WHY CHOOSE ECE IN MSU?

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People who looking to pursue a career working with young children should consider a formal education program in early childhood education. This highly-specialized degree program covers both basic and advanced topics regarding childhood learning developments, and is even required of some educators to gain employment in related professions. However, for us, this course will give full of adventure and knowledge in teaching and handling students of preschool.

Here are five reasons to study early childhood education:

Gain knowledge of developmental milestones

Students who are interested in becoming experts on child development should consider this program since it covers developmental milestones beginning from the time a child is born through their fifth year of life. People who are passionate about teaching young children will benefit from this specialized curriculum.

Understand the early learning process

An early childhood education degree is a chance to learn about the specific tools that help a young child begin to learn and establish an educational foundation for the rest of their lives. The first five years of a person’s life are pivotal to their long-term success. The learning foundation that is established will help them move on to elementary school and subsequently higher education. An early childhood education student will learn how to teach children in this specific age group so that they can go on to lead successful lives.

Learn relationship-building skills

This is a unique opportunity to learn about the important relationships between parents and educational professionals as well as the relationships between educators and other community leaders. Early childhood development professionals need to be able to work with parents to help them teach their children at home. At the same time, they must manage relationships with community members in order to find the best resources and opportunities for their students.

 Provide a hands-on learning experience

In addition to classroom work, graduates from this program get the opportunity to work with students during hands-on learning experiences. Much of the learning process during the first five years takes place during hands-on activities. Instead of showing students colors on paper, teachers will often use other resources such as blocks, toys, sand and water to help them learn shape, texture, colors, numbers and elements. Students who really want to interact with students will benefit from this program because it focuses on hands-on learning through experiences rather than instructions. In addition to spending time within the classroom, these teachers often take field trips to help their students gain life experience.

Advocate for early childhood education resources and initiatives

Advocacy is an important part of any early childhood educational professional’s life, and most graduates will go on to commit their lives to improving the educational system for the generations to come through work at the local, state and national level. Early childhood education professionals have the knowledge, resources and experiences to help influence local, state and national officials in the way that not many other people can.

Many educational professionals who work with young children must advocate for their students needs to governmental bodies, nonprofit organizations and other groups. They work to get the best resources, the best experiences and ultimately the best education for their students no matter what area they are from, who their parents are and what type of background they come from.

People who graduate with a degree in early childhood education are often excited about the many different career possibilities ahead. They know that their days will be spent not only working with young children and helping them learn what they need to know to move forward in life, but they will also be spent truly making an impact on today’s educational system. Whether a graduate works in a traditional classroom or is employed as a tutor at a facility, that person will touch the lives of young children across the country in a way that others cannot. People with this degree have the skills and expertise to truly make the difference in the life of a child.

THE HISTORY OF ECE

The early childhood curriculum is the most holistic and least differentiated at any level of education. It is also the most solidly grounded in philosophy, in clearly articulated methodology, and in theory and research. Those who contributed to the discipline of early childhood education came from occupations and professions outside the academic domain. What they had in common was an understanding of children. And that is what makes early childhood education unique; it starts with the child and not with the subject matter.

The philosophical foundations of early childhood education were provided by John Amos Comenius, John Locke, and Jean Jacques Rousseau. Its curriculum and methodology were created by the likes of Johann Heinrich Pestalozzi, Friedrich Froebel, Maria Montessori, and Rudolf Steiner. Most recently, it was scientifically grounded by the research and theories of Sigmund Freud, Jean Piaget, and Erik Erikson. While there are differences in the approaches of these progenitors of early childhood education, they are overshadowed by one common principle: that early childhood curriculum and practice must be adapted to the maturing needs, abilities, and interests of the child.

This was the principle embodied in the Kindergarten Program, developed by Friedrich Froebel (1782-1852) and the first early childhood program to be widely adopted in both Europe and abroad. The kindergarten movement was propelled by the industrial revolution and the introduction of women into the factory labor force. Later, Maria Montessori’s (1870-1952) early childhood program was also widely adopted both in Europe and abroad. But it was not until after WWII that early childhood education came to be seen as an important first step on the educational ladder.

According to Pre-K Now, the concept of early childhood education started with a European mother in the early 1800’s that educated children outside of their homes. The idea came to America during the Industrial Revolution with “infant schools” set up in churches, factories, and private homes to care for the young while parents were working. The state of Wisconsin created constitutional amendments to include committees dedicated to free education of children aged four to twenty in 1848 and then later, in 1873, started the first four year old kindergarten program.

As time progressed, other states began to follow Wisconsin’s lead in the area of early childhood education with preschools, day care centers, and nursery programs starting across the country.  In 1926, the National Association for the Education of Young Children (NAEYC) was established dedicated to improving the well-being of all young children and focusing on the quality of education and developmental services offered to children from birth to the age of eight.

In America, the Head Start Program, launched in the 1960s for low-income children, had an unintended consequence. Although it was very effective, the title gave parents the impression that education was a race, and that the earlier you start, the earlier and better you finish.  Middle-income parents wanted their preschoolers to have a head start as well. This gave added emphasis to the importance of early childhood education as the answer to improving the educational system

ICT IN EARLY CHILDHOOD: ECE CURRICULUM IN MALAYSIA

Preschool education in Malaysia is positioned as the preparatory stage for primary education. As such, while preparing children for primary education, the curriculum of early childhood education promotes national unification among ethnic groups. For example, although the significance of learning English from an early age is emphasized, the ability to communicate in the official language of Malay is also given importance. At the same time, consideration is also given to the languages other than Malay that are spoken by non-Malays. Moreover, the practice of Islamic and other moral values is also important. In this respect, the preschool curriculum is organized to develop competent human resources with the dual aims of uniting the Malaysian people and promoting economic development. (Sugimoto, 2005; Tejima, 2006)

Furthermore, with the Education Act 1996, preschool education was made a part of the national education system. Preschool education was incorporated into the compulsory education system that was introduced at this time, and has come to function as a social welfare or relief measure for children from relatively poor families who are unable to attend primary school or to attend it regularly or for children from low-income families who are primarily ethnic minorities.

In Malaysia, many different institutions provide early childhood education and child care. There are a number of administrative parent organizations, which manage these facilities centrally. These consist of government organizations such (i) the Ministry of Education; (ii) Department National Unity, Ministry of National Unity and Social Development;(iii)governmental organizations such as Bahagian Kemajuan Masyarakat:KEMAS/Community Development Division, Ministry of Rural Development; (iv) Jabatan Agama Islam or Department of Islamic Religion in each state; (v) Muslim organizations such as the Malaysian Islamic Youth Movement (Angkatan Belia Islam Malaysia:ABIM); and (vi) private sector facilities that operate early childhood education and child care services.

If you are a parent choosing a preschool curriculum for your child, there are two basic questions you should begin by asking yourself:

• Play-based or academic?

• Child-centered or teacher-directed?

Actually, there is considerable overlap between the two questions since most play-based programs are generally child-centered, while academic programs typically necessitate teacher direction.

Once you decide which type of curricular approach is best for your child, you can begin examining the various preschool curriculum options available in Malaysia.

MONTESSORI

The Montessori program is a child-centered curriculum that offers children the freedom to explore activities of their own choosing at their own pace. The teachers are present to facilitate rather than to direct children’s learning.

Here are the key strengths and benefits of a Montessori education:

• It fosters independence and encourages individualism.

• The teacher plays a very unassuming role in the classroom. The children are not motivated by the teacher, but by the need for self-development.

• The requisite mixed-age classrooms (typically 2/3 to 6 years old) allow younger children to learn specific skill sets from older children who have mastered them.

• It emphasizes concrete learning rather than abstract learning with the belief that children need to experience concepts in concrete “hands-on” ways.

• It offers a prescribed range of activities from which children can select activities for themselves.

• It offers periods of uninterrupted working time so children have the opportunity to work through their tasks at their own pace.

• It is a child-centered environment. All of the materials are easily accessible. Children are taught to respect and be responsible for the materials they use.

BEACONHOUSE

Beaconhouse, a renowned global education network, pioneered the “Play to Learn & Learn to Play” teaching philosophy, which ensures that preschool students truly enjoy the learning process. This internationally-proven and result-oriented methodology infuses the fun element into both teaching and learning, allowing students to grow mentally, socially, physically and emotionally into well-rounded individuals.

Here are the key strengths and benefits of a Beaconhouse education:

• Beaconhouse utilizes the “Play to Learn & Learn to Play” methodology, a wholesome and effective teaching philosophy that promotes experiential and play-based learning.

• It encourages students to develop a keen interest towards learning independently, teaching them to be confident and enthusiastic learners.

• It places an emphasis on building strong character traits and positive attitudes.

• With a history stretching back 37 years, the Beaconhouse methodology has a proven track record, and is used by more

than 226,000 students in nine countries.

• Beaconhouse offers both individual and group learning experiences and every child has a personal portfolio file charting his or her development.

•  Beaconhouse provides In-service Teacher Training (INSET) programs by accredited tutors from the United Kingdom to develop teachers’ skills as professionals.

• All Beaconhouse centers are owner operated, ensuring consistency of standards and delivery.

RELIGIOUS

If you follow a specific religion and would like your child’s education to emphasize the fundamental teachings and values of your religion, you may consider a religious preschool of your faith. The educational philosophies and curriculum content are often similar to other preschools, with the main difference being the incorporation of religious content. It is important, however, to enquire about the schools’ pedagogical approach to ensure that the teaching philosophies meet your expectations for your child’s education.

LANGUAGE IMMERSION

A language immersion preschool can be a good choice if you want your child to learn a language you do not speak or speak very little at home. These preschools usually incorporate one or more of the common pedagogies mentioned above. The essential difference is that all subjects are taught entirely in a foreign language and the teacher does not offer translations to the students, thereby totally immersing them in the foreign language.

Some preschools offer a multilingual approach, where two languages (typically English and a second language) are used by the teachers.

In Malaysia, the common languages taught in language immersion preschools are English, Bahasa Malaysia and Mandarin.

ALTERNATIVE

Some preschools adopt a mixed-bag approach to preschool education by implementing a variety of teaching curricula and methods, such as the Singapore math program and the Cambridge reading program. They may also incorporate other educational methodologies such as the Doman method, which utilizes flashcards for teaching sight reading, mathematical concepts and general knowledge. Another methodology that has been gaining prominence and popularity is Right Brain Education, which focuses on tapping into the potential of the under-utilized “right brain” functions.

Many preschools combine the traditional curricula with elements of alternative curricula. For instance, a “Montessori” preschool may offer a largely Montessori curriculum, but also incorporate the Singapore math program and use Doman flashcards for teaching reading. 

Nowadays, many preschool have started teaching the children with ICT in their curriculum. Ict nowadays are worldwide things people use. ICT usage in the preschool has made lesson become easy to teach and make it more interesting. In today's globalized world, it is not unusual for children to learn computer in the preschool as it is important in communication.

So, it is essential for every parents to visit each and every school you are considering and speak to the principal and teachers to gain a clearer understanding of the curriculum being offered before deciding on a preschool for your child.  


ICT IN THE PRESCHOOL

ICT IN EARLY CHILDHOOD: THE PROS AND CONS

The advantages of integrating ICT in the classroom

Nowadays, many believe that technology improves considerably and preschool teachers should modify their learning in relation to educational technology. That is why educators have  include little or virtually ICT in their teaching.

The computer allows students to have access to more comprehensive sources of information. They learn basic skills related to information retrieval. In class, the teacher and the manual are not the only sources of information. Several choices are available to them. Moreover, the integration of tics in the classroom can allow the teacher to instruct students and to socialize more with respect to websites. Students enjoy learning from what interests them and that’s why they come to better understand what is explained by the teacher.

The children improve the motivation and the pleasure of learning from some things they know well. Access to sources of information helps the learner to realize their potential for learning and creating. Students know the technologies available to them and they are able to understand the explanations and how to use it. The information technology and communication skills help in this area as well as knowledge in each subject and discipline.

ICTs can help to develop skills to work in collaboration and data processing. Teachers can encourage teamwork during the ICT lesson and it allows students to better understand each other. Thus, they talk together and establish common ground.

Access to sources of information allows learners to develop meta cognitive skills. The learner needs to advance its technological tools. Using these skills, the teacher establishes technological activities that help them work better on the computer. If a teacher wants to communicate with students, it is essential to have a means of communication. For this, the computer is a good way to convey a message. Teacher must guide the children in their learning.

In addition, the integration of ICT in classes allows for a “quick and economic to the most diverse knowledge on a wide range of topics and subjects” (El Jarrad, 1996). It is essential to know that several sources of information available to us and they can be printed and made available to more learners.


The disadvantages of integrating ICT in the classroom

Teachers may have difficulty in relation to the integration thereof. They ask some préparation. Celle must be strong so that children do not use technology for purposes other than education and learning. The teacher must have control at all times on the navigation of students during school hours. It can make them understand that all websites are not reliable or acceptable. In short, students need to make better use.

In addition, researchers believe that when integrating ICT, children who have access to this information, are more likely to isolate themselves from the rest of the group since they can hardly play when children are team. When writing on the computer, it can not be two people at once. Therefore, the integration of technology has its limits.

In several schools, one computer is available in their class or they have a room that is specially designed to accommodate students and access to ICT. This room, by cons, must be booked by teachers to have access. This constraint does not help in the evolution of information technology and communication. The costs of purchasing new technologies, can be a constraint against the use of it.

FUTURE OF ICT IN ECE

As we approach the year 2000, teachers are at an important crossroads regarding the role computers will play in young children's lives. "Early childhood educators have a responsibility to critically examine the impact of technology on children and be prepared to use technology to benefit children" (NAEYC, 1996, p. 11). The position statement emphasizes the importance of teachers using computers in developmentally appropriate ways. If computers are going to be used in early childhood classrooms, it is important that they be used in developmentally appropriate ways.

Computers are a learning resource and should meet the same high standards of all the equipment, materials, and resources we provide young children. To use computers in developmentally appropriate ways, five components emerge as important: computer placement, software selection, teacher interaction, supporting activities, and teacher training/support.

Experiences with computers, like all the other materials, equipment, and resources we provide young children, need to be developmentally appropriate. When computer experiences match children's developmental needs, they provide a valuable, unique learning resource. Developmentally appropriate software provides children a world they are eager to manipulate, experiment with, and discover. ICT can support different aspects of learning and development processes of young children, including language, creativity and problem-solving skills. Children can also play and learn together using ICT, which can foster their ability to communicate and collaborate. Moreover, ICT facilitate more personalized learning and thus can diversify and increase learning opportunities for every child, including children with special educational needs. 

The benefits of ICT in children’s learning and development are particularly high when applications are educational, play-based, free of harmful contents and stereotypes; encourage collaboration, allow children to be in control of their learning processes. As teachers integrate computers into their classrooms, they begin a journey with children, exploring together how children learn and discover the world.

Therefore, providing parents and families as well as early years practitioners with information and guidance on safe and effective use of ICT is critical not only to promote these young children’s safety and optimal development in early childhood but also to prevent future problems when they grow older. 

LESSON PLAN FOR ENGLISH 1

LESSON PLAN FOR MATHEMATIC

LESSON PLAN FOR SCIENCE 1

LESSON PLAN FOR ENGLISH 2

LESSON PLAN FOR ENGLISH
Class           : Bestari Pre-School Pupils          : 25 pupils Component : Language and Communication Date            : 5 April 2015 Day             : Tuesday		Age   : 6 Years Time : 9.00 a.m - 9.30 a.m
Theme             : Transport Sub Theme     : Land Transportation Skill Thinking : Identify and spelling also say aloud
Subject                            : English Language Basic Focus                              : BI 3.0 Skills of reading                                                 4.0 Skills of writing Standard Kandungan      : BM  3.5 Read the word                                                  4.2 Achieve of writing skills
Obje Obje     Objective : The end of the lesson 1.      Pupils can identify and say aloud at least 4 types of land transportation shown in the slaide. 2.      Pupils can spells at least two types of land transportation shown in the slaide. 3.      Pupils can match the picture with the create situation.
Pengetahuan sedia a                                         P Previous knowledge : Colour the create picture
ECE                          : Multiply inteligences
Teaching Aids          : Computer, flash card , transportion chart , colour
STEP / TIME	ACTIVITY		TEACHING AIDS	REMARK
Induction Set (5 minute)	- Pupils sing the song “Bapaku Pulang Dari Kota” with teacher guidance. -Pupils sing the song with some action		Computer Lyrics	Physical kinestetik
Step 1 (8 minute)	Question and answer session -       Teacher shown a picture slaides of types of transportation, which are land transportation, air transportation and water transportation. -       Teacher also question of the picture shown -       Teacher asks pupils to say aloud at least 4 names of transportation from the slaides.		Power Point-computer Word card Transportation chart	Mind Language
Step 2 (7 minute)	Spelling -       Teacher shows picture and some word -       With teacher’s guidance, pupils spell to can up with the words Example: Bus              Van Trishaw        Lorry Car              Bicycle		Power Point-computer Word card Transportation chart	Mind
Step 3 (7 minute)	-       Write the word and match the pictures -       Pupils write the words on theirs exercise book. -       Pupils match the picture of the transport to the correct situation		Worksheet	Mind
Closure (3 minute)	-       Recep session and sing along -       Teacher recep the revision with pupils to check on their understanding -       Pupils sing the song again with some action.		Slides	Physical Mind
Reflection