Page 23 - Jurnal Kurikulum BPK 2018

to children and if used meaningfully, children are able to construct meaning in their play, which
turns to a beneficial learning experience. Play engages children with one another and allows them
to foster relationships while discovering the world around them. Sleeter (2005) supported this by
stating “Students learn a tremendous amount about others, themselves in relationship to others,
and social systems by observing the world around them” (p. 105). Preschool curriculums should
encompasses principles and strategies appropriate to the development of children suited to their
nature and needs in order to prepare them for further learning.

PRESCHOOL CURRICULUM FRAMEWORKS

Curriculum frameworks depict philosophies and aspirations of a particular nation in order
to produce future generations according to the socio cultural aspects of a country. Educationists
usually plot frameworks by first having the aims and objectives of a particular curriculum in order
to produce pupils who will be able to become useful citizens of a country. This paper looks at
curriculum frameworks of Malaysia, Singapore and the Philippines to study the philosophies,
aspirations and core principles addressed in the frameworks.

Curriculum Framework for Preschools in Malaysia

The curriculum framework for preschool, primary and secondary schools in Malaysia is
developed based on six learning strands namely Communication, Sprituality, Attitudes and
Values, Humanity, Personal Competence, Physical Development and Aesthetics, and Science and
Technology. (MOE, Malaysia 2017) The same framework with six strands is used but the scope
of each strand differs for each schooling level, i.e. preschool, primary and secondary. It is
explained in concise and precise statements which encapsulates the coverage of each strand for a
particular level of schooling. These strands are taught in integration and complement one another
in order to produce holistic individuals who are able to think critically, creatively and innovatively.
“The integration aims to develop human capital that appreciates moral values based on religion,
knowledge, competence, creative and critical thinking and innovation as illustrated in Figure 1”
(MOE, Malaysia 2017).

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