart of everything it does.
We have no direction if we don't have a curriculum. Curriculum is the primary instrument for
an educational system's all-round development and aids in the development of social,
physical, emotional, and intellectual elements of an individual. Curriculum aids in the
instillation of Liberty, Fraternity, and Equality in students' brains. Curriculum helps pupils
achieve their educational.

Definition of curriculum
As educators, we need to find and comprehend the definition of curriculum to facilitate our
comprehension of curriculum. Education professionals have come up with a variety of
definitions for the term.
“Curriculum is a planned learning activity provided by the school” Tanner and Tanner (1974)
“Curriculum is a set of events which is planned to happen of will be happening which have a
potential to redevelop human experiences” Duncan & Frymier (1967)
“Curriculum is an effort to impart the main principles and elements of a particular
educational proposal in an open situation toward a critical examination and can be forwarded
in an effective practical manner.” Stenhouse, (1975)
“Curriculum exists in the form of plan to provide opportunities for learning to achieve
holistic purposes and specific objectives related to it. This plan is developed by school
centres for a particular population of school students.” Saylor & Alexander, (1974)
What is the most logical inference you can draw from the definition of a curriculum? One
definition of curriculum is: an organised set of guidelines for students, teachers, and
administrators to follow to meet the goals of each course's specific learning outcomes. The
philosophy of education, the culture, and the society in which it is practised are the most
important aspects of curriculum design.
Also, curriculum can be defined as a plan for educating future generations that includes all of
society's chosen information, skills, standards, and standards of civilization.

Components of curriculum
An educational system's curriculum plays a significant role. It functions as a road map that
guides both the teacher and the student to their intended destinations. Consequently,
authorities must build it in such a way that the instructor and learner can reach their desired
learning outcomes.
The four components of the curriculum are:
1. Curriculum Aims, Goals and Objectives
2. Curriculum Content or Subject Matter
3. Curriculum Experience
4. Curriculum Evaluation

Curriculum objectives

Curriculum content Curriculum Experience

Curriculum Evaluation

Figure 1: Components of curriculum

These four components of the curriculum are crucial. It's important to note that these are all
interconnected. There is a relationship between all these things.

1. Curriculum Aims, Goals and Objectives

"What is to be done?" "What subject matter is to be included?" "What instructional strategies,

resources, and activities will be employed?" "What evaluation approaches will be used to
assess the results of the curriculum?" These are just a few examples of how aims, goals, and
objectives can be summarised. The goals, objectives, and aims of the curriculum are laid out
in detail. Goals, vision, philosophy, mission statement, and objectives are all included in this
document. In addition, it makes it obvious what the curriculum's goal is and how it should be
achieved.
2. Curriculum Content or Subject Matter
Like a curriculum, it has a subject matter. Information that should be taught in school can be
found in this section. To achieve the goals, it is an element or medium. Formal education's
primary goal is to disseminate organised information to the next generation of students.
Because the sciences and humanities are the traditional sources of school curriculum
material, they serve as a good starting point for deciding what should be covered in class.
Balance, articulation, sequencing, integration, and continuity make a sound content when
organising the learning materials.
3. Curriculum Experience
Curriculum, instruction, and methods are all part of the third component of the curriculum to
achieve the goals and utilise the content, several instructional tactics and methods will be
used. These would transform the written curriculum into teaching. Aside from the teacher's
direction and student activities under supervision, mastery is a result of this combination.
4. Curriculum Evaluation
An effective curriculum includes the fourth component, curriculum evaluation. Quality and
efficacy are described in this section.
An overall curriculum has different but interconnected elements. A curriculum should always
include these four elements. These, in my opinion, are necessary components of a successful
programme. If the goals and objectives of a curriculum aren't being met, an evaluation might
help determine whether a different approach is needed. If the topic isn't established precisely,
the curriculum experience won't be very effective. Learning begins with a clear sense of
purpose and direction. Then comes content or subject matter. Then comes curriculum
experience, which gives students a taste of what they can expect to learn in the classroom.
Finally, curriculum evaluation measures how far students have progressed on their
educational journey.

Conclusion
A well-functioning educational system cannot function without a strong curriculum, and a
poorly functioning educational system will lead to disarray and the loss of its intended
outcomes. Management, economics, engineering, psychology, and sociology are just some of
the disciplines that make up the curriculum. To understand what a curriculum is, it is
necessary to understand what a curriculum is not. Each subject has its own curriculum, which
serves as an outline for teaching and learning in accordance with the goals of psychomotor,
affective, and cognitive learning.
A curriculum is made up of several different parts. The goals, the content, the experience, and
the assessment These elements should be identified and described in detail prior to the
establishment of a programme or course of study. These elements, in fact, enhance the
curriculum's productivity by clarifying various aspects of it. In practise, careful consideration
of each of these constructs can have a significant impact on the program's depth and
complexity. As a result, curriculum and course designers must examine each of these
elements individually and determine their significance to the overall programme. Before,
during, and after a programme, all these aspects should be thoroughly examined.
Question 2 Essay

Introduction
"The four pillars of education for the 21st century" by Jacques Delors (2001) is an important
piece of work for UNESCO that helps people who are committed to quality pedagogy.
Expanding one's knowledge enables one to better understand one's surroundings, fosters
curiosity, and encourages one to take charge of one's own destiny, according to this author.
Continuing To gain scientific knowledge, it is important to follow proper procedures,
according to Jacques Delors (2001). According to Jean Piaget's theory of knowledge
construction, constructivism, children enjoy science because it gives them the opportunity to
make sense of the world scientifically and act based on that understanding and action. Splitter
and Sharp (1999):
According to constructivist teaching methods at least in theory, students are better off
learning about science from their own experiences rather than from a teacher or a book that
represents "the truth" about science. This is because students themselves can bring their own
experiences to science class, regardless of their own beliefs and understandings (or
confusions). Authors argue that science educators aim to teach students these beliefs and
understandings to equip them with scientific knowledge that enables them to make informed
decisions about the world. The four pillars of education, then, should direct educators' efforts
toward creating learning that is responsive to the shifts. In addition, they advocate for the
holistic development of the individual, including the development of the ability to argue,
express reasoned opinions, and arrive at a final judgement using logical reasoning. A person's
ability to understand the world around him, as well as his own and the other's knowledge, is a
result of learning to know. Immobility is a result of a lack of action, which can be overcome
by learning to do. As he gains experience in communal living, he develops a stronger sense of
cooperation and thus avoids feeling isolated. A person's ability to learn to be a complete
human being is a result of this process.

Four pillars of education

A report by Jacques Delors (2001) to the United Nations Educational, Scientific, and Cultural
Organization (UNESCO) includes four pillars: learning to know, learning to do, learning to
live, and learning to be. Each of these pillars will be briefly discussed in the paragraphs that
follow.
 Figure 2: four pillars of education
1) Learning to know (learning to learn)
Understanding the world, we live in and ourselves, as well as the goal of living a meaningful
life, is the focus of this pillar. The importance of arousing an interest in new discoveries, as
well as the use of updated paradigms, should begin at a young age. Because of the rapid and
divergent pace at which knowledge is evolving, it is virtually impossible to possess all of it.
This pillar of learning to know encourages students to seek out a wide range of knowledge
and focus on a few specific areas of interest, with the goal of making them great. When
you're fluent in another language, you'll have an easier time blending into the culture. A
person who is fluent in a second language can communicate and collaborate effectively with
others in any situation.
2) Learning to Do
In an evolutionary and uncertain learning environment, how can one teach students to learn
by doing rather than by learning by knowing? Teaching to do acquires various conjunctures if
we talk about evolution. As a result, while pedagogical routines still have formative value,
they cannot be ignored because they compose their personal competence. Learning is also
evolutionary. Intelligence is put into practise when it is put into action by someone who is
competent. It's not enough to just do the work; you must also be innovative and creative to
organise and study your machine's intelligence to make it smarter, easier to use, and more
productive. Because of this, there is a need for training that goes beyond the basics of a job; it
requires technical and professional skills, as well as a willingness to work in groups and the
ability to exercise initiative and creativity. Teaching children to express their thoughts is an
important part of Kamii (2003)'s approach.
3) Learning to live together, learn to live with others

What can you do to help shape the world of the future? Developing a sense of community.
The direction of fundamental learning is to live and work with others, present propositions,
participate in plans and projects, and celebrate achievements, both at home and at work. The
same principles of learning apply in the educational setting. To prevent "Bullying" from
creeping into everyday interactions, it's critical that we learn how to coexist peacefully with
others while also respecting their dignity, individuality, and unique abilities. When people
work together on projects of mutual interest, they develop a new perspective on themselves,
their co-workers, and reality. Developing people is a process of learning to live together. The
goal of this education should be to reduce the differences between the students. When people
work together in sports, culture, book fair presentations, and other occupations, they tend to
develop a sense of camaraderie, sharing of ideas, and mutual enjoyment. In the absence of
conflict, a cohesive, harmonious, and happy group can be built that serves as a model for
future generations.

4) Learning to Be

Man is the only creature that needs to be educated according to Kant, and Charlot (2000)
adds, "Man is born unfinished, needs to do himself, fragile, but plastic, is not like the
irrational animal defined by the species, then it is defining itself throughout its history."
(Paraphrased from Charlot (2000)) To sum up, lifelong learning doesn't just happen in the
classroom; it requires interaction with others and one's own efforts. There is no doubt that
children pick up a great deal from their peers, as well as from the sights, sounds, and
experiences they have out in the world. In and out of the classroom, students learn how to
engage in meaningful debates about current events while maintaining an atmosphere of
mutual trust and respect. Splitter and Sharp (1999). Individuals need to be prepared
throughout their lives to learn to know, do, live together, and be in the literal sense of the
word BEING as a human being to thrive in today's globalised world. Learning should be a
part of everyday life, and no one's potential should be overlooked.

Integration of the four pillars

Preschool education is a vital part of the educational process for young children. Learning
experiences that are both meaningful and enjoyable will help students develop the skills, self-
confidence, and positive attitude needed to succeed in the workplace and beyond. In order to
meet the needs of the nation in preparing a preschool education of international standard, the
National Preschool Standard-Based Curriculum and Assessment Document serves as the
primary platform. The National Preschool Standard-Based Curriculum and Assessment
Document is based on child development theories and practises. Among the six strands of the
document's content are communication, spirituality, attitudes and values, humanity, physical
development, and aesthetics, as well as science and technology.
 Learn to live Together • Communication
• Culture sensitivity
• Multi- linguicism

Learn to Be • self -esteem

• emotional intelligence
• critical thinking
• cultural awareness

Learn to Do • skills capacity to act

• ability to apply knowledge
• capacity to act

Learn to Learn • solid academic base

• ability to research and analysis

Figure 3: Integration of four pillars of education in (NPSC)

In the Learning Standards, higher-order thinking skills (HOTs) are explicitly mentioned.
Teachers will need to incorporate HOTs into their classroom instruction to meet the Learning
Standards. It is hoped that the information in this document will assist teachers in developing
and implementing lesson plans and lesson execution strategies that are both effective and
efficient. Ensuring that students are actively involved while also fostering a positive school
climate is critical to the success of any activity. Tethinids puppy learning standards are a
guide for educators, and they are encouraged to use their creativity to select, arrange, design,
and implement activities based on these standards, which they hope teachers will be able to
understand to achieve their goals. In preschool, students learn the fundamental skills and
knowledge they will need to succeed in primary school.

Conclusion
In conclusion, let all of us be reminded that education has been, and will always be the most
powerful instrument of change and development of an individual, a society, a nation, and
humankind. It is our responsibility as teachers, as teacher educators and even as parents to
know that everyone deserves the best kind of education so that he will be able to Learn to
Know, Learn to Do, Learn to Be and Learn to Live Together. Let us be the kind of teacher
who will leave no stones unturned to draw out the best in our students, and make the world a
better place to live in. Jacques Delors' report, which focuses on the four pillars of knowledge
for 21st-century quality education, puts us in a position to take on the great challenge of a
holistic education that is active in the fields of medicine, psychology, ecology, and
pedagogical training to change our history and achieve new achievements. The power of
education to transform lives is something we must believe in if we hope to build a more just
and supportive society.
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