Name and Code of Course: KAS60104: ANALISIS KURIKULUM DAN FALSAFAH PENDIDIKAN AWAL

1.
KANAK-KANAK (Analysis of Early Childhood Education Curriculum and Philosophy)
2. Synopsis:
Kursus ini membincangkan tentang falsafah, sejarah dan teori-teori yang melandasi kurikulum pendidikan awal
kanak-kanak (PAKK); menganalisis dan menghuraikan prinsip dan keperluan dalam pembentukan model
kurikulum PAKK yang sesuai dengan perkembangan dan umur kanak-kanak; memahami konsep amalan
bersesuaian perkembangan dan kaedah pentaksiran perkembangan dan pencapaian pembelajaran kanak-
kanak. Fokus utama ialah menganalisis kurikulum PAKK di Malaysia dan isu-isu berkaitan seperti CRC dan Akta
Kanak-kanak 2001. Kursus ini akan dikendalikan secara ‘blended learning’ yang meliputi kuliah, perbincangan,
projek/kajian kes, online learning dan e-forum. Melalui kursus ini, pelajar-pelajar diharap dapat membentuk
falsafah sendiri tentang kurikulum pendidikan awal kanak-kanak.

(This course provides an overview of the philosophy, history and theories of early childhood education (ECE)
curricula; analyse and explain the guiding principles and needs for developing age appropriate early childhood
curriculum models; understanding the concept of ‘developmentally appropriate practices’, and methods of
assessment of children’s development and learning outcomes. Main focus will be given to examine the ECE
curricula in Malaysia and related issues such as the CRC and Children’s Act 2001. This course will be
conducted using blended learning approach, which consists of lectures, discussion, project or case studies,
online learning and e-forum. Through the course, students will be expected to develop their own philosophy of
ECE curriculum.)
3. Name(s) of academic staff: PM Dr Nordin Mamat & Dr Romarzila mar
4. Semester and year offered: 1 & 2
5. Credit value: 4
6. Prerequisite/co-requisite (if any):
7. Course learning outcomes (CLO):
1 - Memahami sejarah awal perkembangan pendidikan awal kanak-kanak. (C2)
2 - Menerangkan teori dan model kurikulum dan kurikulum berintegrasi dalam pendidikan awal kanak-kanak.
(A4)
3 - Membuat penilaian terhadap isu-isu semasa yang berkaitan dengan kurikulum, falsafah dan amalan
pendidikan awal kanak-kanak secara kritis dan kreatif. (P7)

8. Mapping of the Course Learning Outcomes to the Programme Learning Outcomes, Teaching Methods and
Assessment:
Programme Learning Outcomes (PLO) Teaching Assessment
Methods
Course
Learning
P PL
Outcom PL
PL PL PL PL PL PL PL PL L O1
es (CLO) O1
O1 O2 O3 O4 O5 O6 O7 O8 O 0
1
9

CLO 1 √ Kuliah Peperiksaan

Tugasan

CLO 2 √ Kuliah Peperiksaan

Tugasan

CLO 3 √ Kuliah Peperiksaan

Tugasan
Indicate the primary causal link between the CLO and PLO by ticking ““ the appropriate box.
(This description must be read together with Standards 2.1.2, 2.2.1 and 2.2.2 in Area 2.)

9. Transferable Skills (if applicable):

(Skills learned in the course of study which can be useful and utilised in other settings.)

Kemahiran membuat keputusan

2. Kemahiran menyelesaikan masalah
3. Kemahiran menjalankan penyelidikan/kajian kes
4. Kemahiran bekerja dalam kumpulan & kepimpinan
5. Kemahiran membuat pembentangan dan persembahan
10. Distribution of Student Learning Time (SLT):

Teaching and Learning Activities

Guided Learning (F2F) Guided Total

Course Content Outline CLO* Independ
Learning SLT
ent
(NF2F)
L T P O Learning
e.g. e-
(NF2F)
Learning
1.Pengenalan Kursus 1 3 - - 1 2 6 12
-.Mengenali kanak-kanak
2 Sejarah dan Falsafah 1 3 - - 1 2 6 12
PAKK

Perkembangan PAKK di luar

negara dan di Malaysia

Pandangan ahli-ahli falsafah

PAKK dan Pandangan
Agama
3. Teori-teori asas dalam 2 3 - - 1 2 6 12
PAKK

Teori Perkembangan Gessel

dan Havighurst (Nature vs
nurture)

Teori Sigund Freud, Erik

Erikson, Piaget, Vygotsky,
Skinner, Bronfenbrenner,
Howard Gardner, dan Teori
Neurosains
4. Analisis Model- 2 3 - - 1 2 6 12
model Kurikulum PAKK
• Kurikulum
Montessori
• Kurikulum Reggio
Amilia
• Kurikulum Bank
Street (Developmental-
Interaction Approach)
• Model Kurikulum
Direct-Instructional
• Model Kurikulum
Kognitif (Kamii-deVries)
• Kurikulum High
Scope
• Creative Curriculum,
Project Approach
• Kurikulum
TeWhariki (New Zealand)
• Kurikulum Early
Years Foundation Stage
(EYFS)
• Swedish ECE
Curriculum
• Finland ECE
Curriculum
5. sambungan) Analisis 2 3 - - 1 2 6 12
Kurikulum PAKK di Malaysia
• Kurikulum
PERMATA Negara
• Kurikulum Standard
Prasekolah Kebangsaan
(KSPK)
 6. Penilaian Kurikulum 3 6 - - 1 2 6 15
PAKK
• Analisis
keberkesanan kurikulum dan
pembelajaran awal kanak-
kanak.
• Analisis Kurikulum
berasaskan standard
• Penilaian kurikulum
PERMATA Negara
7. Amalan 3 6 - - 1 2 7 16
Bersesuaian
Perkembangan/ABP (DAP)
8. Pemerhatian dan 3 6 - - 1 2 7 16
Pentaksiran Kanak-kanak:
• Kaedah
pemerhatian kanak-kanak
• Akauntabiliti dalam
pentaksiran kanak-kanak
9. Dasar, Akta dan 1 6 - - 1 2 7 16
Perundangan – implikasi
kepada kurikulum dan
amalan PAKK
• Convention on the
Right of the Child (CRC)
• Akta Kanak-kanak
(Akta 601)
• Akta TASKA 1986 &
Pindaan 2012
10. What research says 2 6 - - 2 2 7 17
about ECEC curriculum
(perbincangan)

Continuous
Percentage (%) Total SLT
Assessment
1
30
Tugasan
20
2
30
Tugasan
Final
Percentage (%) Total SLT
Assessment
1 Peperiksaan
40
Akhir
3
2

GRAND TOTAL SLT 160

L = Lecture, T = Tutorial, P = Practical, O = Others, F2F = Face to Face, NF2F = Non Face to Face
*Indicate the CLO based on the CLO’s numbering in Item 8.

11. Identify special requirement or resources to deliver the course

(e.g., software, nursery, computer lab, simulation room):

12. References (include required and further readings, and should be the most current):

Nordin Mamat & Romazila Omar (2022). Early Childhood Curriculum. Tanjong Malim, Perak: Penerbit Universiti
Pendidikan Sultan Idris.
13 Other additional information:

Nutbrown, C. & Clough, P. (2014, 2ed).Early Childhood Education: History, Philosophy and Experience. London:
SAGE Publications Ltd

McLachlan, C., Fleer, M., & Edwards, S. (2018). Early Childhood Curriculum: Planning, Assessment, and
Implementation. London: Cambridge University Press.

Branscombe, N. A., Burcham, J. G., Castle, K., & Surbeck, E. (2013, 2ed). Early Childhood Curriculum: A
Constructivist Perspective. NY: Taylor & Francis Pub.

McLachlan, C., Fleer, M., & Edwards, S. (2010). Early Childhood Curriculum: Planning, Assessment, and
Implementation. London: Cambridge University Press.

Goffin, S. G. & Wilson, C. S. (2001) 2ed. Curriculum Models and Early Childhood Education. New Jersey:
Prentice Hall.

Bahagian PERMATA Negara, Jabatan Perdana Menteri (2013 ed.). Kurikulum Permata Negara. Cyberjaya:
Jabatan Perdana Menteri

Bahagian Perancangan Kurikulum, Kementerian Pelajaran Malaysia (2010). Kurikulum Standard Prasekolah
Kebangsaan. Kuala Lumpur: KPM