transformation and innovation of
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TRANSFORMATION AND INNOVATION OF
PRESCHOOL EDUCATION IN MALAYSIA
INTRODUCTION
THE CONCEPT OF TRANSFORMATION AND INNOVATION
REASONS FOR TRASFORMATION AND INNOVATION
TRANSFORMATION AND INNOVATION IN EDUCATION OF PRESCHOOL
EDUCATION GLOBALY AND IN MALAYSIA
APPROACHES USED FOR TRASFORMATION AND INNOVATION IN PRESCHOOL
EDUCATION IN MALAYSIA
STRENGTHS, WEAKNESSSS, THREATS AND OPPORTUNITIES (SWOT ANALYIS)
OBSTACLES IN IMPLEMENTATION
SUGGESTIONS FOR IMPROVEMENT
CONCLUSION
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Introduction
According to the House Dictionary Third edition, transformation means a change of
character, appearance and condition. Other words, it's transformation is changing the
shape of things to better enhance the quality and achievement (Education Articles:
Utusan Malaysia)
The concept of transformation
Transformation is a shift from one dimension to another dimension, different fromthe existing scenario was hovering in the living room thinking of other, better or moreperfect (Kulanz Salleh, 2008). Thus, the transformation can also be referred to as aform of change. According to Abdul Rahman Jacob (1970) in Wan Harun Wan Yaacob(2008) states that change and evolve with the times and not be static at a time.
There are various terms associated with the change . According to Mazlan Ismail
, (2006 ) in the normal state changes introduced as a result of past behaviormodification to adapt to new situations . While Stoner ( 1989) in Aini Hayati Mohamed
(2001 ) , defines change as a process of transformation that happens to an organization
whether planned or not. Change of situation can occur on four aspects of organizational
structure , products or services, technology and people. Existing condition called status
quo. The status quo is what will change to form new situation.
Kulanz Salleh (2008 ) sees the change as a shift from a one-dimensional shape
can be predicted on the dimensions of a better or more suited to the environment of a
community. These changes may occur from several aspects such as changes in thephilosophy , direction , and direction of motion of the system. Whereas according to
Norzilawati Abdul Halim (2004 ) , in the current global demand changes in education are
needed to ensure that it suits the current needs to be consistent at the international
level . In addition to guaranteeing the quality of Malaysian education on par with the
developed countries it also caters to the education and development of educational
curriculum .
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THE CONCEPT OF TRANSFORMATION / CHANGE OF CURRICULUM
The term or concept means that curriculum change curriculum can be modified to
better worse. This is because the concept of curriculum changes meant that the generaland non-specific ( Arof Razali , 1991 ) . Moreover, according to Hendyat Soetopo and
Wasty Soemanto (1991), curriculum change is innovation and change of curriculum
refers to the ability to change and adapt the goals and objectives of teaching and
learning according to the values, culture , philosophy and the resources used .
According to Razali Arof (1991), there are several factors that influence curriculum
change . The main factor is the philosophy of education which plays an important role in
shaping a country's education system , particularly in Malaysia . Our national education
philosophy is as follows :
"Education in Malaysia is an ongoing effort towards further developing the
potential of individuals in a holistic and integrated approach to create a harmonious andbalanced human intellectually, spiritually, emotionally and physically based on the belief
and devotion to God. Effort is designed to produce Malaysian citizens who are
knowledgeable knowledge , in turn , berakhlaq are responsible and capable of
achieving personal prosperity and contribute to the betterment of society and the nation
" (CDC , 1988)
Next is a factor of the community. The curriculum is formulated and implemented
in accordance with the needs and demands of society. People also determine whether
the curriculum is appropriate or not their will. But not easy to meet all the demands of
society for the curriculum and its contribution to culture , especially in a complex societyundergoing rapid changes .
Hilda Taba ( 1962: 24 ) states:
"It is not an easy task to Establish what society makes demands on education and what
contribution education cans or should make to culture , Especially in a complex society
in Which Vast and rapid changes are occuring . "
Assessment or ongoing studies are needed to ensure that the goals and needs
of the community in education really materialized . For example, in an industrial society ,
education should have a strategy to the characteristics of the economic, political , socialand cultural society. In an agricultural society , the characteristics of the curriculum is
different ( Rohani Mohd Amin , 2001).
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Society requires pupils to learn basic skills such as reading , writing and
arithmetic concepts of basic way of life in terms of political , social and economic ; well
as the basic techniques to join the life of a community , such as participating in the
discussion , leadership and critical thinking in a democratic system .
Students as individuals have basic needs and requirements affecting the basic
needs and requirements affecting safety , love, community and self- completion
requirements . The curriculum will be designed accordingly to provide knowledge and
skills to the requirements and needs as a student and individual needs are met. This
means that the curriculum is designed to provide all the knowledge and skills
pengetrahuan stimulate their overall development potential of merangkmi intellectual ,
physical, spiritual and social ( Ee Ah Meng , 1995).
A good curriculum planning always takes into account the needs of students andwill benefit as a whole. It means that the interest and development of individuals in the
areas of cognitive , psychomotor and affective must consider in forming the curriculum .
So the study should be done on individual needs , at least from infancy to adolescence.
As a result, all these requirements can be incorporated into the education system and
implemented in schools effectively.
Students are individuals who will be part of the community . Therefore, the
curriculum should be responsible for providing students with education relevant to the
society in which they live and also kind of society they will face later .The third factor is the political factor . Francis P. Hunkin ( 1987) in his book " Curriculum
Planning " states:
" Curriculum Development is also a political process . It Requires dealing with people
and their various power bases and their views of what makes for good education "
Wiles , Bondi ( 1989) in his book ` Curriculum Development: A Guide to Practice ' also
explains the political influence in the formation and development of a curriculum . A box
is clear that curriculum development is influenced by the political process , because
every time a country's leadership change , then every time that the curriculum will be
reviewed. Education curriculum to be an important channel for every bodypemerintahanmenguatkan their influence. Government is responsible for setting policy
in line with the National Education ruling .
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In Malaysia, for example , when the British authorities in the country, only
education policy aimed at making kids Malay farmers and fishermen who are better than
their parents. The British were not directly concerned with the unity of the various races
in the country. When the country gained independence , the National Education Policy
has also evolved and changed ( Suffean Hussin , 2004). The national education policy
enshrined in the Education Act 1961 places great emphasis on aspects related to
national unity and the production workforce. Through education curriculum outsourced
activities can shape the character and the character of the individual good and the lead
towards unity . Same syllabus content recommended by the Razak Report 1956 is
considered as one of the basic education system for the country's unity .
Curriculum development is also influenced by the country's development and
progress of the world. Countries wishing to developed and developing a curriculum
should not be static. So it should be modified by the passage of time and advancement
of science and technology . According to Hilda Taba ( 1962 ) :
" Technology has changed and is changing not only the face of the earth and the
Institutions of our society , but man , LTD "
The above statement clearly shows that the development of technology has
brought about rapid changes in human life on this earth . Thus the development of the
curriculum to be in line with the country's development and progress of the world.
Education curriculum should emphasize science and technical or vocational training for
a skilled workforce needed in the age of technology and sophisticated ( Ee Ah Meng ,
1995).
Factors of social change also become part curriculum changes in our country .
Besides being a place to channel the knowledge and training of academic skills , school
is also a social agent . Through education in schools , social values needed in the
country and absorbed .
According to the authors the House of Culture , an article entitled : Culture Shock
Results Modernization Or , nowadays the problem of moral decay and crime amongyouth and students is increasing. They are vulnerable to drug addiction , drinking,
smoking , promiscuity and crime do things like steal , rob , rape and so on . This
problem if not addressed immediately, will destroy and prevent the development of the
country ( Abdul Rahim Abdul Rashid , 1998).
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According to Kamaruddin Husin (1949 ) in Mohammad Nor ( 1990 ) stated that
the country has established a National Education Policy aimed at developing the
potential of individuals in a holistic and integrated approach to create a harmonious and
balanced human intellectually, spiritually, emotionally and physically. With the
development of the curriculum should be consistent with the social changes that the
values in the individual extinction swallowed the mainstream of development .
According to Razali Arof (1991), found that in the literature there are at least four
types of changes . Such changes are homeostatic pattern changes , changes in
development , change and transformation metamorphistik neomobilistik .
Homeostatic changes are changes made without the inclusion of elements of
meaningful reform ( Arof Razali , 1991 ) . Changes made only exchange or replacement
of fiber - usual. For example, the headmaster headmaster B replacing A because A
retired headmaster .
The change also means the development of the element or elements of the
changes in the curriculum , but the change is oriented reforms to that time in the context
of the curriculum. This means that the characteristics and properties of the curriculum
will remain. The only thing that may change in terms of the technique used or the tools
used ( Arof Razali , 1991 ) . For example, changes in some of the objectives of the
curriculum due to the method used to select or identify the objectives of the curriculum
is not accurate .
Change neomobilistik exist based on external factors such as the development of
knowledge and the discovery of new theories and new principles. Thus, the ideas or
new knowledge will surely be taken into account or included in the curriculum. An
example is like the discovery of a new moon to a planet and the discovery of human
skeletal remains are changing history.
Type metamorphistik changes exist due to the influx of new ideas or the
introduction of new ideas into the curriculum. These changes bring enormous changes
to the curriculum until at least most of the elements in the curriculum had to be changed(Arof Razali, 1991). For example, the teaching of Science and Mathematics in English.
This means that the existing curriculum should be changed so that the emphasis on the
use of English as the primary language to replace English (Taib Osman, 1998).
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TRANSFORMATION / CHANGE EARLY EDUCATION CURRICULUM KIDS IN
MALAYSIA
The national curriculum should be reviewed to ensure a holistic curriculum and its
relevance to human capital, which would balance the current and future challenges
(Curriculum for Preschool and School Transformation). In view of this, there are threemajor changes in early childhood education in Malaysia, namely:
National Preschool Curriculum
Curriculum Gems
National Standard Curriculum for Preschool
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INNOVATION
What is innovation ? Most dictionaries give the meaning of innovation as
innovation or change . This notion is considered quite loose and not very clear. All
innovations in the curriculum and co-curricular learning and the education system must
ensure that the content knowledge that the student is able to produce internationallycompetitive.
According wangdong E. Miller ( 1971 ) innovation is an idea , practice or object
that is considered new by someone .
Spencer ( 1994), describes the innovation is something that is considered new and
better than the old one by an individual.
Glossary of Educational Technology (1995) refers innovation as an idea , a
concept or a new strategy that can improve such practice.
ACEID ( 1977 ) noted that innovation is an comes back to Introduce a practice in orderto bring about a social change . The practice need not be totally new , its efficiency and
Potentially in a new context are the main criteria used in labeling it as Innovation . The
Emphasis is on change in terms of proceeding for a strategy to deal with a specific local
or national problem .
Sufean Hussin (2001 ) in his paper at the Seminar on Education Policy and
Management said innovation means renewal , modification, or repair of ideas , things,
knowledge and creation of cultural arts of civilization in order to fulfill particular functions
or meet the specific taste or satisfy specific market .
Zaltman et . al ( 1973) state innovation is an idea , practice or material artifact
that looks new on units that use it.
Oldham and Cuming ( 1996 ) noted the success of innovation is the first
application to a product or process .
Damapour ( 1991) stated mengenerasi innovation in the development and application of
new ideas to the organization .
From the meaning of the above can be concluded that a simple innovation can
be described as : -
Is a new generation
Shaped concrete and abstract
Based on the process of restructuring
Using existing elements
Transforms as a unique , easy and valuable
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Innovations made by creative people to build new trends or trendsetters to be the
leader (pioneer ) and thus reap the maximum chance of a lot of competition in the
ecosystem . In general , innovation in two levels: -
1 Individual level
2 Levels of the organization
Individual level
At this stage, the innovation made by creative individuals with a way to gain
knowledge , examine the environment and to create new ideas to create a new
technology or improve the quality of a thing or to solve a problem . Terminology is
important here is to modify.
Stage Organization
At the organizational level , innovation is an important feature for an organization
that is dynamic and open. Here the organization is alive and active and prospective
interact with the environment . Prospective is a characteristic finding new opportunities
to master the situation or to gain maximum profit .
Innovative organization is an organization with a vision and strategic plan for the wise
plan by: -
1 . Examining the characteristics of strength and use it to defend its position in an
ecosystem
2 . Examining the weaknesses and devise strategies to overcome any weaknesses in
an efficient and fast
3 . Examining the ecosystem and identify the opportunities that exist to be
systematically
4 . Launching the strategy , policies and procedures to counter the dangers and threats
from outside and within the organization ( Bryson and Kaufman , 1988)
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KEY FACTORS CREATIVE AND INNOVATIVE DEVELOPMENTS IN LEARNING
The main factors contributing to the development of creative and innovative
learning is,
1. management
2. open communication
3. technology
4. troubleshooting
5. culture
6. strategy
7. leadership and
8. thought
Main Factors in the Development Creative and Innovative Learning
MANAGEMENT
Creativity and innovation in school management can make the school as a
learning organization that is free from the shackles of bureaucracy , and it can make
schools more dynamic, open , cheerful , efficient and able to handle and solve
problems more friendly manner.
By expanding the elements of creative and innovative in school management,
freedom and democracy can grow and shape the way of life of the school community .
Communication system that is open, democratic flow of information , a prudent school
leadership , and management philosophy that is based on relationships and
harmonious human development can shape the school into an institution that is
creative and innovative school .
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Creative and innovative management also need to be developed based on the
strategic planning of change. Planning made is forward and progressive , and hinges
on the creative and innovative strategies for fighting for a learning organization.
Management organizational learning involves : -
a. planning changes
Planning changes are micro- and macro -based solution to the problem must be
more creative and innovative . For example , annual and weekly lesson plans should
be designed with more informative and creative ways to improve the quality of teacher
learning .
b . knowledge
School organization in a creative and innovative in dire need of a teacher who is
skilled, knowledgeable , expert , dedicated, professional and have high morale and
viable . They are regarded as the driving force and an asset to the development of
learning organizations to ensure quality education.
c . Teaching and learning strategies
Teaching and learning strategy is effective when it is able to deliver knowledge
more effectively and compatible with the vision championed . It could also trigger alearning environment and encourage students to continue studying. And also able to
improve on what exists in the students.
Methods and approaches of teaching and learning need to be creative and
innovative practices of school teachers . Learning is designed and implemented to
develop their potential , the development of the mind , creative thinking and innovative
students . Style and approach to teaching approaches should also be interesting , fun
and free from stress and anxiety. These methods can shape the creative and
innovative learning environment and enhance the positive achievements of students on
a study .
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Creativity and innovation can also shape the learning situation is cheerful and
efficient . Students are also free from any emotional stress, mood and mental health.
Creative learning can liberate students and teachers from stress , worry and fear .
Teachers also did not practice learning autocratic and passive instead of active and
participatory in nature . Influence of creativity and innovation in organizations can
shape the school as an institution of learning an exciting, creative , innovative,
productive , flexible and effective . Influence of creativity to make learning more friendly
and approachable .
Teaching and learning strategies that are creative and innovative also makes
learning according to instinct of human development . Creative and innovative schools
can drive change and improvement of cognitive , effective and psychomotor pupils .
Schools also can serve as an effective learning organization to expand its range ofintelligence (multiple intelligence) to provide a range of learning opportunities to polish
and develop the potential of individuals who vary in their abilities , interests, intelligence
and efficiency.
Dynamic changes that occur in school due to the positive effect of the influence
of creativity and innovation , particularly in terms of teaching methods. Methods and
approaches more attractive and effective that occurs reflects the creativity of teachers
and creative contributions of equipment, technology , style and organizational learning .
There are positive effects of teaching and student achievement . Creative and
innovative teachers have high skills in terms of personality , divergent thinking ,creative thinking , critical thinking and strategic thinking . Skill is a creative and
innovative teacher is an effective teacher is very important to educational change and
school improvement .
d . curriculum
Brainstorming creativity and innovation in curriculum implementation is important
for shaping the changes and development of national education is faced with many
new changes. Curriculum innovation including innovation and creativity in the content ,
knowledge and range of skills to be mastered by students can be judged by the way it
is implemented. Effective curriculum is the curriculum to meet the needs of individuals
or students . It also provides students with the world of work as well as his talent ,
potential , thought, culture, creativity , knowledge , skills and abilities.
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This requires teachers to use a variety of methods , strategies and approaches
that are appropriate and effective with students' needs and the constraints that exist in
schools. The implementation of the curriculum in general require teachers to apply their
knowledge and creative and innovative strategies . Teachers should be committed and
dedicated to make lessons delivered more creative and innovative . New strategies
and creative learning methods need to be developed among the students so that
students can master the learning with creative, innovative and effective . To monitor
and control the quality of teaching , curriculum monitoring team or teamwork necessary
dubentuk in order to promote innovation and creativity developed effectively in the
implementation of the school curriculum.
e . Management of the learning organization
Quality management and organizational learning should be in accordance with
national requirements . It is able to guide students to become productive members of
society are creative and innovative and also produce students who are capable of
directing its own future.
LEADERSHIP
School leadership plays a vital role towards the triggering of the learning
organization innovation . Apart from having the training , experience , exposure and
knowledge in the field of education , school leadership must have the drive andcommitment to bring about change through the extended school creativity and
innovation in all aspects of school management and educational organizations .
Leaders need to devise an effective strategy to bring dynamic change and make
the school as a learning organization that is creative and innovative . Organizations
and schools should have formed a collective leadership to lead change based on the
strategy and the creative and innovative approaches in management education .
School leadership should show interest and effort to develop the school as a
learning organization that is creative and innovative . Lack of creativity and innovation
in the organization of the school can be seen as a major cause of school institutional
weaknesses in the face of change and innovation in a variety of human life such as
technological innovation , knowledge and innovation, learning innovation . The success
and growth of the organization relies heavily on leadership learning to be creative and
innovative . Leaders need to be forward looking, open mind, and will listen to the views
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of others . They also need to have good reliability in the shape of changes in the
organization of schools . With features that are available, they can be induced in
improving product quality, intellectual quality and quality of student performance . Also
the ability to motivate its members and to identify the strengths and weaknesses of the
existing members in the organization.
CONCLUSION
Innovation and creativity is a contributor to organizational change , growth and
development. To create a learning organization that is creative and innovative factors
that need to be addressed is the management of the organization , leadership, culture ,
technology , thinking, learning strategies , problem solving and open communication .
Creativity and innovation should be designed or built to suit the needs and
desires of the community, the individual and the nation. It also must be free from anyanxiety and fear which is a prerequisite for the development of students who should
have the creativity and innovation that is active and vibrant . Individuals need to be
creative and innovative rewarded accordingly so there is no wasted talent alone.
For teachers who are creative and innovative , they must constantly study and
investigate what works and what does not work in their profession . They need to ask
themselves a few questions . Among the questions are: -
How he felt the quality and quantity or activity in the development of a learning
organization ?
How does he build and strengthen the factors that have contributed to the success ofthe past ?
How does he remove or prevent barriers that interfere with the activity ?
How he set goals for and measure the appropriateness of the development of new
learning activities ?
Parts which most need him more closely the progress of the new learning outcomes ?
So clearly show features creative and innovative not only exist in one person but
it is closely related to the contributor or other factors such as leadership , thought and
culture of an organization to determine the success , development and growth of an
organization , especially educational organizations .
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The transformation of pre-school education
Ministry of Education in an effort to transform the country's education aim to
equip each pupil in the country with all the new skills according to their requirements
thereby addressing the challenges of the 21st century .
Education Development Plan (MECC ) , introduced from 2013 to 2025 also
outlines strategies to propel transformation covers all levels of education, including
preschool. .
Deputy Education Minister Datuk Mary Yap Kain Ching said, according to the Girl
Guides , the ministry will ensure that all children have the opportunity to enter school
early education regardless of their socioeconomic status .
" Ministry is working to expand access to quality and affordable education , includingpreschool education and the goals contained in the core sub National Key Result
Areas (NKRA ) for pre-school education .
" Through these efforts, preschool teachers involved will compete and share their ideas
and creativity to implement the teaching project-based learning approach that is
consistent with the National Standard Curriculum for Preschool , " he said.
He said this in the Best Practices Convention of teaching and learning ( PDP )
National Pre 2013 in Subang Jaya , Selangor recently . Gearing themed convention
Preschool Education through Best Practices with focus using project-based learning
approach , is an effort to increase the quality of preschool education ministry through
the PDP attracting students , creative, innovative and effective .
Through organizing the convention, giving teachers the opportunity to compete
and produce a strong example of the PDP using a variety of strategies and techniques,
in accordance with the National Standard Curriculum for Preschool .
Convention also aims to produce a model of the PDP using project-based
learning approach as contained in the National Standard Curriculum for Preschool as areference and guide preschool teachers .
In addition, the convention would be a platform to the parties involved to provide
the PDP model that can serve as a benchmark in order to improve teacher excellence .
In addition, the convention also gives ideas to preschool teachers to plan strategies
PDP to be more interesting and fun as well as creating a positive learning environment.
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Definition of Best Practices in Teaching and Learning stands for PDP production
line with the requirements of the curriculum , creative, interesting and effective that
produce positive change among students.
Participants convention of 54 people consisting of teachers of preschool
ministries across the country. They presented papers and PDP with project-based
learning approaches focus. Participants were divided into four categories, namely
Bahasa Malaysia, English, Mandarin and Tamil.
Each participant is required categories involved in undertaking projects in the
pre-school with a minimum implementation is restricted for three weeks , in line with
the requirements of the National Standard Curriculum for Preschool . Based on the
projects undertaken , participants are required to prepare a paper , presenting papers (
in 15 minutes ) to present the PDP which included eight children . Other activities
undertaken during the convention , including teacher workshops , video presentationsof best practices PDP and exhibition of artifacts or products .
To remain competitive in the world , Malaysia needs to change, and become an
innovation -driven economy .To achieve this , the Ministry of Education (MOE ) &
Malaysian Innovation Agency (AIM ) have jointly introduced the project
i- THINK .
This project helped the school to foster thinking skills ; cultivate a culture of
lifelong learning ; skilled in problem solving and be able to produce creative solutions
among school children. i- THINK produce the next generation of innovators Malaysiaabilities and critical thinking skills , and be able to adapt and cope with the challenges
in the future .
Malaysian Innovation Agency (AIM ) is a statutory body established by the
Malaysian government to accelerate and strengthen Malaysia's progress in
accelerating innovation culture.
Provision of equal opportunity and quality education for all is the main focus of
the Ministry of Education. The goal of education in Malaysia has manifested FPN with
the ultimate aim to achieve the nation's vision in providing Malaysian children to
become knowledgeable and skilled to meet the challenges of the 21st century .
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Emphasis is on science , technology and information technology , in addition to
instilling moral ethics and good work ethic . This is a major concern for developing a
world-class curriculum that will help teachers , parents and students to keep pace with
the rate of change in the economy and technology moves fast.
Access, equity and quality education will ensure a progressive future for Malaysia
, and also taking into account the areas that are difficult to achieve . Under the 10th
Malaysia Plan , the new initiative enhanced through the development lifecycle
comprehensive education , from early childhood education , basic education and
tertiary education up to the job. National Key Result Areas (NKRA ) for education under
the Government Transformation Programme (GTP ) has provided a roadmap with
detailed objectives , outcomes and actions to address these challenges in ensuring
quality education available to all .
Creativity is an important agenda mauduk and in any orientation of the educationin the world . Educational institutions is important to nourish the talents and creative
abilities of students . Many countries in the world such as USA , Germany , Swedan ,
Japan , Singapore , and South Korea emphasis on pre-school education system
hinggga higher education. Thus , the countries mentioned above, particularly the
United States strive to produce creative human resources capable of raising the
prestige and dignity of the nation. It is recognized by scientific experts creative thinking
as Amabile (1992), Swartz ( 1989) , Buzan (2002 ) , de Bono (1971), Leong (1998 ) ,
and maiority again . Amabile ( 1992 ) , for example, described the educational
institutions , particularly pre-school education rnerupakan most important place to
cultivate nature of creativity among children.
Further, Cropley (2001 ) , asserts that early childhood education is required
environment and motivation are very significant to realize and develop their creative
talents of children . However, according to de Bono ( 1970) , without prime movers (
read as educators ) that drives an environment conducive to berkreativiti , it is difficult
for the students to be creative with a comfortable and safe. Nevertheless, the prime
mover is meant by de Bono is fed educators with the knowledge and skills of creativity.
Educators who do not have the skills and knowledge of creativity is difficult to realize
the atmosphere , space , and creative experience in teaching and learning .
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