1

Topic 6:

National Preschool Standard Curriculum

[Kurikulum Standard Prasekolah Kebangsaan -KSPK]

Upon completion of this Topic, you should be able to:

1. Explain the National Ideology and the National Philosophy of Education

2. Describe the six strands of the National Preschool Standard Curriculum
3.
4.

Topic Outline

7.1 Evolution of the Malaysian Preschool Curriculum

7.2 National Ideology
7.3 Six Strands of the Curriculum
7.4 Equip Children with 21st Century Skills
7.5 Teaching-Learning Principles
7.6 Content Standards and Learning Standards
7.7 Example
7.8 Time Allotment
Words You Should Know
Summary
References
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6.1 The Evolution of the Malaysian Preschool Curriculum

In 1986, Buku Panduan Prasekolah Malaysia (Guide Book for Preschools in Malaysia) was
introduced by the Ministry of Education Malaysia. The guidelines focussed on children aged 4
to 6 years of age. Focus was on development of the personality of children, positive moral
and Islamic values respect and use of Bahasa Malaysia. Also emphasised was the development
of self-confidence, curiosity, talent and creativity in children. Teaching should be play-based.

In 1993, Garis Panduan Kurikulum Pendidikan Prasekolah Malaysia (Malaysia Preschool

Curriculum Guidelines) was introduced by the Ministry of Education Malaysia. The curriculum
was to be completed within one year and stated the knowledge, skills and values to be
developed appropriate with the age of children. Among the content areas emphasised were:

• learning Bahasa Malaysia,

• developing of physical abilities of children,
• developing curiosity and
• developing a positive self-concept, aesthetics & creativity.

Children should be inculcated with good values and the love of country. Learning activities
should be play-based using a thematic approach.

In 2003, Kurikulum Prasekolah Kebangsaan (National Preschool Curriculum) was introduced

by the Ministry of Education Malaysia. The aim was to enrich the potential of children on all
aspects of development. Children were to be equipped with basic skills and a positive attitude
so as to prepare them for a smooth transition to primary school.
The SIX areas emphasised in the curriculum were:

• Language and Communication

• Cognitive Development
• Spiritual and Moral Values
• Socioemotional Development
• Physical Development
• Aesthetics and Creativity
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In 2010, Kurikulum Standard Prasekolah Kebangsaan (National Preschool Standard

Curriculum) was introduced by the Ministry of Education Malaysia. The 2003 KPK curriculum
was reviewed to ensure a more a holistic approach in the development of the child. It was
suggested that the curriculum should not be too academic or burden children. Also, the
curriculum was introduced to take into consideration new developments in child development
and the transition to primary school. Focus was on the 4 Rs – Reading, Writing, Arithmetic and
Reasoning. The curriculum should be engaging, enriching, safe and fun. Towards producting
the holistic child, emphasis was on the following strands:

• Communication
• Spiritual and Moral Values
• Humanities
• Self-Development
• Physical and Aesthetics
• Science and Technology

In 2017, Kurikulum Standard Prasekolah Kebangsaan (National Preschool Standard

Curriculum) was introduced by the Ministry of Education Malaysia. We will discuss in detail
the components of the 2017 curriculum.

6.2 National Ideology, National Education Philosophy & National

Preschool Standard Curriculum

NATIONAL IDEOLOGY (1970)

The National Ideology or the Rukun Negara is the Malaysian declaration of a national
ideology instituted by royal proclamation on 31st August, 1970, in reaction to a serious race riot
known as the 13 May Incident which occurred in 1969.

THEREBY, OUR NATION Malaysia upholds the desire to

Achieve greater unity of all peoples; maintain a democratic way of life; create a just society in
which the prosperity of the nation shall be equitably shared; guarantee a liberal way of life
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towards the nation’s rich and diverse cultural traditions; build a

progressive society that harnesses science and modern technology.

WE, the people pledge our united efforts to attain these ends guided
by these principles:

• BELIEF IN GOD
• LOYALTY TO KING AND COUNTRY
• UPHOLDING THE CONSTITUTION
• RULE OF LAW
• GOOD BEHAVIOUR AND MORALITY

National Ideology

National Philosophy of Figure 7.1 The National

Preschool Standard
Education
Curriculum (KSPK) is built
on the national ideology
(Rukun Negara) and
National Preschool National Philosophy of
Standard Curriculum Education (Falsafah
Pendidikan Kebangsaan)

Objectives of the
National Preschool
Standard Curriculum

Based on the Rukun Negara, the Falsafah Pendidikan Kebangsaan or the National Philosophy
of Education was introduced in 1996 (see Figure 7.1).

NATIONAL PHILOSOPHY OF EDUCATION (1996) states that:

Education in Malaysia is an on-going effort towards further
developing the potential of individuals in a holistic and integrated
manner, so as to produce individuals who are intellectually,
spiritually, emotionally and physically balanced and harmonious,
based on a firm belief in and devotion to God. Such an effort is
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designed to produce Malaysian citizens who are knowledgeable

and competent, who possess high moral standards, and who are
responsible and capable of achieving high level of personal well-
being as well as being able to contribute to the harmony and
betterment of the family, the society and the nation at large.

[source:Akta Pendidikan, 1996 (Akta 550)]

The National Philosophy of Education (NPE) acts as a guide for all educational activities in
Malaysia. It sets the values and principles of the Malaysian education system from
preschool to tertiary level. The NPE explains the aims and objectives of national education
system for the individual and the nation. Its aims and objectives seek to produce individuals
who are knowledgeable and full of integrity who will contribute as responsible citizens.
Education is considered to be a basic and major process in developing individuals to be the key
players in achieving the country’s aims and aspirations.

The basis of NPE’s philosophy is that humans are steadfast in their belief in God. The ultimate
aim of education based on this philosophy therefore is to develop every aspect of individuals
in a harmonious and balanced manner so as to preserve their well-being. Education should be
the path toward producing ethical individuals with high moral values and responsible members
of the community and nation.

NATIONAL PRESCHOOL STANDARD CURRICULUM (2017)

The National Preschool Standard Curriculum
(Kurikulum Standard Prasekolah Kebangsaan -
KSPK) is based on the National Philosophy of
Education (see Figure 7.1). The curriculum
aims to develop the potential of children aged 4 to 6 years of age in a holistic and integrated
manner focussing on the physical, emotional, spiritual, intellectual and social development of
children through a safe, nurturing, fun and creative learning environment. It seeks to improve
the knowledge, skills and self-confidence of children in meeting the challenges of the 21st
century.

Objectives
The National Preschool Standard Curriculum (KSPK) provides students with opportunities to
achieve the following objectives:
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1. Use language to communicate effectively.

2. Practice Islamic values in everyday life for Muslim students.
3. Practice the cherished values of Malaysian society.
4. Appreciate and sensitive to Malaysian culture.
5. Love and care for the environment.
6. Develop positive self-concept and self-confidence.
7. Practicing health practices, building body fitness and safeguarding oneself.
8. Develop creative and aesthetic powers.
9. Apply critical, creative and innovative thinking as well as problem solving skills in
learning and everyday life.

1. Trace the evolution of the Malaysian preschool curriculum

2. What is the National Ideology (Rukun Negara)?
3. Explain the National Philosophy of Education.
4. How is the National Philosophy of Education related to the National
Preschool Standard Curriculum (KSPK)?
5. List the goals of the National Preschool Standard Curriculum (KSPK).

6.3 Six Strands of the Preschool Curriculum

The National Preschool Standard Curriculum (KSPK) is organised around on SIX STRANDS
(ENAM TUNJANG) seeks to produce the ‘holistic’ child. The six strands are communication,
spirituality, attitudes & values, humanities, self-development, physical & aesthetic
development and science & technology. These six strands are integrated seeking to develop
children with noble and religious values, knowledge, skills and higher order thinking skills (see
Figure 7.2).

1. Communication Strand

This strand focuses on verbal and non-verbal skills while interacting. Included are details about
Bahasa Malaysia (Malay language) and English and Chinese for Chinese preschools and Tamil
for Tamil preschools.
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2. Spiritual, Attitude and Values Strand

This strand focusses on appreciation of religious practices, beliefs, attitudes and values.
Included is Islamic Education and Moral Education. Islamic education is studied by Muslim
students, while Moral Education is studied by non-Muslim students.

1. Communication

6. Science &
2. Spiritual, Attitudes
Technology HOLISTIC CHILD
& Values

Apply Analyse

Evaluate Create

5. Physical & 3. Humanities

Aesthetic
Development

4. Self-Development

Figure 7.2 Six Strands of the National Preschool Standard Curriculum (KSPK)

3. Humanities Strand

This strand emphasizes the mastery of knowledge and practice of the local, national and global
community and environment as well as the appreciation of patriotism and unity.

4. Self Help Skills Strand

This strand emphasises the development of socio-emotional and the development of interaction
skills as well as social skills among children. Leadership and self-cultivation through
curriculum and co-curricular activities are also emphasized in this Sphere.
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5. Physical and Aesthetic Development Strand

This strand emphasizes physical and health development for self-improvement and the
cultivation of imagination, creativity, talent and appreciation of works of art among students.
This support involves the Physical and Health Care component; As well as Creativity and
Aesthetics.

6. Science and Technology Strand

This strand emphasises scientific knowledge, skills and scientific attitude. As well as math
knowledge and skills. The discipline contained in this strand is Early Science and Early
Mathematics.

Higher Order Thinking Skills

Underlying the SIX Strands is the development of higher order thinking skills (HOTS) among
children (see Figure 7.2). The FOUR levels of thinking that should be emphasised in teaching
and learning sessions is as follows:

• Application – Children should be able to apply the knowledge, skills, and values
learned to different situations. For example, children applying mathematical skills
they have learned their daily lives.

• Analyse – Children examine something in detail in order to understand and

discover more about it. For example, children plant seeds in a jar to observe how
plants grow.

• Evaluate – Children evaluate something to judge how good, how useful, how
relevant something is. For example, children evaluate whether the character in
the story should have beaten the dog.

• Create – Children generate creative and innovative ideas or products or ways of

doing things or unusual way of solving a problem. For example, a child creates an
unusual way of arranging the blocks or suggests a different ending to a story.

Teachers should provide opportunities for children to demonstrate these FOUR thinking skills.
For example, when teaching science, learning activities should be introduced that will
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encourage children to apply what they have learned, to evaluate what they are learning, to
analyse what they are learning and produce creative ideas and creative ways of doing things.

7.4 Equip Children with 21st Century Skills

A key vision of the National Preschool Standard Curriculum (KSPK) - 2017 is to equip children with
21st century skills. The types of skills to be developed among children to compete globally as adults
is shown in Figure 7.3.

Communicator Patriotic

Thinker Caring

Collaborate Knowledgeable

Resilient
Curious

Integrity

Figure 7.3 Skills for the 21st Century

• Curious – Children who are curious and wanting to know and learn.

• Resilient – Children who are hardy and able to handle uncertainties and problems

• Communicator – Children who are able to talk with confidence using appropriate
grammar, pronunciation and intonation.
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• Caring – Children who caring and able to empathise with other children, adults and
other living things such as plants and animals.

• Collaborate – Children who are able to cooperate and collaborate with others; i.e.
able to work in a team.

• Knowledgeable – Children who enjoy learning and have a desire to learn to enhance
their knowledge and skills.

• Patriotic – Children who will grow up to be patriotic towards the country.

• Thinker – Children who able to think critically (able to evaluate information) and
creatively (not afraid to suggest new ideas).

• Integrity – Children who have high integrity and moral values.

1. Explain the SIX strands of the National Preschool Standard Curriculum.

2. Discuss the FOUR higher order thinking skills that the Curriculum aims to develop in
children.
3. List the skills children should possess in facing the challenges of the 21st century.

7.5 Principles of Teaching-Learning

When implementing the National Preschool Standard Curriculum (KSPK), suggests that
teaching and learning should be based on the following principles of teaching (see Figure 7.4):
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Learner
Centred

Play
Contextual

Learning
Styles Mastery

Inquiry

Figure 7.4 Principles of Teaching Proposed in the

National Preschool Standard Curriculum

1. Teaching that is Learner Centred – It means children should be actively involved in

teaching-learning activities. Children are given the freedom to choose the types of
activity and materials based on their interests. Teachers are facilitators who guide
children in their learning.

2. Teaching Through Play – All children love to play and it is something they naturally.
There are many different types of play and they should be used to encourage children
to explore and discover in subjects such as science, mathematics and others. Play
should be used to develop the physical, social, emotional, cognitive and language
potential of children.

3. Teaching that is Contextual – Children learn well when learning takes place in real
world situations and they are involved in hands-on activities. Learning will occur when
students process new information using what they already know and teachers should
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take advantage of this. Also, teacher should create different learning environments
that that will encourage and motivate children to learn.

4. Teaching Based on Childrens’ Learning Styles – Children have different learning styles.
Teachers should design their teaching to cater to the different learning styles and
intelligences of children. For example, some children learn better ‘visually’ and
teachers should use pictures, diagrams and videos to enhance learning. Other children
learn better by ‘listening’ and teachers should use audio clips, stories and others to
enhance their learning and understanding.

5. Teaching Based on Inquiry – Children are naturally curious and love to explore. Hence,
teaching should provide opportunities for children to explore and find out things for
themselves. Among the teaching methods that encourage inquiry are project-based
learning, scientific investigation, collaborative and others. Teaching based on inquiry
develops thinking, is contextualised and learner centred.

6. Teaching for Mastery –Mastery learning means that children must achieve a level of
mastery (e.g., 90% on a science test) before moving forward to learn subsequent
information. If a student does not achieve mastery on a particular skill, they are given
additional support in learning the skills and then tested again. This cycle continues
until the learner accomplishes mastery, and they may then move on to the next stage.

1. What is meant by ‘learning through play’?

2. Explain ‘teaching that is contextual’.
3. Why is ‘teaching based on inquiry’ important?
4. Explain ‘learning styles’.

7.6 Content Standards and Learning Standards

What is a standard? A standard is a statement about the level that should be achieved. For
example, children should be able to differentiate between living and non-living things. This is
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a standard that has been set and children should be able to demonstrate. The National Preschool
Standard Curriculum (KSPK) proposed TWO types of standards for each of the 6 strands.

Content Standards defines the specific

knowledge, concepts, and skills that children
should acquire at each level. For instance, the
content standards for science is specific
knowledge about plants, animals, human body and so forth.

Learning Standards defines the level of work

that children should demonstrate such as
naming, listing, comparing, explaining and so
forth. For instance, children should be able to
identify and label the parts of the human body.

7.7 EXAMPLE - Content Standards and Learning Standards for

English Language (KSPK)

The English curriculum aims to enable children in preschool to:

• listen and respond using appropriate verbal and non-verbal responses.

• communicate using simple sentences with manners.
• read and understand simple sentences.
• write words and phrases.

The content and learning standards for the English language curriculum is as follows:

1.0 LISTENING AND SPEAKING SKILLS

Content Standards
1.1 Listen to and identify sounds
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Learning Standards
Pupils can:
Age – 4 +
• Listen to and identify common sounds in the environment

Age – 5 +
• Listen to and respond to stimulus given: environmental sounds, voice sounds, rhythm
& rhyme and alliteration
• Listen to and identify rimes in nursery rhymes and songs

Content Standards
1.2 Listen to and respond appropriately

Learning Standards
Pupils can:
Age – 4 +
• Listen to and recite nursery rhymes
• Listen to and sing songs
• Listen to and repeat greetings
• Listen to and follow simple instructions
• Listen to and enjoy simple stories

Age – 5 +
• Listen to and recite poems and rhymes
• Listen to and respond to stories

Content Standards
1.3 Listen to, understand and respond in a variety of contexts

Learning Standards
Pupils can:
Age – 4 +
• Participate politely in daily conversations to: exchange greetings, show appreciation,
introduce oneself, express feelings, make simple requests

Age – 5 +
• Name favourite things and activities
• Listen to and respond to oral texts
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• Participate in talk about familiar activities and experiences

• Participate in talk about stories heard
• Participate in role play about familiar daily situations

2.0 READING SKILLS

Content Standards
2.1 Illustrate the correct manner in handling books

Learning Standards
Pupils can:
Age – 4 +
• Handle books carefully
• Recognise the basic features of a book.
• Read books in the correct manner: left to right, top to bottom, distance between eyes
and the book
• Show awareness that print conveys meaning by doing pretend reading

Age – 5 +
• Children who start preschool at 5+ will develop the book handling skills learning
standards of children who started preschool at 4+.
• Children who started preschool at 4+ will continue to receive appropriate support and
challenge in book handling skills.

Content Standards
2.2 Apply sounds of letters to recognise words

Learning Standards
Pupils can:
Age – 4 +
• Recognise letters of the alphabet by their: shape & name
• Recognise small letters of the alphabet
• Recognise capital letters of the alphabet
• Name letters of the alphabet

Age – 5 +
• Recognise and sound out letters of the alphabet
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• Recognise and sound out initial, medial and ending sounds in a word
• Blend phonemes (sounds) to form single syllable words

Content Standards
2.3 Demonstrate understanding of a variety texts in the form of print and non-print materials

Learning Standards
Pupils can:
Age – 4 +
• Recognise and read logos and signs
• Read familiar words printed in the surroundings

Age – 5 +
• Recognise and read high frequency/sight words
• Read simple phrases
• Read simple sentences

Content Standards
2.4 Develop interest in reading independently for information and enjoyment

Learning Standards
Pupils can:
Age – 4 +
• Recognise and name objects or people in pictures

Age – 5 +
• Read texts independently
• Read and respond to texts read

3.0 WRITING SKILLS

Content Standards
3.1 Develop prewriting skills

Learning Standards
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Pupils can:
Age – 4 +
• Demonstrate fine motor control of hands and fingers by using writing apparatus
correctly
• Demonstrate correct posture and pen hold grip
• Engage in hand-eye coordination through scribbling, drawing lines and patterns

Age – 5 +
NIL

Content Standards
3.2 Develop writing skills

Learning Standards
Pupils can:
Age – 4 +
• Write recognisable letters
• Copy and write small letters
• Copy and write capital letters
• Copy words in legible print

Age – 5 +
• Copy simple phrases in legible print
• Copy simple sentences in legible print
• Communicate ideas and information by using drawing, marks, symbols and writing
with invented spelling
• Write words and phrases in legible print

1. What is the difference between content standards and learning standards?

2. List the content standards and learning standards for listening and speaking
skills in English.
3. List the content standards and learning standards for reading skills in English.
4. List the content standards and learning standards for writing skills in English.
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7.8 Time Allotted for Teaching and Learning

The National Preschool Standard Curriculum (KSPK) suggests that the following in terms of
time allotment:

• Children aged 5+ should spend at least 4 HOURS A DAY in school (including

breaks); i.e. a total of 20 hours a week
• Children aged 4+ should spend at least 3½ HOURS A DAY in school (including
breaks); i.e. a total of 17½ hours a week

Usage of Bahasa Malaysia (Malay Language) in the Classroom

• At least 600 minutes a week of teaching and learning should be in Bahasa Malaysia
(Malay language) if Bahasa Malaysia (Malay Language) is the medium of instruction in
the preschool.
• At least 400 minutes a week of teaching and learning should be in Bahasa Malaysia
(Malay language) if Bahasa Malaysia (Malay Language) is NOT the medium of
instruction in the preschool.

Usage of English in the Classroom

• At least 600 minutes a week of teaching and learning should be in English if Bahasa
Malaysia (Malay Language) is the medium of instruction in the preschool.
• At least 400 minutes a week of teaching and learning should be in English if Bahasa
Malaysia (Malay Language) is NOT the medium of instruction in the preschool.

Islamic & Moral Education

• If in a preschool there are FIVE or more Muslim children, Islamic Education should be
taught by a qualified teacher at least 2 hours per week.
• If in a preschool there are FIVE or more non-Muslim children, Moral Education should
be taught at least 2 hours per week.
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Area of Learning Time Allotted According to Medium of

Instruction (minutes per week)
Malay Language Other Languages
1 Bahasa Malaysia (Malay Language) 60 60
2 English 60 60
3 Chinese Language / Tamil Language 60
4 Outside Activity 120 120
5 Islamic Education / Moral Education 120 120
6 Early Mathematics 40 40
7 Integrated Learning 800 740
TOTAL 1200 1200
Table 7.1 Suggested Allotment of Time Per Week

Time Allotted for Daily Activities

Table 7.1 suggests the time that should be allotted for various daily activities at the preschool.
However, the National Preschool Standard Curriculum emphasises it is only a suggestion and
teachers should allot time for the various activities according to the needs of the children they
teach.

For the Languages – it is 60 minutes per week

For ‘Outdoor Activity’ – it is 120 minutes which is

conducted outside the classroom. Outdoor Activities aims
to build fitness, vitality and stimulate student intelligence.
Outdoor activities also provide opportunities for students
to interact and explore the environment. Through this
activity, children develop awareness of safety and health
and enhance sensitivity to the environment. Outdoor
Activities should be conducted daily as follows:
• Physical Activity - an activity that involves the movement of the body and
requires energy to improve physical intelligence and personal health. Physical
activity is very important for the development of pupils and the foundation for
active health and life. Apart from that, physical activity can also help to foster
body fitness, dexterity and coordination as well as cognitive development, social
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efficiency and emotional maturity of the students. The time allocation for
Physical Activity is 30 minutes per session and is performed twice a week.

• Free Play freely gives students the opportunity to freely choose what, when and
how to play. They are also free to define rules and roles while playing. Besides
children enjoying and having fun, they also learn how to interact and negotiate,
share and collaborate with others; as well as solve problems. During play, the
teacher plays the role of planner, facilitator, play partner and observer. Teachers
should also provide an environment for free play. The allocation of free play time
is 20 minutes per slot and is performed 3 times a week.

Integrated Learning
Integrated Learning gives students the opportunity to gain A more meaningful learning
experience gained with:
• Routine activities which are activities carried out on a daily basis and given
specific time allocations.
• Early conversations or talk sessions involves sharing ideas and information;
storytelling; singing and so on can add vocabulary; and improve social skills while
encouraging active involvement of children. The time allocated for an initial chat
session is 20 minutes a day.

Islamic Education / Moral Education

The allocation of Islamic Education / Moral Education is 120 minutes a week. For
classes with five or more Muslim students, Islamic Education should be taught at
least 120 minutes a week by a qualified teacher. While for classes with five or
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more non-Muslim students, Moral Education should be taught at least 120 minutes
a week. However, for classes that do not have or have less than 5 Muslim students,
the time allocation for Moral Education can be combined with Integrated
Learning.

1. How much time should be allotted for the languages in the KSPK?
2. Do you think the amount of time allotted for the languages is sufficient?
3. What is ‘outdoor activity’?
4. What is integrated learning?

• National Ideology • 21st century skills • Caring

(Rukun Negara) • Content standards • Outdoor activities
• National Philosophy • Learning standards • Rest time
of Education • Holistic child • Free play
• Strands • Mastery learning • Time allotment
• Higher order thinking • Inquiry-based
skills learning

• In 1986, Buku Panduan Prasekolah Malaysia (Guide Book for Preschools in Malaysia)
was introduced by the Ministry of Education Malaysia.

• In 2003, Kurikulum Prasekolah Kebangsaan (National Preschool Curriculum) was

introduced by the Ministry of Education Malaysia.
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• In 2017, Kurikulum Standard Prasekolah Kebangsaan (National Preschool Standard

Curriculum) was introduced by the Ministry of Education Malaysia.

• The National Ideology or the Rukun Negara is the Malaysian declaration of a national
ideology instituted by royal proclamation on 31st August, 1970.

• Based on the Rukun Negara, the Falsafah Pendidikan Kebangsaan or the National
Philosophy of Education was introduced in 1996.

• The National Preschool Standard Curriculum (KSPK) is organised around on SIX

STRANDS seeks to produce the ‘holistic’ child.

• Underlying the SIX Strands is the development of higher order thinking skills (HOTS)
among children – application, analysis, evaluation and creativity.

• The 21st century skills children should be equipped with are – knowledgeable, good
communicator, patriotic, caring, resilient, integrity, curious, able to collaborate and
thinker.

• When implementing the National Preschool Standard Curriculum (KSPK), teaching and
learning should be based on the following principles of teaching – mastery, child-
centred, focus on play, take into consideration learning styles, inquiry-based and
contextual.

• Content Standards defines the specific knowledge, concepts, and skills that children
should acquire at each level.

• Learning Standards defines the level of work that children should demonstrate.

• Outdoor Activities aims to build fitness vitality and stimulate student intelligence.

• Free Play freely gives students the opportunity to freely choose what, when and how to
play.