Emergent Curriculum Practice in the Malaysian Kindergarten Setting

Abstract

Children are the designer and creator of their learning when they were allowed to explore their learning environment by themselves. Considering that early childhood education is a foundation for children to strengthen their holistic learning development, this study was done to enhance children’s ability as an active learner through the emergent practice in consideration of the Malaysian cultural context. The study takes place at a private kindergarten in Malaysia, involving two early years educators and 6 children age 5 years old. An action research design is applied to ensure the emergent practice is been explicit and profoundly implemented at the kindergarten in collaboration between researchers and educators. The two cycles of action research were done; the first cycle involves the observation and planning of the project work; the second cycle involves the implementation of the emergent practice. The findings show that the emergent practice would increase children participation during the teaching and learning process. Children also appear to be active learners as they were planning their learning based on their interest with guidance from the educators. The implication of this study reveals the value of children perspectives in enhancing their holistic learning development.



Author Information
Masayu Dzainudin, Sultan Idris Education University, Malaysia
Faridah Yunus, The National University of Malaysia, Malaysia
Hamidah Yamat, The National University of Malaysia, Malaysia
Iylia Dayana Shamsudin, Sultan Idris Education University, Malaysia

Paper Information
Conference: ACE2020
Stream: Teaching Experiences

This paper is part of the ACE2020 Conference Proceedings (View)
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