Malaysia ECE Curriculum & International Approach

INTERNATIONAL APPROACH

In New Zealand, the government is committed to digital literacy. There is a strong social and economic rationale for nations to use ICT in the compulsory education system. Children need to be able to use ICT so they are completely prepared for the future and the prospective wealth of New Zealand’s economy is dependent on fixing digital technologies in our education system. In a government-sponsored literature review on the role and potential of ICT in early childhood settings, Bolstad argues that ICT use should foster a view of ICT as a tool for enriching the teaching and learning environment for young children. To support the improved use of ICT in early childhood education, the New Zealand Ministry of Education consequently launched the strategic plan Foundations for Discovery (Ministry of Education, 2005), with the implementation of targeted professional development.

In a recent report on the impact of a three-year professional development project aimed at increasing early childhood professionals’ capability using ICT to support children’s learning. Hatherly, maintain that an added value of ICT was the multiplicity it offered in terms of learning opportunities. 

Studies of children’s interactions with digital texts in out-of-school settings have drawn attention to the playfulness, agency, and creativity with which they may engage with them. For example, the literacy practices of 44 children in Britain aged two-and-a-half to four years of age at home found that children’s engagement with television, computer games and mobile phones provided them with a means of pleasure and self-expression.

Besides that, literacy as skills development was embedded within children’s techno-literacy practices whether that related to learning phoneme relationships from watching television or reading texts on the screens of computer games. In short, children’s home literacy events within this study could be mapped on to existing literature, differing in the extent to which techno-literacy practices were involved.

Diagram 1 Picture of graphic arts for children

Diagram 2 Children create an design on their creativity

Malaysian Early Childhood Education (Ece) Curriculum : National Standard Preschool Curriculum (NSPC)

Mission of NSPC:

• ·         Develop children skills at the age four to six years old with holistic in the physical, emotional, moral, intellectual and social study environment that safe and fertilizing with exciting, creative and meaningful activities. 
• ·         Children can increase their skills, improving self-confidence and building positive self-esteem in themselves.

Objectives of NSPC:

• Providing the opportunities for children between four to six years old; to achieve the objective in physical, emotional, moral, intellectual and social as below: 
•  Develop fine and gross motor skill
• Improve their creativity and aesthetic value
• Practicing a good daily routine
• Aware with other feelings
•  Have a good communication skill