Options for early education
THE idea that preschool should be a place for learning from interactions, experiences and activities is not a new one.
Teachers have supported the notion that preschool education should allow children to express themselves through play since Pedagogue Friedrich Fröebel’s renowned work in the 1800s.
Fröebel was the first to recognise that children have unique needs and capabilities, and this notion set the foundation for modern education.
“In recent years, governments around the world have given early years education more status and scientific research has provided evidence to support what early years specialists have been saying for years – children learn best through hands- on, fun experience and learning- focused environments,” says Amy Edwards, leader and teacher of the early years programme at Nexus International School ( Nexus).
Today, this interpretation of preschool education sets the basis of learning in most early years centres.
With various specialisations and learning styles, private and international centres are increasingly adopting innovative learning methods and widening the scope of classroom activities to enhance opportunities for development across a much broader spectrum.
Besides public and private centres, many international schools also have their own preschools that adapt the early years curriculum of their country of origin.
For example, the British Early Years Foundation Stage ( EYFS) and Australian Early Years Learning Framework can be found in international preschool modules in Malaysia.
Most international preschools adapt the International Primary Curriculum ( IPC), which is recognised as the foremost early education curriculum around the world.
IPC combines six core content learning areas, which are language arts, socio- emotional, numeracy, creative arts, sciences and motor skills.
Schools also commonly combine one or more curriculum type to design programmes that are unique to them.