PRO FORMA KURSUS

COURSE PRO FORMA Semester 1 Sesi 2022/2023

1. Maklumat Kursus / Course Info

Nama Kursus: Analisis Kurikulum dan Falsafah Pendidikan Awal Kanak-kanak / Analysis of Early Childhood Education Curriculum and
Course Name: Philosophy

Kod Kursus: Nilai Kredit:

KAS60104 4
Course Code: Credit Value:

2. Sinopsis / 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) curriculum; 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. Nama Staff Akademik / Name(s) of Academic Staff

1. Dr. Zaharah binti Osman

4. Semester dan Tahun / Semester and Year Offered

Semester: Tahun:
1&2 1-1
Semester: Year:

5. Prasyarat (jika ada) / Prerequisite (if any)

Tiada / None

6. Hasil Pembelajaran Kursus / Course Learning Outcomes (CLO)

Pro Forma KAS60104 M221 Version 1 1/9

 Menilai falsafah dan sejarah pendidikan awal kanak-kanak.
CLO1 C5
Evaluating the philosophy and history of early childhood education.

Menganalisis model-model kurikulum dan kurikulum pendidikan awal kanak-kanak seluruh dunia
CLO2 C4
Analyze curriculum models and early childhood education curriculum around the world

Merekabentuk kurikulum dan aktiviti pembelajaran awal kanak-kanak berdasarkan falsafah dan panduan prinsip sendiri
CLO3 C6
Designing curriculum and early childhood learning activities based on their own philosophy and guiding principles

Berkomunikasi secara lisan dan tulisan dengan berkesan, memimpin kumpulan melaksanakan projek/kajian kes, dan beretika profesional.
CLO4 C4
Effectively communicates verbal and written, leads project / case study team, and professional ethics

7. Pemetaan Hasil Pembelajaran Kursus kepada Hasil Pembelajaran Program / Mapping of the Course to the Programme Learning Outcomes

Program Learning Outcomes (PLO)

CLO Teaching Methods Assessment

PLO10

PLO11
PLO1

PLO2

PLO3

PLO4

PLO5

PLO6

PLO7

PLO8

PLO9
CLO1 • Kuliah / Lecture • Pentaksiran Akhir / Final Assessment

CLO2 • Kuliah / Lecture • Tugasan (Individu) / Assignment (Individual)

• Perbincangan / Discussion • Perbincangan Artikel/ Ulasan / Article Discussion/ Review

CLO3 • Kuliah / Lecture
• Kajian Perpustakaan / Library Research

• Perbincangan / Discussion • Persembahan / Presentation

CLO4
• Kuliah / Lecture
(Deskripsi ini mesti dibaca bersama dengan Standard 2.1.2, 2.2.1 dan 2.2.2 di Area 2 - muka surat 16 & 18 / This description must be read together with Standards 2.1.2, 2.2.1 and 2.2.2
in Area 2 - pages 16 & 18

Hasil Pembelajaran Program / Programme Learning Outcomes

Menunjukkan keupayaan dalam menilai teori dan amalan ilmu pengetahuan bidang PAKK secara berkesan.
PLO1
Demonstrate the ability to evaluate the theory and practice of knowledge in the field of PAKK effectively.

Menerapkan pengetahuan bagi menguasai, menterjemah dan mengembangkan professionalisme dalam bidang PAKK.
PLO2
Apply knowledge to master, translate and develop professionalism in the field of PAKK.

Mempamerkan keupayaan dan kewibawaan sebagai pendidik profesional dengan interpersonal yang baik dengan rakan sekerja, majikan dan pengurus, pelanggan,
PLO3 keluarga dan komuniti.
Demonstrate ability and authority as a professional educator with good interpersonal with colleagues, employers and managers, clients, family and community.

Pro Forma KAS60104 M221 Version 1 2/9

 Menyepadukan ilmu pengetahuan berkaitan dengan isu semasa global dan tempatan dalam bidang PAKK.
PLO4
Integrate knowledge related to current global and local issues in the field of PAKK.

Mempamerkan keupayaan mengaplikasikan teknologi terkini untuk mencari, menggunakan dan menyebarkan maklumat.
PLO5
Demonstrate the ability to apply the latest technology to find, use and disseminate information.

Mensintesis ilmu pengetahuan tinggi, pemikiran saintifik bagi membina pengetahuan baharu
PLO6
Synthesizing high knowledge, scientific thinking to build new knowledge

Menerap teknik penyelidikan multidisiplin untuk meningkatkan tahap penguasaan dan pengembangan pengetahuan dalam bidang PAKK.
PLO7
Apply multidisciplinary research techniques to increase the level of mastery and development of knowledge in the field of PAKK.

Menghasilkan penulisan penyelidikan untuk menyebarkan maklumat dalam bidang PAKK selaras dengan nilai profesional, sikap dan etika.
PLO8
Produce research writing to disseminate information in the field of PAKK in line with professional values, attitudes and ethics.

Menilai kesarjanaan secara kritis dan berterusan untuk meningkatkan kualiti peribadi dan profesionalisme sepanjang hayat.
PLO9
Evaluate scholarship critically and continuously to enhance personal qualities and lifelong professionalism.

Bekerjasama sebagai satu pasukan untuk membawa idea ke arah pemikiran yang lebih kreatif dan kritikal untuk penyelesaian masalah dengan cara saintifik serta
PLO10 pengembangan profesional.
Work together as a team to bring ideas towards more creative and critical thinking for problem solving in a scientific way as well as professional development.

Membangunkan kecekapan kendiri, bakat dan potensi individu lain secara berterusan ke arah kecemerlangan dalam bidang pengurusan pendidikan dan industri.
PLO11
Develop the self -competence, talent and potential of each person directly towards excellence in the field of education and industry management.

8. Kemahiran yang boleh dipindahkan (jika berkaitan) / Transferable Skills (if applicable)

-
1
-

9. Pengagihan Jam Pembelajaran Pelajar / Distribution of Student Learning Time (SLT)

Conventional Online
CLO Guided Learning
Activities
Week Course Content Outline Learning (F2F) Guided Independent Material SLT
Learning Learning
CLO1

CLO2

CLO3

CLO4

(NF2F) (NF2F) Non Non

L T P O Guided Guided
Guided Guided

Pro Forma KAS60104 M221 Version 1 3/9

 Sejarah dan Falsafah Pendidikan Awal Kanak-
kanak (PAKK)
- Perkembangan PAKK dahulu, sekarang dan masa
hadapan
-Pandangan ahli-ahli falsafah PAKK terkenal (John
Locke, Comenious, Rousseau; Pestalozzi; Froebel;
Dewey; Montessori, Malaguzzi) Pandangan Agama
(Al-Ghazali; Ibnu Khaldun; Ibnu Maskawayh;
Confucious, Buddha, Hindu, Kristian, dan lain-lain).
1 0 0 0 4 2 2 8
History and Philosophy of Early Childhood
Education (ECE)
- The development of PAKK then, now and in the
future
-Views of famous PAKK philosophers (John Locke,
Comenious, Rousseau; Pestalozzi; Froebel; Dewey;
Montessori, Malaguzzi) Religious Views (Al-Ghazali;
Ibn Khaldun; Ibn Maskawayh; Confucious, Buddhist,
Hindu, Christian, etc.- other).

Teori-teori asas dalam PAKK

-Teori Perkembangan Gessel dan Havighurst
(Nature vs nurture)
-Teori Psikoanalisis Freud
-Teori Erikson
-Piaget dan Vygotsky
-Bronfenbrenner
-Howard Gardner
-Teori Neurosains
2 0 0 0 4 4 4 12
Basic theories in PAKK
-Gessel and Havighurst's Theory of Development
(Nature vs nurture)
-Freud's Theory of Psychoanalysis
-Erikson's theory
-Piaget and Vygotsky
-Bronfenbrenner
-Howard Gardner
-Theory of Neuroscience

Pro Forma KAS60104 M221 Version 1 4/9

 Analisis Kurikulum PAKK
-Kurikulum Montessori
-Kurikulum Bank Street (Developmental-Interaction
Approach)
-Model Kurikulum Direct-Instructional
-Model Kurikulum Kognitif
3 0 0 0 4 4 4 12
ECE Curriculum Analysis
-Kurikulum Montessori
-Kurikulum Bank Street (Developmental-Interaction
Approach)
-Model Kurikulum Direct-Instructional
-Model Kurikulum Kognitif

Analisis Kurikulum PAKK

-Kurikulum High Scope
-Creative Curriculum
-Kurikulum Reggio Amelia
4 0
ECE Curriculum Analysis
-High Scope Curriculum
-Creative Curriculum
-Curriculum Reggio Amelia

Analisis Kurikulum PAKK

-Kurikulum TeWhariki (New Zeland)
-Kurikulum UK: Early Years Foundation Stage
(EYFS)
-Swedish ECE Curriculum
5 0 0 0 4 4 4 12
ECE Curriculum Analysis
-Kurikulum Te Whariki (New Zealand)
-Curriculum UK: Early Years Foundation Stage
(EYFS)
-Swedish ECE Curriculum

Analisis Kurikulum PAKK

-Kurikulum Genius Negara
-Kurikulum Standard Prasekolah Kebangsaan (KSPK)
6 0 0 0 8 4 3 15
ECE Curriculum Analysis
-National Genius Curriculum
-National Preschool Standard Curriculum (KSPK)

Pro Forma KAS60104 M221 Version 1 5/9

 Analisis Hasil pembelajaran dan Penilaian
Kurikulum PAKK
- Analisis hasil pembelajaran kanak-kanak
- Kurikulum berasaskan standard- Pengertian
standard dan hujah menyokong atau menentang
penggunaan standard
- Penilaian kurikulum PAKK
7 0 0 0 4 1 3 8
Analysis of Learning Outcomes and ECE
Curriculum Assessment
- Analysis of children's learning outcomes
- Standards-based curriculum- The meaning of
standards and arguments for or against the use of
standards
- ECE curriculum evaluation

Amalan Bersesuaian Perkembangan/ABP

- Aktiviti pembelajaran yang sesuai: bermain
- Persekitaran fizikal, sosial dan emosional yang
sesuai
- Analisis amalan guru prasekolah
8 0 0 0 4 1 2 7
Developmentally Approriate Practices/DAP
- Appropriate learning activities: play
- Appropriate physical, social and emotional
environment
- Analysis of preschool teacher practice

Pemerhatian dan Pentaksiran Kanak-kanak:

- Kaedah-kaedah membuat pemerhatian kanak-
kanak
- Akauntabiliti dalam membuat pentaksiran kanak-
9 kanak 0 0 0 4 2 2 8

Child Observation and Assessment:

-Methods of making observations of children
- Accountability in assessing children

Pro Forma KAS60104 M221 Version 1 6/9

 Dasar, Akta dan Perundangan: Implikasi
kepada kurikulum dan amalan PAKK
- Concention on the Right of the Child (CRC)
- Akta Kanak-kanak (Akta 601)
10 0 0 0 4 2 2 8
Policies, Acts and Legislation: Implications for
ECE curriculum and practice
- Concention on the Right of the Child (CRC)
- Children Act (Act 601)

Dasar, Akta dan Perundangan: Implikasi

kepada kurikulum dan amalan PAKK
- Akta TASKA 1986 & Pindaan 2012
- World Declaration On Education for All (EFA)
11 0 0 0 4 2 2 8
Policies, Acts and Legislation: Implications for
PAKK curriculum and practice
- TASKA Act 1986 & Amendment 2012
- World Declaration On Education for All (EFA)

Penyelidikan
-Penyelidikan dalam Kurikulum Pendidikan Awal
Kanak-Kanak.
12 0 0 0 4 2 2 8
Research
-Research in Early Childhood Education Curriculum.

Kajian Kualiti Kurikulum PAKK

- Isu- isu berkenaan kurikulum PAKK
13 0 0 0 4 2 2 8
ECE Curriculum Quality Review
- Issues regarding the ECE curriculum

Rekabentuk Kurikulum dalam Pendidikan

Awal Kanak-kanak
-Kurikulum pada masa kini
14 0 0 0 4 3 2 9
Curriculum Design in Early Childhood
Education
- Curriculum nowadays

TOTAL 0 0 0 56 33 34 0 0 0 0 123

Pro Forma KAS60104 M221 Version 1 7/9

 Conventional
Continuous Assessment Percentage (%) Online SLT
F2F NF2F

1 Tugasan (Individu) (Assignment (Individual)) 20 4 6 10

2 Perbincangan Artikel/ Ulasan (Article Discussion/ Review) 30 5 7 12

3 Persembahan (Presentation) 10 3 4 7

TOTAL 60 0 12 17 29

Conventional
Final Assessment Percentage (%) Online SLT
F2F NF2F

1 Pentaksiran Akhir (Final Assessment) 40 2 6 8

TOTAL 40 0 2 6 8

GRAND TOTAL 160

10. Keperluan Khas / Special Requirement

Tidak Berkaitan

Non Available

11. Rujukan / Reference

Aminah Ayob et al. (2013). Modul Pendidik/ Pengasuh: Kurikulum PERMATA Negara. Serdang, Selangor: Penerbit UPM

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

Kementerian Pendidikan Malaysia (2016) Kurikulum Standard Prasekolah Kebangsaan. Bahagian Pembangunan Kurikulum

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

Mooney, C.G. (2000). Theories of Chillhood: An Introduction to Dewey, Montessori. Erikson, Piaget & Vygotsky.

12. Maklumat Tambahan Lain / Others Additional Information

Pro Forma KAS60104 M221 Version 1 8/9

Tiada

None

13. Pengesahan / Verification

Disediakan/ Dikemaskini oleh: Disemak oleh:

Prepared/ Updated by: Checked by:

Nama:
DR. ZAHARAH BINTI OSMAN DR. AZIZAH BINTI ZAIN
Name:

Jawatan: Penyelaras Kursus

KETUA JABATAN
Designation: Course Coordinator

Tarikh:
19 OCTOBER 2022 20 OCTOBER 2022
Date:

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This Course Pro Forma is computer generated and requires no signature.

Pro Forma KAS60104 M221 Version 1 9/9