Changing Curriculum Practice in Early Childhood Education Setting: An Action Research to Enhance Authentic Assessment

Abstract

The goal of Early childhood education (ECE) is to provide environment to support children's holistic development. Therefore, curriculum and assessment must be planned carefully to encourage activities that could nurture the development. This paper discusses the reflexive accounts of the author based on her experience, as an academician/researcher transforming an early childhood education practice in local context. The transformation from paper-and-pencil (P-P) activities/tests towards authentic curriculum and assessment practice was carried out as a democratic process guided by action research design. A catalyst in the form of Curriculum-Based Assessment (CBA) instrument was used to guide the author. There were four parts involved which are modification of (i) lesson plan, (ii) physical and social environment, (iii) children's activities, (iv) assessment. These modifications were carried out throughout the one-year teacher training period. By applying reflexive technique to change the practice i.e. democratic approach, the training plans/syllabus had to be modified by alternating discussion with hands-on activities with the teachers. Data showed that changes in the physical settings and social atmosphere had led to a more responsive relationship between teachers and children. Hence, more criteria of development were nurtured than previously observed when children's activities were focused on the P-P. These can be seen in the recorded photos, videos and work samples recorded in the children's portfolio. Lack of academic qualifications and continuous trainings among the teachers posed a great challenge for the change to take place.

Overview of early childhood care and education in Malaysia

“…Another essential aspect in ECCE is to discern and employ appropriate assessment instruments in providing teachers and parents important milestones to meet the needs and support children' s growth and development. Hence, by laying out the fundamentals of curriculum and assessment for the teachers to start with, they need to be encouraged and supported to change their existing practice towards more developmentally and culturally appropriate approaches (F. Yunus, 2017) The most difficult part of the change process is to transform the social environment by reducing the amount of direct instruction among teachers. This situation was rooted in the social-cultural context where the teachers grew up or lived.…”

“…Nonetheless, some Muslim scholars believe that children should be treated otherwise they must be loved with tenderness. As a result of the circumstances mentioned, teachers tend to be autocratic when they are at preschool simply because they choose to believe the former teachings (F. Yunus, 2017).…”

“…Efforts to develop policies, rules, and regulations for the early-years, had for some time started in many parts of the world. Similarly, Malaysia has also played its part in ensuring that every child has the same opportunity to grow up in a holistic manner (Boon, 2010;F. Yunus, 2017).…”

Rhythmic Technique in Preliteracy of English Language Learning in Increasing Pre-Schoolers Vocabulary

“…In fact, pre-school education for children aged 4 to 6 years has the potential to nourish all aspects of child development including pre-literacy skills by mastering the basic skills of listening, speaking, reading, and writing. This is not just for preparing them to enter the elementary school environment but also to prepare them for world-class education (Yunus 2017). Therefore, a rhythm-based technique was applied in English pre-literacy learning for children in kindergarten, which aimed to enhance the development of children's cognitive, affective, and psychomotor domain, holistically, as well as enhancing their vocabulary (Phoon & Abdullah 2014).…”

Pendidikan Islam Anak Usia Dini Dalam Perspektif Neurosains: Robotik, Akademik, Dan Saintifik

“…Penilaian autentik setidaknya dicirikan oleh empat indikasi, yakni (1) belajar tuntas, (2) proses berkesinambungan, (3) multikriteria dan (4) penggunaan teknik penilaian yang bervariasi. Belajar tuntas berarti anak tidak akan melakukan kegiatan lain sebelum kegiatan yang satu selesai (Yunus 2017). Menggunakan multikriteria berarti penilaian tidak sebatas ranah kognitif seperti pada PAUD akademik, tetapi juga mencakup afektif dan psikomotorik, di samping kecerdasan majemuk itu sendiri.…”