KCD 530

CURRICULUM DEVELOPMENT
FOR EARLY CHILDHOOD
PUAN NURUL HAZWA SULAIMAN
nurulhazwa@geomatika.edu.my
0136534277
 CHAPTER 3 :
BASIC OF
CURRICULUM
 DEFINITION OF
CURRICULUM
• Defined as a plan for action or a written document that includes strategies for
achieving desired goals or ends. (Tyler and Taba).

• Kerr J. K. (1968): curriculum is all subjects as planned and supervised by the school,
whether carried out individually or in groups, both inside and outside school.

• Hirst 1975) : curriculum as a program that contains educational activities and

arranged by teachers to enable students to achieve the objective.

• curriculum refers to the knowledge content to be deliver

• learning is a change in behavior that occurs after learning,

• A syllabus describes the content of a programme and can be seen as one part of a
curriculum.
 EDUCATIONAL
PSYCHOLOGY
• Knowledge which is designed to educate and teach students to
master something to build the knowledge and skills.

• Pengetahuan yang dirancang bagi mendidik/ mengajar murid

menguasai sesuatu pengetahuan bagi membina nilai & kemahiran.
 FEW TYPES OF
CURRICULUM
• Co-curriculum –additional curriculum, education for leisure

• Core curriculum –BM,BI,MT,SC,PI,PM,SJ.

• Hidden curriculum – implementing moral value.

• Integrated curriculum – fusion curriculum

SCIENCE (physics+chemistry+biology)
 BASICS OF CURRICULUM
• National philosophy of education (FPK)
• Children education philosophy
• Rukunegara
• National history
• Educational psychology that referring to expected behaviour.
• Community that exists in the country
• Theory of knowledge that will be delivered
 CURRICULUM WEBS
 

• Learning does not need to stop with books! Teachers can plan other experiences to extend the
concepts that are introduced when reading a book.

• The curriculum web planning tool is a useful way to carefully consider other classroom opportunities
to deepen young children’s knowledge.

• Use the curriculum web planning tool to record additional experiences for the children in your
classroom.

• Develop a thematic diagram or web, which is an excellent way to organize information.

• At the center of the web is the central theme or essential question, and spanning outward from it are
the supporting anchor standards, each relating to a different strand/domain.

• For the purpose of understanding the difference between strands/domains and standards each are
given a special coding.
 PRESCHOOL
CURRICULUM
WEBBING…
• Enables teacher to brainstorm and record ideas in an organized way.
• aspect of the emergent curriculum/project approach we wanted to
embrace.
• Used as a reference when developing activities related to a theme.
• Selecting a topic of interest to children as the center of the web.
• based on areas of the curriculum, such as manipulatives, art, outdoor
time, and dramatic play.
• With this approach, we took the core idea, and generated activities
for each curriculum area that would support learning around the
theme.
 Curriculum development and the
incorporation of objects and activities
HOW??
Use different
approach/strategy/method/techniques.
What is the differences between
approach, strategy, method and
techniques?
Strategy
Method
Techniques
APPROACH, STRATEGY,
METHOD AND TECHNIQUES

Approach
 Approach ●
Teacher centered
way in which a subject was ●
Student centered
taught to achieve its ●
Material centered
objective.

●
Deductive
Strategy
●
Inductive
●
Learning through play
Proper plan to achieve goal. ●
Collaborative
●
Coperative

Method ●
Demonstration
the actions undertaken by teachers in ●
Simulation
conducting teaching and learning ●
Project
process. This method involves the ●
Exercise
●
Brainstorming
reaction between teachers and ●
Exploration
students.

●
Role play
Technique ●
Storytelling
Q&A
ways to carry out various
●

●
Discussion
steps in teaching. Drama
●

●
Forum.
Now, discuss activities and
material used in enhancing
development of curriculum.
 IMPLICATION FOR
CURRICULUM IN ECE
• Not only disciplinary knowledge but social/vocational/life skills and civic values

• The need for learner-centered approach to organization and delivery of learning content

• Multiple competencies for changing environments

• Challenges of new learning environments for new learning objectives:

• Learning for creativity and adaptability for change

• Learning to preserve cultural identity and develop intercultural

• Understanding

• Human qualities for inter-personal relationships becoming essential while job-specific

occupational skills becoming secondary

 MULTIPLE
INTELLIGENCE -
HOWARD
GARDNER
 Intelligence   Career Preferences
Skills and
1. Verbal-Linguistic Intelligence  Skills - Listening, speaking, writing, teaching.
Well-developed verbal skills and sensitivity to the Careers - Poet, journalist, writer, teacher, lawyer, politician, translator
sounds, meanings and rhythms of words
2. Mathematical-Logical Intelligence  Ability to think Skills - Problem solving (logical & math), performing experiments
conceptually and abstractly, and capacity to discern Careers - Scientists, engineers, accountants, mathematicians
logical or numerical patterns
3. Musical Intelligence Skills - Singing, playing instruments, composing music
Ability to produce and appreciate rhythm, pitch and Careers - Musician, disc jockey, singer, composer
timber
4. Visual-Spatial Intelligence Skills - puzzle building, painting, constructing, fixing, designing
Capacity to think in images and pictures, to objects
visualize accurately and abstractly. Careers - Sculptor, artist, inventor, architect, mechanic, engineer
5. Bodily-Kinesthetic Intelligence Skills - Dancing, sports, hands on experiments, acting
Ability to control one's body movements and to Careers - Athlete, PE teacher, dancer, actor, firefighter
handle objects skillfully
6. Interpersonal Intelligence Skills - Seeing from other perspectives, empathy, counseling, co-
Capacity to detect and respond appropriately to the operating
moods, motivations and desires of others Careers - Counselor, salesperson, politician, business person, minister
7. Intrapersonal Intelligence Skills - Recognize one’s S/W, reflective, aware of inner feelings
Capacity to be self-aware and in tune with inner Careers - Researchers, theorists, philosophers
feelings, values, beliefs and thinking processes
8. Naturalist Intelligence Skills - Recognize one’s connection to nature, apply science theory to
Ability to recognize and categorize plants, animals life
and other objects in nature Careers – Scientist, naturalist, landscape architect
9. Existential Intelligence Skills – Reflective and deep thinking, design abstract theories
Sensitivity and capacity to tackle deep questions Careers – Scientist, philosopher, theologian
about human existence, such as the meaning of life,
why do we die, and how did we get here
 THE IMPORTANCE OF LESSON PLANNING
• Carry out the all important task of setting goals and describing how you will reach
them.
• Allow and make it more easier to achieve goals and learning objective.
• A lesson plan is the road map or framework used to plan and conduct every class
from first meeting to final exam.
• Ensure you have created a logical, systematic learning process essential to making
sure your students achieve the most learning in the least time.
• Help teacher to be more confident.
• Allow teacher to plan teaching with appropriate time.
• Using optimum time through systematic strategy and activities.
• Plan suitable activities.
• Plan appropriate teaching aid.
• Helping teacher to remember the flow of teaching.
Bloom’s Theory
 DISCUSSION

• Why do you think will happen if teacher doesn’t prepare lesson plan
for teaching?

• Why we should implement hidden curriculum in the lesson? What is

the consequences if we don’t implement hidden curriculum.
MALAYSIA EDUCATION
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