Page 31 - Jurnal Kurikulum BPK 2018

Malaysia and Singapore have clearly stipulated the need to equip their pre-schoolers with
thinking skills and children who will be able to make decisions when faced with challenges
in future. This necessitates that teaching and learning experiences of children in these
countries should enable children to acquire the necessary skills for learning and living in the
st
21 century.
(iv) Cultural Diversity
The composition of the people in Malaysia and Singapore are of Malay, Chinese and Indian
origin and the ethnic communities in Malaysia. Hence, the curriculum of these two countries
has an element of the introduction of the various cultures.
A unique competency clearly stated in the Singapore curriculum document is:
The ability to “work with people from diverse cultural backgrounds, with different ideas and
perspectives” (MOE, Singapore, 2010).
The element of patriotism instilled from young and teachers are possibly required to plan
meaningful activities, which engage children of various cultural backgrounds to work
together. This will enable Singaporeans to live and work together with people of diverse
cultural backgrounds.
In comparison, the Malaysian curriculum document has a desired objective that reads:
“(iv) Appreciate and show sensitivity towards the various cultures of the Malaysian
society” (MOE, Malaysia, 2017)
However, in the Malaysian context, children are, exposed to the various cultures and are
taught, to appreciate and show sensitivity towards the way of life of another individual with
different religious beliefs and culture. Teachers encourage children to work together to
complete tasks when completing tasks prescribed.
(v) Framework Organisation
Another interesting aspect on the framework is how the three countries have organised the
framework to depict preschool children. The innermost circle of the framework of Malaysia,
clearly stipulates the type of children it wishes to produce, which is balanced individuals
who are critical and creative thinkers coupled with innovative minds. Arrows pointed to the
innermost circle from the strands implies that all six strands are needed in the holistic
development of children.
As for Singapore, the innermost circle starts with the premise of the traits of a preschool
child, that is “children are curious, active and competent learners” at this age and the
curriculum initiates its principles and philosophies based on children’s traits. (MOE,
Singapore, 2013). The framework is organised from this premise to equip children with
keys stage and desired outcomes through iTeach principles and the six learning areas.
As for the Philippines, the innermost circle has petals of flowers signifying the domains are
used to teach preschool children which are closely linked to the second circle. It portrays
the content that children need to study from Grade 1 to 12 which is closely connected to the
domains for kindergarten children. These descriptions and aspirations are unique to the
needs, culture and desires of each nation.

WAY FORWARD

Scrutinizing the frameworks of these countries shows all three frameworks are congruent
with early learning development principles as to the areas children need to be developed. The
domains are in lieu with early learning domains and aligned with aspirations of nation building of
each country.

21