LECTURE KAI 6043/4 Penglibatan Keluarga,

Komuniti dan Budaya dalam Pendidikan

Awal Kanak-Kanak
INTRODUCTION
The involvement of parents, communities and cultures
in early childhood education
Introduction to involvement of parents, communities and
cultures in early childhood education

Perbincangan
1 . Perhatikan sebuah program tadika yang ada penglibatan ibu bapa.
Gambarkan jenis dan jumlah komunikasi ibu bapa dengan guru, dan
penglibatan ibu bapa dalam bilik darjah. Apakah nilainilai dan sikap
guruguru tentang penglibatan ibu bapa?
2. Cuba hadiri suatu pertemuan di mana wujud interaksi ibu bapa dan
guru. Apakah maklumat kanakkanak yang disampaikan melalui
pertemuan tersebut?
3. Cuba tulis sebuah artikel atau makalah menerangkan sesuatu aktiviti
tadika. Dengan menggunakan bahasa yang mudah terangkan bagaimana
ibu bapa boleh melaksanakan aktiviti tersebut di rumah. Bincangkan
dengan ibu bapa untuk mendapat reaksi mereka.
4. Cuba renungkan perasaan dan sikap anda tentang kanakkanak yang
berbeza dengan ibu bapa? Adakah anda berasa selesa berinteraksi
dengan ibu bapa sebagaimana dengan kanakkanak? Adakah anda
mempunyai kemahiran bekerja dengan ibu bapa?
5. Cuba karangkan dialog atau perbualan di antara guru dan ibu bapa
tentang kanakkanak yang enggan bersekolah atau tidak selesa dengan
aktiviti sekolah, atau yang menghadapi masalah tingkah laku.
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Bronfenbrenner (1979) Ecological

Theory
The core of the individual characteristic of children are

shaped by the environments based on Bronfenbrenner

(1979) Ecological Theory later Bronfenbrenner introduces
his bio-ecological.
There are microsystems that comprise roles and
relationship (Dunn, 1993), mesosystems (e.g, schools
relationship with parents), exosystems (e.g, parents social
capital; relationships with other parents), macrosystems
which comprise all types of system within a cultural
context, and chronosystems (the concept of over over
time)
A reciprocal influence on each other
The microsystems are the childs family system in which he
or she lives in and interacts with people who share many
things together.
The microsystems provide early experience for children and
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are basic for their development.

Microsystems

Exosystems
GOVERNMENT POLICIES

PAR
EN
TALNeighbourhood
EM area
Play
PLO
YM
EN
T

H
B
O
U
R
S

Social behaviour
Preage, gender, Home
school
ethnicity

icies

NE
IG

COMM
UNITY

A Worship Place
Peers

l pol

CULTURE

LOCA
L

Edu
catio
na

Ma
s
s
M
e
d ia

SOCIAL VALUE

Loca
l

POLITICAL INSTITUTIONS
Mesosystems

Macrosystems

Figure 1 Framework: Ecological Model of developmental influences

4 on childrens
behaviour (A)

Microsystems

Exosystems

GOVERNMENT POLICIES

(PARENTAL SOCIAL CAPITAL)

Ethnicity

LO
CA
LE

INDIAN

Commonalities
Social
behaviour age,
gender,
ethnicity

Peers

NT
E
EM
V
L
O
V
Parent
IN

CHINESE

DU
TeacherCA
TIO
Language
NeighbourhoodTAL
NA
CapitalL P Play Area EN
OL
AR
IC
P
IE
S
Mesosystems

PO
LIT
ICA
L IN
ST
ITU
TIO
NA
L

LOCAL COMMU
NITY

Religious
Capital

(PAR
ENT
AL C
ULT
URA
L CA
PITA
MALAY
Pre- L)
school

MASS MEDIA
E
RS
UR
LT
OU
CU GHB
I
NE

SOCIAL VALUE

Child

Macrosystems

Figure 1 Result: Ecological Model of developmental influences on 5childrens behaviour (B)

Implication for the

theoretical
The model of ecological study of Malaysian multiethnic pre-school was developed from the data of
this study. There are explanations of the apparent
model:
Firstly, instead of parental cultural capital
element, I have emphasised in this model based
on the results show entity of religious capital,
language capital and ethnicity contributed to the
childrens behaviour in microsystem.
Second, the circle of ethnic groups, Malay,
Chinese and Indian at microsystem, I have shown
the interlocking between three ethnic group
bases on the commonalities between two ethnic
group and three ethnic groups. The centre show
they come together and overlapping in
two
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 Third, at the exosystem social capital of the

parents very important influenced them in term of
parenting. The elements of this level included
parental employment, community and family
structural. I would prefer to highlight the
important of Malaysia culture that practice the
grandparent dominated nuclear family.
Finally, Bronfenbrenner and Morris (2006) from
bio-ecological model which is the disposition
characteristic of children as most influential in
shaping the development through their capacity
to affect the direction and power of proximal
processes. This idea drove me to synthesis my
data of the parents nurturing children with the
proximal processes toward the course. The
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element of disposition in nurturing processes play

4. CONCLUSION

Expected to contribute to the existing intellectual discourse and scientific

inquiry, particularly in term of understanding the commonality of childrens
social behaviour among children from different ethnic background
Model of the developmental influences on childrens social behaviour from
Multi-ethnic pre-school

Terima kasih Thank you

for listening