The Implementation of ‘Market Day' Activities to Improve Children Entrepreneurship at Telkom Preschool Ternate

This study aims to describe the implementation of 'market day' activities to improve children entrepreneurship learning at Telkom Preschool Ternate. The research method used is descriptive qualitative. The subjects of this research were students and teachers of group B Telkom Preschool in academic year 2019/2020. Data collection used direct observation, in-depth interviews and documentary methods. The data were analyzed qualitatively with such stages of reduction, presentation of data, verification and conclusion. The result showed that the implementation of the 'market day' or school market activities in Telkom preschool Ternate has integrated with entrepreneurial values based on Telkom preschool curriculum. The students were able to get direct experience about entrepreneurship value. All students in A1, A2, A3, B1, B2, B3 groups felt enthusiastic and motivated when buying and selling activities. The learning activities from the beginning to the end were done in accordance with the principles of learning for early childhood and directed towards the achievement of learning objectives. Thus, it will improve children's cognitive abilities and entrepreneurial skills from an early age.

Evaluation of 2013 Preschool Curriculum Objectives and Indicators According to Revised Bloom’s Taxonomy

The purpose of the study is to reveal the types of knowledge level and cognitive processes by evaluating the objectives and indicators of Ministry of National Education 2013 Preschool Curriculum according to the Revised Bloom’s Taxonomy. The study is a descriptive research and it was carried out by using case study methodology. The data set of this study consists of 63 goals and 241 indicators in the Preschool Curriculum, which was developed by Ministry of National Education-General Directorate of Basic Education in 2013. The data were collected by using the "Objectives and Indicator Evaluation Form" created by the researchers and the content analysis method was used in the analysis of the data obtained. The whole curriculum was analyzed and according to the cognitive processes and it was revealed that the highest intensity was at the application and understanding processes, and the least intensity at the creativity process. While factual knowledge was mostly used knowledge type in the curriculum, it was revealed that operational and metacognitive knowledge were the least used knowledge types. The curriculum was cognitive dominant, and the distribution of objectives and indicators of the curriculum was not balanced across all developmental domains. The curriculum objectives and indicators may be revised to support whole development of children.

Development of Game-Based M-Learning Apps for Preschoolers

Recent studies indicate tablets as the preferred devices of preschool children, due to portability, autonomy of use and variety of apps. There is also extensive evidence of the contributions of digital technologies in different areas of learning at these ages. The Aprender XXI project aimed to develop game-based learning apps, with content recommended in the Curriculum Guidelines for Pre-School Education (CGPE). The project used Design-Based Research (DBR) methodology, which combines scientific research and technological development. It was divided into three phases: preliminary study (literature review, search for existing apps, study of preschool curriculum), development (specifications, scriptwriting, design and programing) and evaluation (tests with users and conclusions). The preliminary study identified the needs to define robust apps. The evaluation with children and educator validated the development and defined improvements in the apps. As a result, we obtained four thematic apps—environment, health, citizenship and professions, composed of a set of games, suitable for autonomous use for children or for educational activities guided by educators in kindergarten. In addition, a website collects children’s play data, which is represented with flowers in a virtual world, to illustrate their participation/collaboration for a better future.

Early Literacy Skills and Later Reading and Writing Performance Across Countries: The Effects of Orthographic Consistency and Preschool Curriculum

Background Studies have reported a strong association between children's early literacy skills at preschool and their reading and writing skills at primary school. However, it is unclear whether this association is affected by language and curriculum practices. Objective The study investigates (i) whether early literacy skills are influenced by orthographic consistency and by preschool curriculum, and (ii) how early skills are related to later literacy skills across countries. Method Three countries, Italy (n = 73), Romania (n = 65), and Belgium (n = 109) were involved in the study, for a total of 247 children. Language and early literacy in preschool were assessed using a novel assessment tool (the ‘Talk’). Early visual-phonological and manual aspects integration were investigated using rapid automatized naming and grapho-motor tasks. The children’s reading and writing skills nine months later were assessed using standardized tests. Results Results showed higher early literacy scores for the groups of children speaking languages with more transparent orthographic systems and for the group taking part in preschool activities designed to enhance literacy acquisition. Later reading and writing skills were predicted by early competences, albeit with differences across countries. Conclusions Findings suggest that literacy acquisition trajectories are not only associated with early skills but are also influenced by language characteristics and curriculum practices. The study also presents preliminary findings relative to the ‘Talk’, an assessment tool that may have important implications for early identification and intervention of language and literacy difficulties, as well as for improving cross-country curriculum practices.

Teacher’s Knowledge, Skills and Attitudes towards the Implementation of Preschool Curriculum Innovations

This article reports the results of a study on the Teacher’s Knowledge, Skills and Attitudes towards the Implementation of Preschool Curriculum Innovations. The implementation of curricular innovations is a complex process. Studies on curricular changes have shown that teachers play a pivotal role in the success or the failure of implementation projects. The study focuses on teachers’ perceptions and attitudes toward the implementation of the newly introduced National Preschool Curriculum Standards (NPCS) in Malayisan preschools. The study uses the survey method involving preschool teachers set to explore the teachers’ level of knowledge about the curricular innovations, the teachers’ level of skill in implementing the curricular innovations, and the teachers attitudes towards the change. Data was gathered using questionnaires that captured teachers knowledge, skills and attitudes towards NPCS. Findings showed that teachers had high mean score on knowledge of NPCS and positive attitudes towards the curricular innovations. However the low to moderate mean score on teachers’ skills in implementing curricular changes indicate that they are notready and lack in proficiencies to implement the changes as required. The results suggest that teachers need professional development promoted by personal learning and understanding, support and guidance as well as planned intervention programs in order to equip them with the necessary skills to ensure the grounded change in curriculum can be successfully initiated and the NPCS is a reality.

THE TEACHERS’ KNOWLEDGE ABOUT NEW PRESCHOOL CURRICULUM

The new preschool curriculum in Malaysia is known as the National Preschool Standard-Based Curriculum (NPSC) (Revised 2017) requires knowledgeable, well-skilled and more experienced teachers in its implementation. This study aimed to identify the teachers’ level of knowledge about the new preschool curriculum from the private sector. A total of 269 private kindergarten teachers in a Selangor district were randomly selected as respondents. They were asked to respond to the questionnaire and the data collected were then analysed descriptively. Overall findings showed that the majority of those private kindergarten teachers had a High Level of knowledge about the new preschool curriculum. The demographic details also revealed that the majority of private kindergarten teachers had more years of experience, but half of them did not have any professional qualifications and not involved in professional development. In conclusion, these findings explained that though half of the private kindergarten teachers do not meet the professional criteria, they have good knowledge of NPSC (Revised 2017). This study has suggested that further research relating to the preschool curriculum is needed and provides supportive information to the Ministry of Education (MOE) and local private kindergartens.

The concept of professional identity: Kindergarten teachers’ professionalism requirement in Malaysian preschool curriculum

<span>This study aimed to determine the professional identity concept based on professionalism requirement in Malaysia’s new preschool curriculum. Three professional identities identified through works of literature such as professional qualifications, experience and professional development were verified based on the constructed hypothesis to validate the concept of professional identity. The analysis findings showed a significant difference between professional qualifications. The same analysis, however, demonstrated that there was no significant difference on the preschool curriculum knowledge with regards to experience, but there was a significant indication of interaction between professional qualifications and experience on preschool curriculum knowledge. Meanwhile, for the one-way ANOVA test, there was a significant difference in the preschool curriculum knowledge based on professional development. The findings of this study confirmed that professional knowledge and professional development respectively hold a direct impact on the preschool curriculum, while experience acts as a support for professional qualifications.</span>