Curri chp2

• Curriculum


  An overall master plan/ framework of the Early Childhood Program (ECP), reflecting its philosophy & purpose, into which specific activities are fit in a specific time period
• Frequently Used Abbreviations


  • Early Childhood Education (ECE)
  • Early Childhood Care & Education (ECCE/ ECEC)
  • Early Childhood Program (ECP)
  • Planning, Organizing and Implementation (POI)
• Early Childhood Program (ECP)


  An organized set of developmentally appropriate activities designed to serve children from birth through 6 years old
• Developmentally Appropriate


  • Built upon sound knowledge in Child Development
  • Aims to enhance the development of children in all developmental domains
  • Seeks to engage in the "best practices" that is also individually, contextually and culturally appropriate in meeting children's various developmental needs
  • Expressed in a set of 12 principles as in the Position Statement published by NAEYC entitled DAP in ECPs serving children from birth through age 8
• How ECPs are Differentiated


  • Philosophy and purpose of establishment
  • Subscribed licensing standards
  • Funding/Sponsorship
  • Target groups
  • Chosen approach
  • Planned curriculum
  • Physical setting
• Types of ECP


  • For profit
  • Not-for-profit
  • Nationality
  • Religion
  • Kindergarten
  • Daycare
  • Childcare
  • Enrichment
• Curriculum Approaches


  • Thematic
  • Montessori
  • Franchised Program
• Perspectives on Programme Quality


  • Top-down
  • Bottom-up
  • Outside-Inside
  • Inside
  • Outside
• Top-down perspective

  Assessing the structural features like ratio of adults to children, qualifications and stability of the staff, characteristics of adult-child relationships, quality and quantity of equipment and materials and space, and aspects of staff welfare
• Bottom-up perspective


  Focusing on the quality of the daily experience of the child, such as feeling welcome, engaging activities, meaningful rather than mindless or trivial activities
• Outside-Inside perspective


  Dealing with parent-teacher relationships, where positive relationships especially if they come from the same backgrounds, speak the same language, share the same values and goals for the children
• Inside perspective


  Focusing on staff and staff relationships, as well as the relationship with the sponsoring agency
• Outside perspective


  Looking at the policies of the community, such as whether the resources are enough for the community at large, whether the community resources are appropriately allocated to child protection, care and education of children, and whether high quality programmes are affordable for all children in the community who needs these services
• Planning, Organizing and Implementing (POI)


  The process involved in developing an ECP
• ECP Development Process


  1. Philosophy

  2. Goals & Objectives

  3. Curriculum Planning

  4. Program Planning

  5. Curriculum control & Activities

  6. Ongoing Assessment & Evaluation
• Principles Involved


  • Professional Program's Administration
  • Contextually Relevant
  • Children Centric
  • Health, Nutrition & Safety
  • Developmentally Appropriate Curriculum
  • Conducive Environment
  • Emphasis on Learning
  • Staff selection and Development
  • Parental Involvement
  • Partnership with Families and Community
  • Continuous Program Evaluation
  • Continuity for Children
• Professional Program's Administration

  The program should be efficiently and effectively administered by professionally qualified individuals with attention to the needs for children, parents and staff in order to provide quality care and education for young children. Program administrators should provide leadership and support for staff and families.
• Contextually Relevant

  ECP in Malaysia should be consistent with the National Education Philosophy, the respective legislative framework, the relevant standards set by the local authorities, and the local culture.
• Children Centric


  The interests of children must be at the heart of the entire planning and implementation of the ECP. Children's needs, rights and intrinsic worth must be recognized and supported. Attention to the health, nutrition, education and social emotional well being during their early years is essential for the future nations and humanity.
• Developmentally Appropriate Curriculum (DAP)

  EC curriculum must be founded on knowledge of stages of child development and understanding of each child is unique. A DA curriculum is child centered, embraces children's individual differences, encourages active learning and problem solving, and is designed to help children to develop into holistic individuals through a well-balanced selection of activities.
• Conducive Environment


  The developmental needs of all the children should be supported and met through a safe, nurturing, stimulating, enjoyable and secure environment. Interactions between staff and children will be characterized by warmth, personal respect, individually, positive support and responsiveness. Both indoor and outdoor space should be safe, sufficient for varied play, exploration that foster children healthy growth and development.
• Emphasis on Learning


  Early childhood is the foundation years for lifelong learning. The program should focus on supporting children through developmentally appropriate experiences that will help them to perceive learning as fun, enjoyable, meaningful and is a way of life, encompassing active hands-on learning, meaningful and relevant experiences, interactive teaching and co-operative learning, and lots of play.
• Staff Selection, Qualifications & Development


  The ECP should be staffed by child loving and well-qualified adults who understand child development and unique needs of individual children. Staff will participate actively in on-going staff training and continuous development.
• Parent Involvement


  A pleasant, mutually trusting & supportive social climate should be present in the center that encourages parental involvement. Staff should support parents as the primary educators of their child and be respectful of the child's home culture. Ways parents can be involved include communication and information sharing, organized events, and volunteering.
• Partnership with Families and Community


  The care and education of the child is a shared responsibility among the family, educators, caregivers and the community. The program should seek opportunities to promote positive and constructive partnership with families and community, and provide support for families, either directly or through links with other community resources.
• Continuous Evaluation and Improvement


  The program will conduct systematic evaluation to ensure that quality care and education are provided and maintained, and seek continuous improvement to ensure that it meets the needs of children and families, and that program staff are supported in their efforts.
• Continuity for Children


  Continuity is important in providing a sense of stability and security in children, including uninterrupted flow of learning in the classroom, consistent placement of staff with the same group of children, additional services for children with special needs, and smooth transition of child onto the next level of educational program.