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IDENTITY CARD NO. : 730218-13-5077

 Kindergarten is under preschool education in

 Children ages 5 to 6 usually attend 2 years
 Kindergarten programs become increasingly
academic and skill oriented (Bassok et. al., 2016,
Lynch, 2015).
 The purpose of this assignment - to design an
applicable early childhood curriculum which is
developmental appropriate for 5-year-old children
Curriculum aim
 to develop children to their fullness in
 physical,
 Cognitive
 intellectual,
 language and speech
 social-emotion,
 moral and spiritual,
 aesthetical aspects.

 With these, the children are confident, well-prepared in

knowledge, skills, attitude, physical conditions for further
development and learning, and face future challenge.
Curriculum objectives
The objectives of the curriculum are set as below:
 Physical Development
 fine and gross motor development according to their age,
 able to demonstrate co-ordination of the different parts of the
 Cognitive Development
 have concepts of space, numbers, alphabets, writing. The learners
 can use simple languages to read and communicate in daily
 Social-emotion Development
 to interact with the people in their surroundings
 positive attitudes and self-concept, social responsibility.
 Moral and Spiritual Development
 good manners
 practice Islamic value if they are Muslims, practice moral value of
the Malaysia society
 The aesthetical Aspect Development
 express themselves by music, drawings, craft, and movement.
Curriculum philosophy
 Children must be developed to fullness in
safe, love and caring environment.
 The children can learn without fear and
discrimination, through designed and
meaningful play and interaction with their
peers and guardian from the teachers.
 The children will have fun in learning, have
positive attitude in learning.
 They are willing to try, make error, learn
from their mistake, and try again in all
aspect of development.
 Children develop to become confidence,
loving and caring, good manner, productive
Learning theory or theories
 Physical Development : Jean Piaget Cognitive Development Theory
 Intellectual Development: Jean Piaget Cognitive Development Theory,
Vygotsky’s Social Constructivists Theory
 Social-emotion Development: Erik Erikson’s Psychosocial Development
Theory, Bandara Social Learning Theory
 Moral and Spiritual Development: Bronfenbrenner Ecological Systems
Theory, Bandara Social Learning Theory
 Aesthetic aspect Development: Jean Piaget Cognitive Development
Curriculum approach

■ The curriculum will integrate HighScope approach in the

teaching and learning process because it matches the
philosophy, the objectives and the learning theories of the
■ A lot of studies have supported that the HighScope curriculum
is effective to have positive influence to children life and
economic outcomes than those who undergo the normal
academic curriculum (Schweinhart and Weikart, 1997; Weikart,
Description of learning
■ Teaching and learning activity plan for one year
■ Weekly Schedule
■ Daily Routine
■ Teaching and learning activity plan for Mathematics for one year
Month Unit Subject Target Month Unit Subject Target
Match similar pairs of objects State the sum of two sets of objects
Match differing pairs of objects Solve operation of addition State the sum by using objects based on the given
Pairing objects March two groups of objects of similar quantity within 18 situation
MA 1.1 Activities: Remove objects from a group of objects and count
i) play games of pairing by appearance Solve operation subtraction the balance
ii) play games of compare by appearance within 18 State the balance using objects
MA 3.1
iii) put the pairng objects in a busket, ask children to pick the same objects Activities:
Compare two groups of objects by stating i) play adding and removing games
a) many or few ii) Arrange the pattern in different set, then count overall number
b) equal or not equal iii) count the overall number
Compare quantity of objects c) more or less in the pattern group, remove
MA 1.2 Jul, Aug, the certain pattern
Jan, Feb, Sept Recognise and use money of Recognise Malaysian currency in different
i) play games of pairing by quantity
Mar different values denominations
ii) play games of compare by quantity
MA 4.1 Activities:
iii) put the shells or block in different set; contains more shells, fewer shells, or the
Arrange objects based on the following criteria i) point to coins and paper money and name them.
ii) use toy money to play adding and substrating games
a) small to big
State the time in a day
b) short to long
Seriation Understand time in the Arrange events in time sequence
c) low to high
context of daily life State days of the week in sequence
d) thin to thick
MA 1.3 MA 5.1 Activities:
and vice versa
i) listen to a timer or clock to experience five-minute intervals of a play.
ii) name the time on the clock
i) play games of pairing by size/physical characteristic
iii) set the time, ask children to do the related activities ( brush teeth, sleeping)
ii) arrange books by thin to thick
Know the position of objects
iii) arrange pencils by short to long
in space State the position of objects in space
Recognise and state patterns in the environment
Recognise and form patterns Copy Patterns MA 6.1
i) Identify positions of objects in space, and use appropriate language (e.g., beside,
Activities: ii) move their bodies in various directions (move in, out, up, down, around, under,
MA 1.4
i) play patterns matching games iii) can take photographs of each other demonstrating positional words and make
ii) play pattern and name games Produce structures based on Recognise squares, rectangles, triangles and circles
iii) organize collections of objects ( pattern) into sets putting them in containers shapes commonly found in Produce designs using two dimensional shapes
State numbers 1-10 in sequence Activities:
Recognise and state numbers randomly MA 6.2
Oct, Nov, i) check the pattern in the rooms
Apr, May, Match numerals with words Dec ii) check the surrounding pattern
Jun Understand numbers 1-10 Count objects iii) use playdough to make shape
Use shape like dots to represent number of objects Build a closure and talk about it
Match groups of objects with numbers Build a link between two objects or structures and
MA 2.1 Produce various structures
Trace numbers talk about it
based on creativity
Activities: Build structures using a variety of materials creatively
MA 6.3
i) play number and word matching games and talk about it
ii) count the number of blocks used in structures, beads on a necklace. Activities:
iii) counting items a shopping list during dramatic play i) build a closure and talk about it
iv)play games that include counting (e.g., jumping rope). ii) Build a link between two objects or structures and talk about it
Daily Routine
• Planning Time - The children discuss
with the teachers on what they want to
Time Mon Tues Wed Thurs Fri do. The teacher guide the discussion
7.45-8.00 Arrival
by asking the open-ended questions.
8.00-8.15 Greeting Time
Planning Time
Work Time: Integrated Time/Math/Moral/Art
• Work Time - The children carry out
9.20-9.30 Clean Up Time their plans until complete or change
9.30-9.45 Recall Time
Reading Time
their plans. The teachers support and
Chinese Melayu English Chinese Melayu guide the children’s engagement
10.00-10.30 Snack Time
Large Group Time
through the interaction strategies.
10.30-11.00 Music/ Music/ Music/ Music/ Music/
Chinese Melayu English Chinese Melayu
• Clean up - The children tidy up the
Literacy Time materials and put back the materials
Chinese Melayu English Chinese Melayu
Small Group Time
to their designated places. For the
Moral Math Moral Art Math unfinished projects, it will be stored at
Outside Time
Class Dismissal
the appointed location.
12.30-1.00 Adult Team Planning Time
• Recall Time - The teacher ask the
children what they have learnt and
accomplished in the work time. The
children discuss and reflect what they
did at Work Time.
Children’s assessment
■ No standardized pen and paper, formal examination to children.
■ With this, the assessment of my 1st year kindergarten will be in
informal, based on observations. It is ongoing assessment for
whole year.
■ Assessment Method: Anecdotal records, making portfolio by
sample of children’s work, daily and weekly notes about
children progress, checklist and rating scales, talking to the
children in depth.
 the kindergarten should not only emphasis cognitive
development but physical, social and emotional, aesthetic,
moral and religion development - comprehensive and holistic to
assure full development of the children.
 putting clear aims, objectives and philosophy, it will assure the
initial attention will be realized in the in the classroom
 learning and teaching theories is essential to assure the
practice is guided by systematic and approved understanding by
the academia or research paper.
 Proper assessment is crucial to monitor, evaluate, feedback the
children development.
 The teachers need to be trained and assessed to assure the
success of the curriculum implementation.