Page 30 - Jurnal Kurikulum BPK 2018

Philippines Physical Values Socio-
Health and Education Emotional
Motor Development
Development

All three countries have a domain for the development of psychomotor skills. This domain
covers physical development that encompasses motor skills, health and safety in Singapore
and the Philippines. As for Malaysia, this domain covers the aesthetics aspects as well.
Malaysia and Singapore has clearly spelt out the honing of the aesthetics aspect amongst
children unlike the Philippines. Singapore has a specific learning area for this aspect called
the aesthetics and creative expression.
There is coverage for values education in the Early Learning Curriculum of Malaysia and the
Philippines but Singapore does not have a specific learning area for values. However, the
desired outcomes of the Singapore curriculum places emphasis on values by ensuring that
their children know what is right and what is wrong as well as instil love for their families,
friends, teachers and school. These two desired outcomes covered in the values domain of
Malaysia and the Philippines. However, Malaysia has a specific strand, which deals with
spirituality, attitudes and values. Muslim children learn Islamic Education formally beginning
from preschools.
As is the requirement of early years’ children, all three frameworks have a domain, which
deals with socio-emotional development of children.
(ii) Aspirations
All three countries have different aspirations hence the focus for Malaysians is “to produce
pupils who are able to communicate and socialise with confidence” (MOE, Malaysia, 2017).
Meanwhile Singapore places emphasis on innate skills that is clearly stipulated in its “six
learning dispositions (perseverance, reflectiveness, appreciation, inventiveness, sense of
wonder and curiosity and engagement)” (MOE, Singapore, 2013). However, in the
Philippines curriculum document, teachers need to adhere to general guiding principles of
NELF on child growth and development, learning programme development and learning
assessment. As it is symbolically depicted in the inner circle of the curriculum framework,
the interlocked circles representing the petals of a flower, “The child is seen as being in the
process of blossoming – like a flower bud that should not be forced, lest it loses its chance to
fully develop.” (MOE, Philippines, 2013)
The focus of these three countries is unique and fulfils the needs of the pre-primary children.
Malaysia and Singapore has clearly stipulated the competencies and dispositions, children at
this age group should possess at the end of the preschool programme. The main focus for the
Filipinos is to ensure that each child possess the necessary readiness skills for a smooth
transition from kindergarten to grade one. The content of the curriculum is, clearly
established with an emphasis to depict the process of child growth and development.
(iii) Objectives or Learning Outcomes
It is rather interesting to note that the curriculum developers of Malaysia and the Philippines
have listed objectives or outcomes that are relevant to each learning strand or domain of their
framework. The desired outcomes listed in the Singapore Early Learning Curriculum has the
child in mind and is closely related to the traits and values desired for a preschool child at the
end of the preschool programme and is derived from engaging children meaningfully across
the six learning areas.

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