PS Early Childhood Education PDF

PROGRAMME STANDARDS: EARLY CHILDHOOD EDUCATION
2014
CONTENTS
FOREWORD
GLOSSARY
ABBREVIATIONS
1.
INTRODUCTION
2.
PROGRAMME AIMS
3.
LEARNING OUTCOMES
10
4.
CURRICULUM DESIGN AND DELIVERY
22
5.
ASSESSMENT OF STUDENT LEARNING
36
6.
STUDENT SELECTION
41
7.
ACADEMIC STAFF
45
8.
EDUCATIONAL RESOURCES
49
9.
PROGRAMME MONITORING AND REVIEW
51
10. LEADERSHIP, GOVERNANCE AND ADMINISTRATION
52
11. CONTINUAL QUALITY IMPROVEMENT
54
REFERENCES
55
APPENDICES
APPENDIX 1 : PANEL MEMBERS
56
APPENDIX 2 : BODY OF KNOWLEDGE
57
FIVE CORE AREAS OF KNOWLEDGE

APPENDIX 3 : CORE KNOWLEDGE AND COMPETENCIES:
67
AN EXAMPLE
2014
FOREWORD
2014
GLOSSARY
1) Case study
A descriptive exploratory or explanatory

analysis of a person, group, institution or
event and is used to explore causation in
order to find underlying principles.
2) Field experience
Visit to a specific place/program to obtain

real-life/practical experiences to enhance
students understanding of the academic
studies and in preparation for their career
as an early childhood educator.
3) Professional practice
A period of time within the programme

when students are required to be placed in
registered child care centres and registered
preschools to experience the real working
environment. Terms such as practicum or
industrial training may be used.
4) Practical work
Encompasses
all
types
of
hands-on
activities for students to obtain experiences,

perceive
relationships,
apply
their
knowledge, etc.
5) Simulation
The imitation of an action/situation in the

real-world.
6) Childcare centre (TASKA)
place
(in
institution,
workplace,
community or the home) where children

below 4 years of age receive alternative
care provided by childcare providers.
7) Preschool (TADIKA) /
Kindergarten
A place that provides children of ages 4-6

years with early experiences for their
growth, development and learning.
8) Childcare provider
2014
A person employed/appointed by operator

to provide care for a child at a childcare
centre.
9) Laboratory
Room/space where practical experiences

are gained through observation of children,
construction
of
materials/equipment,
science experiments, trying out ideas, etc.
10) Early learning
Ways in which children of 6 years and

below learn and include ways to teach and
help children learn.
11) Early environments
Physical,
social
and
emotional
environments in which children interact with

people, materials and equipment in all
settings including the home and community.
12) Experiential learning
A process of learning through observation

and interaction which leads to making
discoveries
and
experiments
with
knowledge.
13) Webinar
An interactive web conference that allows a

presenter
and
audience
communicate
through text chat or audio and often

illustrated via online slides and/or electronic
whiteboard.
2014
ABBREVIATIONS
CGPA
Cumulative Grade Point Average
COPIA
Code of Practice for Institutional Audit
COPPA
Code of Practice for Programme Accreditation
CPD
Continuous Professional Development
ECE
Early Childhood Education
Ed.D
Doctor in Education
IELTS
International English Language Testing System
GGP
Guidelines to Good Practices
GP
Grade Point
HEP
Higher Education Provider
HEPs
Higher Education Providers
MOE
Ministry of Education Malaysia
MQA
Malaysian Qualifications Agency
MQF
Malaysian Qualifications Framework
PhD
Doctor of Philosophy
PS
Programme Standards
SKM
Sijil Kemahiran Malaysia
STAM
Sijil Tinggi Agama Malaysia
SPM
Sijil Pelajaran Malaysia
STPM
Sijil Tinggi Persekolahan Malaysia
TASKA
Taman Asuhan Kanak-kanak
TADIKA
Taman Didikan Kanak-kanak
TOEFL
Test of English as a Foreign Language

1.
2014
INTRODUCTION
The period from birth to age of five years is a very critical period of a persons life because
during these years, the foundations of the childs development are laid down. Psychologists
coined the term, formative years, to signify that later development builds on the foundations
laid down during the first five years of the childs life. In recent years, neuroscientists confirm
this claim of the psychologists when their findings disclose that at birth there are 100 billion
neurons that have to be wired to form neural pathways for the brain to develop. These
synapses (connections) are formed through the childs interactions with people and with the
environment, that is, the quality of brain development depends on early experiences. Hence
the current worldwide trend is to provide children access to quality early child care, and
education to ensure they have a fair and right start in life.
The scope of Early Childhood Education (ECE) in Malaysia encompasses both formal and
informal education and care of the child from birth to six years old. Quality early childhood
care and education necessitates quality early childhood educators who, in turn, need to have
quality training in early child care and education. For early childhood practitioners to be
competent, they have to acquire certain fundamental knowledge and competencies. As the
first five years are crucial to a childs development, the Certificate, Diploma, Bachelors and
Masters degree, and PhD of ECE have to have certain quality standards to be recognised
as professional programmes.
Early child care and education is a relatively new field in academic studies. In 1997, the
University of Malaya offered a Bachelor of Early Childhood Education, the first of its kind in
the country. Other institutions soon followed with programmes in early child care and
education. For instance, Universiti Pendidikan Sultan Idris (UPSI) and Universiti Sains
Malaysia (USM) offered Bachelor of Education specialising in ECE in 2002 and Bachelor of
Education in Preschool Education in 2003 respectively. But, this does not imply that
programmes on early childhood education had not been offered at all before 1997. In the
early 90s, teacher training colleges, Ministry of Education had been conducting short
courses and Certificate in Education majoring in Early Childhood Education. Programmes in
childhood care and education grew by leaps and bounds in recent years with public and
private tertiary institutions offering Certificate, Diploma and Bachelors degree in Early
Childhood Education (ECE) or Bachelors degree in Education, specialising/majoring in ECE.
Some of these institutions also offer Masters Degree and PhD in ECE.
2014
Graduates with a Certificate, Diploma or Bachelors degree in ECE may teach in

government/private preschools or child care centres. However, all government preschools
require their teachers to have a Bachelors degree in ECE as their minimum qualification to
ensure quality and professionalism in early childhood education. Early childhood educators
in the private sector are encouraged by the government to have a Diploma in ECE as a
minimum academic qualification. Owing to competition, quality preschools and child care
centres are increasingly employing graduates with Bachelors degree in ECE.
With a few years of experience, graduate teachers may take on administrative

responsibilities, and become supervisors or principals of early childhood centres, or set up
their own centres. Graduates in ECE may work in related field or as researchers, lecturers,
or consultants in the setting up of preschools and child care centres or in enterprises
pertaining to childrens learning, growth and development.
The Programme Standards: Early Childhood Education (PS: ECE) is expected to produce
competent, ethical, professionally qualified and global early childhood educators. PS: ECE
will raise the professionalism of early childhood educators and bring Early Childhood
Education to higher academic realm, thus contributing to the emergence of new fields of
knowledge in early childhood education, and enhancing capacity of educational institutions
and higher levels of abilities of professionals. All of these will lead to new milestones in the
early childhood education landscape. Underpinning the PS: ECE is the fostering of the
character and teacher attributes as articulated by the higher education providers (HEPs).
The purposes of the Programme Standards are to improve the professional development of
early childhood educators and enhance the status of the ECE profession. Effective
implementation of the Programme Standards will generate a critical mass of quality early
childhood educators to provide leadership for the next generation of learners, and contribute
towards building Malaysia as a centre of excellence for early childhood education.
To produce quality early childhood educators, the Programme Standards: Early Childhood
Education has identified the core knowledge and competencies of professional, competent
early childhood educators in five core knowledge areas. They are:
1. Child Development
2. Curriculum and Learning Environment
3. Administration and Management
4. Families and the Community
5. Professional Development
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2014
This document provides guidelines to what should constitute the following levels of study;
Certificate (MQF Level 3), Diploma (MQF Level 4), Bachelors degree (MQF Level 6),
Masters degree (MQF Level 7) and PhD/Ed.D (MQF Level 8).
For ECE programmes, essentially there are two approaches:

1. Stand Alone
E.g. Bachelor of Early Childhood Education
2. Specialisation
E.g. Bachelor of Education (Early Childhood Education)
For details, please refer the Guidelines to Good Practices: Curriculum Design and Delivery,
MQA, 2012.
This Programme Standards is provided as a guideline for Early Childhood Education

programmes. Thus it is of paramount importance that this document be read with other
quality assurance documents and policies by the Malaysian Qualifications Agency and
related agencies. These include but are not limited to:
1. The Malaysian Qualifications Framework (MQF)
2. The Code of Practice for Programme Accreditation (COPPA)
3. The Code of Practice for Institutional Audit (COPIA)
4. Relevant Guidelines to Good Practices (GGP)
5. Relevant Standards

2.
2014
PROGRAMME AIMS
Aims are described in a broad and general statement of learning and teaching intention,
encapsulating the general contents and direction of a programme.
A programmes stated aims reflect what it wants the learner to achieve. It is crucial for these
aims to be expressed explicitly and be made known to learners and other stakeholders alike
(COPPA, 2008, pp.10).
CERTIFICATE (Malaysian Qualifications Framework, MQF Level 3)

The programme aim at the Certificate level is to provide students with the basic knowledge
and skills for them to be employed in child care settings and preschools.
DIPLOMA (MQF Level 4)

The programme aim at the Diploma level is to equip students with knowledge, skills and
competencies for them to be professional and be employed in child care settings and
preschools.
BACHELORS DEGREE (MQF Level 6)

The programme aim at the Bachelors degree level is to equip students with knowledge,
skills and competencies to enable them to be professional early childhood educators so as
to provide quality early child care and education.
MASTERS DEGREE (MQF Level 7)

The programme aims at the Masters degree level are to equip students with knowledge and
competencies for them to acquire leadership skills, the ability to analyse ECE curriculum and
issues critically and the ability to communicate the findings to all stakeholders.
PhD/Ed.D (MQF Level 8)

The programme aims at the PhD/Ed.D level are to equip students with knowledge and
competencies to enable them to review, analyse and conduct research, and contribute to the
advancement of knowledge, competencies and ethics.
9

3.
2014
LEARNING OUTCOMES
Learning Outcomes are detailed statements described in explicit terms of learners

achievement and are achievable and assessable upon completion of a period of study.
The quality of a programme is ultimately assessed by the ability of the learner to carry out
their expected roles and responsibilities in society. This requires the programme to have a
clear statement of the learning outcomes to be achieved by the learner" (COPPA, 2008,
pp.11).
These learning outcomes should cumulatively reflect the eight domains of learning
outcomes, which are significant for Malaysia (MQF, 2007, Para 15, pp. 4) and are related to
the various levels of taxonomy accordingly, in line with national and global developments.
The eight domains of learning outcomes are:

i.
knowledge;
ii.
practical skills;
iii.
social skills and responsibilities;
iv.
values, attitudes and professionalism;
v.
communication, leadership and team skills;
vi.
problem solving and scientific skills;
vii.
information management and lifelong learning skills; and
viii.
managerial and entrepreneurial skills.
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2014
CERTIFICATE
Upon completion of the programme, graduates should be able to:
i.
demonstrate basic knowledge and understanding of the core knowledge areas;
ii.
apply the basic knowledge to provide developmentally appropriate learning

experiences for childrens development;
iii.
provide and maintain a safe, healthy and nurturing environment where children
learn and develop;
iv.
comply with professional values, attitudes and ethics;
v.
communicate with children, colleagues, families and the community;
vi.
apply basic problem solving and scientific skills in the care and education of
young children;
vii.
select and apply information to enhance early learning and self-development; and
viii.
exhibit basic operational skills in early childhood settings.
DIPLOMA
i.
demonstrate knowledge and understanding of the core knowledge areas;
ii.
apply knowledge and understanding to provide developmentally appropriate

learning experiences for childrens development;
iii.
create, provide and maintain a safe, healthy and nurturing environment where
children learn and develop;
iv.
demonstrate commitment to professionalism in values, attitudes and ethics;
v.
communicate effectively with children, colleagues, families and the community;
vi.
apply problem solving, self-reflection, scientific skills and creative thinking in the
care and education of young children;
vii.
resource, select and apply information to enhance early learning and selfdevelopment; and
viii.
exhibit basic managerial and entrepreneurial skills in early childhood settings.
BACHELORS DEGREE
i.
demonstrate mastery of knowledge of the core knowledge areas;
ii.
apply
the
knowledge
and
understanding
to
create
and
implement
developmentally appropriate learning experiences for childrens development;

iii.
design, create, provide and maintain a safe, healthy and nurturing environment
where children learn and develop;
iv.
practise professional values, attitudes and ethics;
v.
communicate effectively with children, colleagues, families and the community;

11
2014
vi.
engage families and communities in enhancing quality early childhood education;
vii.
apply self-reflection, problem solving, scientific skills and creative thinking in the
care and education of young children;
viii.
resource, analyse and apply information to enhance early learning and selfdevelopment; and
ix.
exhibit managerial and entrepreneurial skills as well as display responsiveness to

the changing nature of early childhood education.
MASTERS DEGREE
i.
demonstrate mastery of knowledge of the core knowledge areas and

understanding of their relationships to related fields;
ii.
critique, analyse and evaluate issues on core knowledge, current trends and
research findings;
iii.
demonstrate a mastery of developmentally appropriate practices to monitor and

model;
iv.
practise and conduct research in compliance with professional values, attitudes

and ethics;
v.
demonstrate effective leadership in advocating for quality early childhood

education;
vi.
apply critical reflection, problem solving, scientific skills and creative thinking for
research and professional advancement;
vii.
analyse, apply and/or disseminate information (including research findings) to

enhance quality early childhood education; and
viii.
apply
evidenced
good
practices
in
administration,
management
and
entrepreneurship in early childhood fields.
PhD/Ed.D
i.
demonstrate mastery of knowledge of the core knowledge areas and

understanding of their relationships to related fields;
ii.
contribute new knowledge to the field of early childhood education;
iii.
critique, analyse and evaluate issues on core knowledge areas, current trends,
new and ideas and research findings in early childhood education;
iv.
communicate effectively to peers, scholarly communities and society at large

through publication and other media;
v.
develop knowledge mastery to engage and discourse with academia and leaders
in society;
12

vi.
2014
practise and conduct research in compliance with professional values, attitudes

and ethics;
vii.
develop knowledge and skills continuously, incrementally and cumulatively for

professional development and contribute to the scholarly communities;
viii.
analyse, apply and/or disseminate information (including research findings) to

enhance quality early childhood education; and
ix.
apply evidenced good practices, new ideas and current research findings in
administration, management and entrepreneurship in early childhood settings and
related fields.
13
2014
LO1
LO2
LO3
LO4
LO5
LO6
LO7
LO8
Managerial and
Entrepreneurial
Skills
Information
Management and
Lifelong Learning
Skills
Problem Solving
and Scientific
Skills
Communication,
Leadership and
Team Skills
Values, Attitudes
and
Professionalism
Social Skills and

Responsibilities
Programme Learning Outcomes /

MQF Learning Outcome Domains
Practical Skills
CERTIFICATE
Knowledge
THE MAPPING OF PROGRAMME LEARNING OUTCOMES TO THE EIGHT MQF LEARNING OUTCOME DOMAINS
demonstrate basic knowledge and

understanding of the core areas
apply the basic knowledge to
provide developmentally
appropriate learning experiences
for childrens development
provide and maintain a safe and
nurturing environment where
children learn and develop
comply with professional values,
attitudes and ethics
communicate with children,
colleagues, families and the
community
apply basic problem solving and
scientific skills in the care and
education of young children
select and apply information to
enhance early learning and selfdevelopment
exhibit basic operational skills in
early childhood settings
...
14
LO1
LO2
LO3
LO4
LO5
LO6
LO7
LO8
Managerial and
Entrepreneurial
Skills
Information
Management and
Lifelong Learning
Skills
2014
Problem Solving
and Scientific
Skills
Communication,
Leadership and
Team Skills
Values, Attitudes
and
Professionalism
Social Skills and

Responsibilities

Practical Skills
DIPLOMA
Knowledge
demonstrate knowledge and

understanding of the core areas
apply knowledge and
understanding to provide
developmentally appropriate
learning experiences for childrens
development
create, provide and maintain a
safe and nurturing environment
where children learn and develop
demonstrate commitment to
professionalism in values,
communicate effectively with
children, colleagues, families and
the community
apply problem solving, scientific
skills and creative thinking in the
care and education of young
children
resource, select and apply
information to enhance early
learning and self-development
exhibit basic managerial and
entrepreneurial skills in early
childhood settings
15
2014
LO1
LO2
LO3
LO4
LO5
LO6
LO7
LO8
Managerial and
Entrepreneurial
Skills
Information
Management and
Lifelong Learning
Skills
Problem Solving
and Scientific
Skills
Communication,
Leadership and
Team Skills
Values, Attitudes
and
Professionalism
Social Skills and

Responsibilities

Practical Skills
BACHELORS DEGREE
Knowledge
...
demonstrate mastery of
knowledge of the core areas
apply the knowledge to create and
implement developmentally
appropriate learning experiences
for childrens development
design, create, provide and
maintain a safe and nurturing
environment where children learn
and develop
practise professional values,
communicate effectively with
children, colleagues, families and
the community
engage families and communities
in enhancing quality early
childhood education
apply self-reflection, problem
solving, scientific skills and
creative thinking in the care and
education of young children
resource, analyse and apply
information to enhance early
learning and self-development
16
LO9
Managerial and
Entrepreneurial
Skills
Information
Management and
Lifelong Learning
Skills
2014
Problem Solving
and Scientific
Skills
Communication,
Leadership and
Team Skills
Values, Attitudes
and
Professionalism
Social Skills and

Responsibilities

Practical Skills
BACHELORS DEGREE
Knowledge
exhibit managerial and

entrepreneurial skills as well as
display responsiveness to the
changing nature of early childhood
education
...
17
LO1
LO2
LO3
LO4
LO5
LO6
LO7
Managerial and
Entrepreneurial
Skills
Information
Management and
Lifelong Learning
Skills
2014
Problem Solving
and Scientific
Skills
Communication,
Leadership and
Team Skills
Values, Attitudes
and
Professionalism
Social Skills and

Responsibilities

Practical Skills
MASTERS DEGREE
Knowledge
knowledge of the core areas and
understanding of their
relationships to related domains
critique, analyse and evaluate
issues on core knowledge, current
trends and research findings
demonstrate a mastery of
developmentally appropriate
practices to monitor and model
practise and conduct research in
compliance with professional
values, attitudes and ethics
demonstrate effective leadership
in advocating for quality early
childhood education
apply critical reflection, problem
solving, scientific skills and
creative thinking for research and
professional advancement
analyse, apply and/or disseminate
information (including research
findings) to enhance quality early
childhood education
18
MASTERS DEGREE

LO8
Managerial and
Entrepreneurial
Skills
Information
Management and
Lifelong Learning
Skills
Problem Solving
and Scientific
Skills
Communication,
Leadership and
Team Skills
Values, Attitudes
and
Professionalism
Social Skills and

Responsibilities
Practical Skills
Knowledge

2014
apply evidenced good practices in

administration, management and
entrepreneurship in early
childhood settings
...
19
LO1
LO2
LO3
LO4
LO5
LO6
LO7
Managerial and
Entrepreneurial
Skills
Information
Management and
Lifelong Learning
Skills
2014
Problem Solving
and Scientific
Skills
Communication,
Leadership and
Team Skills
Values, Attitudes
and
Professionalism
Social Skills and

Responsibilities

Practical Skills
PhD/Ed.D
Knowledge
knowledge of the core areas and
understanding of their
relationships to related domains
contribute new knowledge to the
field of early childhood education
critique, analyse and evaluate
issues on core knowledge, current
trends, new and complex ideas
and research findings in early
childhood education
communicate effectively to peers,
scholarly communities and society
at large through publication and
other media
develop knowledge mastery to
engage and discourse with
academia and leaders in society
practise and conduct research in
compliance with professional
values, attitudes and ethics
develop knowledge and skills
continuously, incrementally and
cumulatively for professional
development and contribute to the
scholarly communities
20
LO8
LO9
Managerial and
Entrepreneurial
Skills
Information
Management and
Lifelong Learning
Skills
2014
Problem Solving
and Scientific
Skills
Communication,
Leadership and
Team Skills
Values, Attitudes
and
Professionalism
Social Skills and

Responsibilities

Practical Skills
PhD/Ed.D
Knowledge
analyse, apply and/or disseminate

information (including research
findings) to enhance quality early
childhood education
apply evidenced good practices,
new ideas and current research
findings in administration,
management and
entrepreneurship in early
childhood settings and related
fields
...
21

4.
2014
CURRICULUM DESIGN AND DELIVERY
The term curriculum design and delivery is used interchangeably with the term programme
design and delivery. Programme means an arrangement of courses that are structured for
a specified duration and the learning volume to achieve the stated learning outcomes to lead
to an award of a qualification (COPPA, 2008, pp.12).
Higher Education Providers (HEPs) are encouraged to develop the programme to reflect
current good practices and achieve higher standards. Professional practice is crucial in the
development of students maturity and experience. Hence, HEPs need to allocate a
minimum number of units for this purpose according to the formula of 1 credit = 8 hours per
day (including planning, preparation and self-reflection) for 2 weeks.
BODY OF KNOWLEDGE
A key component of any professional development system is the creation of a body of core
knowledge, which identifies a set of content areas that help define the knowledge of all
practitioners working in all child care and education settings. Core competencies are those
competencies linked to the core knowledge areas that need to be mastered by early
childhood educators to facilitate learning and development and partner with families and the
community.
a)
Core Knowledge Areas

All the core knowledge areas needed by early childhood educators can be grouped
into five core knowledge areas. They are:
i.
Child Development
ii.
Curriculum and Learning Environment
iii.
Administration and Management
iv.
Families and the Community
v.
Professional Development
While adopting the above core knowledge areas is essential, the Programme
Standards nonetheless recognises that there are other ways to conceptualise the core
body of knowledge in ECE. A brief introduction to the five core knowledge areas are as
follows:
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i.
2014
Child Development
Child development is the nucleus of early childhood education. Early childhood
educators need a sound knowledge of child growth and development to plan
and create safe, healthy and stimulating environments and experiences that are
developmentally appropriate to promote growth, development and learning.
They also need the knowledge and competencies to observe and assess the
childs stage of development, progress, interests, behaviour and areas of
concern to evaluate the effectiveness of their activities, programmes and
interactions as well as to plan and implement follow-up activities for children
with areas of concern. In addition, early childhood educators need to know
positive strategies and techniques for them to guide children with social and
emotional difficulties. Hence, under the core of child development, there are
three subject areas which are:
Child Growth and Development
Observation and Assessment
Guiding Young Children
ii.
Curriculum and Learning Environment

The curriculum and learning environment core encompasses a range of subject
areas. Besides the theories and principles of early learning and the creation of
physical and learning environments to promote safety and enhance learning,
this core also includes language, communication and literacy, early
mathematics, science and technology, social studies, creative arts, health,
safety and nutrition, spiritual and moral values and special needs. Thus the
subject areas in this core comprise:
Early Learning and Early Environments
Curriculum Planning and Development
Language, Communication and Literacy
Early Mathematics
Early Science and Technology
Social Studies
Creative Arts (music, movements, arts and craft, and drama)
Spiritual and Moral Values
Health, Safety and Nutrition
Special Needs (including the gifted)
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iii.
2014

Good governance is crucial in any early childhood setting. A well-managed and
administered childcare centre or preschool complies with regulations and has
quality ECE programmes, proper operations and financial planning and good
human resource management. In addition, successful management designs
learning
environment
and
organisational
climate
that
is
safe
and
developmentally appropriate. An understanding of entrepreneurship is desirable

to ensure sustainability of the operation. This core consists of two subject
areas, namely:
Programme Planning and Development
iv.
Families and Community

Professional early childhood educators should know that parents are prime
educators and that immediate family members play an important role in a
childs development. Children develop within the context of their families and
the community which vary in ethnicity, religious beliefs and culture. Societal
values, culture, availability of services and the milieu of the community can
affect childrens development. Therefore early childhood educators should
possess the knowledge and skills to engage families and the community in their
early childhood care and education programme. This core consists of two
subject areas, namely:
Partnership with Families
Partnership with Community
v.
Professional Development
The professional development core provides opportunity for students to apply
the core knowledge and competencies acquired into practice and help children
build a strong foundation for their future growth and development. Early
childhood educators must also demonstrate professionalism in all their work
which comprises a striving for continual professional growth and development,
display of professional work habits and compliance with professional code of
ethics. Code of Ethics is based on attitudes, beliefs, values and perspectives
and adopted by an early childhood education professional organisation to assist
its members to understand the difference between 'right' and 'wrong' and in
apply it to make decisions. This core comprises two subject areas, namely:
Professionalism
Professional Practice
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2014
See Appendix 2.
b)
Core Competencies
Knowledge of concepts, principles, theories and so forth are important but knowledge
by itself will not enable any person to become a competent and effective early
childhood educator. They must have the capability to translate the knowledge into
practice. Thus, the competencies for each topic at each level should be identified to
enable students to translate into practice through experiential learning such as:
practical work
laboratory work
simulation
field experiences
See Appendix 3.
c)
Value
The early childhood profession, like any other professions, has a set of attitudes,
beliefs, values and perspectives that distinguish its members as a group. Among them
are:
All children have capabilities.
Professional, personal and work habits which include respect, confidentiality,
valuing all children, nurturing their imagination, creativity and play, sensitivity and
responsiveness to diversity in ethnicity, culture, religious beliefs and values,
which reflect personal beliefs and responsibilities.
Relationships whether with children, families, the community and colleagues
are central to early childhood education
Developmentally appropriate, meaningful, relevant and integrated curriculum
provides children the best means to learn, grow and develop.
d)
Delivery
Methods of delivery should be synchronised with the progress of semesters and level
of study. HEPs must ensure that each proposed delivery method achieves the
specified learning outcomes. The performance of the delivery method on each course
is assessed to ensure its effectiveness in achieving the learning outcomes.
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2014
For early childhood educators/practitioners to be able to use the knowledge gained to

provide developmentally appropriate experiences for children to develop, the courses
have to provide sufficient practical or hands-on activities (that is, experiential learning)
for students to practise the skills and acquire the essential competencies.
e)
Assessment
Assessment should consist of formative and summative assessments.
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2014
PROGRAMME STRUCTURE AND DELIVERY
This section of the Programme Standards contains statements pertaining to the structure
and delivery of a programme within the field of Early Childhood Education. The matrices
included in this section represent the minimum requirements for all levels of qualifications.
Specific requirements as to the the details of the 5 core knowledge areas are provided in
Appendix 2.
Table 1:
CERTIFICATE
Minimum Graduating Credits 60
Components
Percentage (%)
Credits
12 15
79
75 82
45 49
7 10
46
100
60
Compulsory Modules
(General* and HEP modules)
Core Modules
(Common & Discipline)
Professional Practice**
Total
*7 9 credits as prescribed by the Ministry of Education.

** Minimum of 2 credits to be allocated for childcare centre (TASKA) and 2 credits for
preschool/kindergarten (TADIKA) which should not run consecutively to ensure time for selfreflection.
Recommended delivery methods:
Lecture
Tutorial
Demonstration
Practical work
Simulation (e.g. role play, microteaching)
Laboratory work
Field experience
Presentation
Project / Group work
Recommended nomenclature:
Certificate in Early Childhood Education
27
2014
Table 2:
DIPLOMA
Components
Percentage (%)
Credits
10 17
9 15
67 94
60 85
Elective Modules
07
06
79
68
Total
100
90
Compulsory Modules
Core Modules

Lecture
Tutorial
Demonstration
Practical work
Laboratory work
Field experience
Presentation
Case study
Diploma in Early Childhood Education
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2014
Table 3:
BACHELORS DEGREE
Components
Percentage (%)
Credits
10 15
12 18
64 90
77 108
Elective Modules
5 10
6 12
7 10
8 12
100
120
Compulsory Modules
Core Modules
Total

Note:
For Bachelor of Education (Early Childhood Education), minimum of 42 credits of the Core
Modules must be allocated for the specialisation.
Lecture
Tutorial
Demonstration
Practical work
Laboratory work
Field experience
Presentation
Problem-based learning
Case study
Audio/Video conference
Webinar
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2014
Bachelor of Early Childhood Education
Bachelor of Education (Early Childhood Education)
Table 4:
MASTERS DEGREE BY COURSEWORK
Components
Percentage (%)
Credits
Core Modules
50 60
20 24
Elective Modules
15 45
6 18
Research Project
15 30
6 12
100
40
Total
Note:
1. Coursework component must include courses in theory and research methodology.
2. The recommended length of project report should not exceed 15 000 words.

Lecture
Seminar / Colloquium
Laboratory work
Case study
Field experience
Presentation
Webinar
Masters of Early Childhood Education
Masters of Education (Early Childhood Education)
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2014
Table 5:
MASTERS DEGREE BY MIXED MODE
Components
Percentage (%)
Credits
Core Modules*
40 50
16 20
50 60
20 24
100
40

Dissertation
Total
*include research methodology
Note:
1. Courses must include theories and research methodology.
2. Ratio of coursework to dissertation is within the range of 50:50 and 40:60.
3. The recommended lengths of dissertations are 20 000 and 30 000 words, based on the
50:50 and 40:60 ratios respectively.
Lecture
Laboratory work
Case study
Field experience
Presentation
Project / group work
Webinar
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2014
Table 6:
MASTERS DEGREE BY RESEARCH
Components
Percentage (%)
Credits
100
No given credit value
Dissertation
Note:
1.
Candidates must have followed a research methodology course.
2.
The following requirements must be decided by the HEPs:

a) Relevant prerequisite courses
b) Maximum period of candidature
c) Format of the dissertation
3.
The recommended length of dissertation should not exceed 60 000 words.

Field experience
Consultation / Supervision
Webinar
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2014
Table 7:
PhD BY MIXED MODE
Components
Percentage (%)
Credits
Core Modules*
30 40
24 32
60 70
48 56
100
80

Thesis
Total
Note:
1. Courses must include theories and research methodology.
2. Ratio of coursework to thesis is within the range of 40:60 and 30:70.
3. The recommended lengths of thesis are 60 000 and 70 000 words, based on the 40:60
and 30:70 ratios respectively.
Lecture
Laboratory work
Case study
Field experience
Presentation
Webinar
PhD
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2014
Table 8:
PhD BY RESEARCH
Components
Percentage (%)
Credits
100
No given credit value
Thesis
Note:
1.
Candidates must have followed a research methodology course.
2.
The following requirements must be decided by the HEPs:

a) Relevant prerequisite courses
b) Maximum period of candidature
c) Format of the thesis
3.
The recommended length of thesis should not exceed 100 000 words.

Field experience
Consultation / Supervision
Webinar
PhD
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Table 9:
Ed.D (EARLY CHILDHOOD)
Components
Percentage (%)
Credits
Core Modules*
40 50
32 40
50 60
40 48
100
80

Thesis
Total
Note:
1.
Courses must include theories and research methodology.
2.
Ratio of coursework to thesis is within the range of 50:50 and 40:60.
3.
The recommended lengths of thesis are 50 000 and 60 000 words, based on the 50:50
and 40:60 ratios respectively.

Lecture
Laboratory work
Case study
Field experience
Presentation
Webinar
Doctor of Education (Ed.D)
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5.
2014
ASSESSMENT OF STUDENT LEARNING
Student assessment is a crucial aspect of quality assurance because it drives student

learning and is one of the measures to show the achievement of learning outcomes. The
achievement of learning outcomes stipulated for the programme is the basis in awarding
qualifications. Hence, methods of student assessment have to be clear, consistent, effective,
reliable and in line with current practices and must clearly support the achievement of
learning outcomes (COPPA, 2008, pp.15).
The methods of assessment depend on the specific requirements of each module. However,
as a general guide, the following is recommended.
i.
A combination of various methods of assessment to measure the achievement of

the learning outcomes should be used.
ii.
Formative and summative assessments should be used.
iii.
Knowledge and understanding of the course content and practical skills should be
assessed through written, oral or other suitable means.
iv.
Soft skills are to be analysed through elements of style, personal identity,

confidence and quality of innovation and creativity.
v.
In relation to continuous and final assessments, candidates are required to attain a

cumulative pass. A pass implies that the examiner must be satisfied that the
candidate has met all the learning outcomes of the particular subject.
For Masters and PhD by Research only:

i.
Formative assessment must include:

a)
Monitoring of research progress periodically (for example, through a progress

report, or a proposal defence). The monitoring is for the supervisor to assess
the candidates progress in knowledge, critical thinking, practical, technical,
professional, scientific and problem solving skills.
b)
Research Presentation / Colloquium / Seminar / Workshop. This will enhance

candidates communication skills, teamwork, leadership, organisational skills,
lifelong learning and professionalism.
ii. Summative assessment is used to assess all learning outcomes of a masters

programme, and must include:
a)
completion of prescribed courses;
b)
dissertation; and
c)
viva voce.
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2014
iii. Summative assessment is used to assess all learning outcomes of a PhD

programme, and must include:
a)
completion of prescribed courses;
b)
thesis; and
c)
viva voce.
The types of assessment indicated below are merely examples. HEPs are encouraged to
use a variety of methods and tools appropriate for measuring learning outcomes and
competencies.
MODULES
QUALIFICATIONS
FORMATIVE
ASSESSMENT
(%)
Certificate
70 80
SUMMATIVE
SUGGESTED FORMS
(FINAL)
OF ASSESSMENT
ASSESSMENT
(%)
20 30
Written Assessment
Practical Assessment
Oral
Assessment/Presentation
Portfolio (Digital and Non
Digital)
Project
Performance-based
Diploma
40 70
30 60
Written Assessment
Oral
Digital)
Project
Performance-based
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2014
MODULES
QUALIFICATIONS
FORMATIVE
ASSESSMENT
(%)
Bachelors Degree
40 70
SUMMATIVE
SUGGESTED FORMS
(FINAL)
OF ASSESSMENT
ASSESSMENT
(%)
30 60
Written Assessment
Oral
Digital)
Project / Fieldwork /
Community service
Performance-based
Masters Degree
30 70
30 70
by Coursework
Written Assessment
Seminar and Other
Presentations
Project Paper
Digital)
Performance-based
Masters Degree
by Mixed Mode
30 70
30 70
Written Assessment
Seminar and Other
Presentations
Dissertation
Viva Voce
Digital)
Performance-based
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2014
MODULES
QUALIFICATIONS
FORMATIVE
ASSESSMENT
(%)
Masters Degree
SUMMATIVE
SUGGESTED FORMS
(FINAL)
OF ASSESSMENT
ASSESSMENT
(%)
by Research
Written Assessment
Seminar Presentation
Dissertation
Viva Voce
Digital)
PhD by Mixed Mode
70
30
Written Assessment
Seminar and Other
Presentations
Thesis
Viva Voce
Digital)
Performance-based
PhD by Research
Seminar and Other

Presentations / Colloquium
Thesis
Viva Voce
Ed.D
70
30
Written Assessment
Seminar and Other
Presentations
Digital)
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2014
MODULES
QUALIFICATIONS
FORMATIVE
ASSESSMENT
(%)
SUMMATIVE
SUGGESTED FORMS
(FINAL)
OF ASSESSMENT
ASSESSMENT
(%)
Thesis
Viva Voce
Performance-based
Subjects offered in early childhood education can be categorised as skill based, theory
based and a combination of both. For some skill based subjects, there may not be any final
assessment (100% continuous assessment).
Note:
Compositions of dissertation / thesis examiners are as follows:
1. Masters Degree by Mixed Mode
The dissertation is to be examined by at least 2 examiners.
2. Masters Degree by Research
The dissertation is to be examined by at least 2 examiners, 1 of whom is an external
examiner.
3. PhD by Mixed Mode / Ed.D (Early Childhood)

The thesis is to be examined by at least 2 examiners, 1 of whom is an external examiner.
4. PhD by Research
The thesis is to be examined by at least 3 examiners, 2 of whom are external examiners.
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6.
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STUDENT SELECTION
This section of the Programme Standards document concerns on the recruitment of students
into the individual programme of study. In general, admission policies of the Programme
need to comply with the prevailing policies of the Malaysian Ministry of Education (MOE).
"There are varying views on the best method of student selection. Whatever the method
used, the Higher Education Provider (HEP) must be able to defend its consistency. The
number of students to be admitted to the Programme is determined by the capacity of the
HEP and the number of qualified applicants. HEP admission and retention policies must not
be compromised for the sole purpose of maintaining a desired enrolment. If HEP operates
geographically separated campuses or if the Programme is a collaborative one, the selection
and assignment of all students must be consistent with national policies" (COPPA, 2008,
pp.17).
The standards for the recruitment of students are formulated keeping in mind the generic
national Higher Education policies pertaining to minimum student entry requirement. Higher
Education Providers (HEPs) must take cognisance of any specific policies that may apply to
their individual Institution.
The minimum standards are as follows:

CERTIFICATE
i.
A pass in Sijil Pelajaran Malaysia (SPM) with a minimum of 1 credit in any subject or
its equivalent;
OR
ii. A pass in Sijil Kemahiran Malaysia (SKM) level 2 and pass SPM.
DIPLOMA
i.
A pass in SPM with a minimum of 3 credits in any subject or its equivalent;

OR
ii. A pass in Sijil Tinggi Persekolahan Malaysia (STPM) with a minimum of Grade C (GP
2.0) in any subject or its equivalent;
OR
iii. A pass in Sijil Tinggi Agama Malaysia (STAM) with a minimum grade of Maqbul;
OR
41
2014
iv. A pass in SKM level 3 in Early Child Care / Preschool and pass SPM with a minimum
of 1 credit in any subject;
OR
v. A Certificate in Early Childhood Education or its equivalent;
OR
vi. A Certificate in any field or its equivalent.
For International students, Test of English as a Foreign Language (TOEFL) score of 500 OR
International English Language Testing System (IELTS) score of 5.0 OR its equivalent. If a
student does not meet this requirement, HEPs must offer English proficiency courses to
ensure that the students proficiency is sufficient to meet the needs of the programme. The
students proficiency is determined through an assessment process.
BACHELORS DEGREE
i.
A pass in STPM with a minimum of Grade C (GP 2.0) in any two subjects or its
equivalent;
OR
ii.
A pass in STAM with a minimum grade of Jayyid;

OR
iii. A pass in Matriculation / Foundation or its equivalent;
OR
iv. A Diploma in Early Childhood Education or its equivalent;
OR
v. A Diploma in any field or its equivalent;
MASTER'S DEGREE BY COURSEWORK

i.
A Bachelors Degree in ECE with a minimum CGPA of 2.50 or its equivalent;

OR
42

ii.
2014
A Bachelors Degree in a relevant field with a minimum CGPA of 2.50 or its

equivalent, as accepted by the HEP Senate AND 3 years working experience in early
childhood fields;
OR
iii.
A Bachelors Degree with a minimum CGPA of 2.50 or its equivalent, as accepted by

the HEP Senate AND a Diploma in ECE / 4 years working experience in early
childhood fields;
OR
iv.
A Bachelors Degree not meeting CGPA of 2.50 or its equivalent, as accepted by the
HEP Senate can be accepted subject to a minimum of 5 years working experience in
early childhood fields and rigorous internal assessment.
MASTER'S DEGREE BY MIXED MODE AND BY RESEARCH

i.
A Bachelors Degree in ECE with a minimum CGPA of 2.75 or its equivalent;

OR
ii.
A Bachelors Degree in a relevant field with a minimum CGPA of 2.75 or its

equivalent, as accepted by the HEP Senate AND a Diploma in ECE / 3 years working
experience in early childhood fields;
OR
iii.
A Bachelors Degree with a minimum CGPA of 2.50 and not meeting CGPA of 2.75
or its equivalent, as accepted by the HEP Senate AND a Diploma in ECE / 3 years
working experience in early childhood fields can be accepted subject to rigorous
internal assessment;
OR
iv.
A Bachelors Degree not meeting CGPA of 2.50 or its equivalent, as accepted by the
HEP Senate AND a Diploma in ECE / 7 years working experience in early childhood
fields can be accepted subject to rigorous internal assessment.
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2014
PhD BY MIXED MODE, BY RESEARCH AND Ed.D

i.
A Masters Degree in ECE or its equivalent;

OR
ii. A Masters Degree in a relevant field or its equivalent, as accepted by the HEP
Senate AND a Diploma in ECE / 3 years working experience in early childhood fields;
OR
iii. Other qualifications equivalent to a Masters Degree, as accepted by the HEP Senate
AND a Diploma in ECE / 5 years working experience in early childhood fields.
Note for PhD by Research:
i.
There shall be no direct entry from Bachelors Degree level to PhD level.
ii. Candidates registered for Masters Degree programmes with at least CGPA of 3.67
at Bachelors Degree level may apply to convert their candidacy to the PhD
programmes subjected to:
a) having shown competency and capability in conducting research at PhD level.
b) approval by the HEP Senate.
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7.
2014
ACADEMIC STAFF
The quality of the academic staff is one of the most important components in assuring the
quality of Higher Education and thus every effort must be made to establish proper and
effective recruitment, service, development and appraisal policies that are conducive to staff
productivity (COPPA, 2008, pp.21).
Owing to the importance of appropriate experience in the early formative years, it is essential
for academic staff to have working experiences in early childhood setting.
CERTIFICATE
Academic staff qualification
i.
A Bachelor's Degree in ECE or its equivalent with at least 1 year of work experience
in early childhood field;
OR
ii.
A Diploma in ECE or its equivalent with a minimum of 2 years of work experience in

early childhood fields;
(The programme should not employ more than 30% of the staff in this category)
OR
iii.
A Certificate in ECE or its equivalent with a minimum of 5 years of work experience in

early childhood fields.
(Qualified to teach practical classes only and the programme should not employ
more than 20% of the staff in this category)
Academic staff ratio

Full-time and part-time teaching faculty at least 60% of the staff are full-time
Staff-student ratio
Overall staff-student ratio 1:30
DIPLOMA
i.
A Bachelors degree in ECE or its equivalent with at least 1 year of work experience
in early childhood field;
OR
45

ii.
2014
A Bachelors degree in fields related to the ECE courses and at least 1 staff majoring
in child development/educational psychology/psychology with at least 2 years of work
OR
iii.
A Diploma in ECE or its equivalent with at least 5 years of work experience in early
childhood fields.

Staff-student ratio
Overall staff-student ratio - 1:25
BACHELORS DEGREE
i.
A Masters Degree in ECE or its equivalent with at least 1 year of work experience in
early childhood field;
OR
ii.
A Masters Degree in fields related to the ECE courses with at least 2 years of work
(At least 1 staff majoring in child development/educational psychology/psychology)
OR
iii.
A Bachelors degree in ECE or its equivalent or related field with 5 years of work
experience in early childhood fields.

Staff-student ratio
Overall staff-student ratio - 1:15
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2014
MASTERS DEGREE
Academic staff / supervisor qualification
i.
A PhD/Ed.D (specialising in ECE);

OR
ii.
A Masters degree in ECE with at least 5 years of teaching and research experience
or as a co-supervisor;
iii.
The additional criteria are subjected to the approval of the HEP Senate.
Supervisor requirement
i.
When there is only one supervisor, the supervisor must be a full-time staff of the
conferring HEP.
ii.
When there is more than one supervisor, the principal supervisor must be a full-time
staff of the conferring HEP.

Staff-student ratio
Supervisor-student ratio
Overall supervisor-student ratio 1:10 (by coursework and mixed mode)
Overall supervisor-student ratio 1:7 (by research)
PhD/ Ed.D
i.
A PhD / Ed.D with at least 2 years of experience in teaching and research or as a cosupervisor.
ii.
Where a staff does not fulfill the qualification, additional criteria including extensive
experience in teaching, research and supervision are required and will be subjected
to the approval of the HEP Senate.
Staff-student ratio
Supervisor-student ratio
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2014
Overall supervisor-student ratio 1:5
Staff Development
Academic staff are vital to deliver a quality programme and to perform teaching effectively,
as well as to produce graduates that are employable and accepted by the industry. As the
industry is dynamic and globally influenced, academic staff need to continually update
themselves with changes around the globe. Thus, HEPs must ensure that all academic staff
are well-equipped with the latest knowledge and skills in their teaching and learning
activities.
HEPs should provide the following Continuous Professional Development (CPD)

programmes of at least 40 hours (equivalent to 7 days) of relevant training per year or
participation or involvement in their respective field of expertise to cater for:
i.
professional development for full-time staff
ii.
updated teaching and learning skills
iii.
updated research and supervisory skills
iv.
industry attachment (if required by the HEPs)
v.
research, consultation and community services involvement
48

8.
2014
EDUCATIONAL RESOURCES
Adequate educational resources are necessary to support the teaching-learning activities of

the programme. These resources include finance, expertise, physical infrastructure,
information and communication technology, and research facilities. The physical facilities of
a programme are largely guided by the needs of the specific field of study (COPPA, 2008,
PP23).
For ECE programmes, HEPs are required to provide sufficient facilities to accommodate
student-centered learning. The resources include:
Appropriate, safe and adequate physical facilities

o
Lecture rooms
Tutorial rooms
Multipurpose workshop
Computer laboratory/room
Microteaching room
Learning enclaves and other learning spaces
Recreational and sports facilities
Simulation rooms equipped with adequate and appropriate furniture (e.g. child-sized
tables and chairs), materials and tools for students to imitate or practise real-life
situations.
Library with
o
Adequate, relevant and up-to-date text and reference books
Journals
Online resources (e.g. books, e-journals, magazines and documents)
Appropriate services including, but not limited to
Reference services
Inter-resource centre loan
Electronic reference services
Resource Centre with teaching and learning aids.
Work area for postgraduate students.
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2014
Access to student support services, such as

o
Counselling services
Induction/Orientation programmes
Health and medical services
The availability of registered preschools/kindergartens or TADIKA* and registered

childcare centres or TASKA* for experiential learning, practicum and internship.
*Must provide evidence of collaboration for practicum and internship between the registered
preschools/kindergartens and the registered childcare centres with the HEPs.
50

9.
2014
PROGRAMME MONITORING AND REVIEW
Quality enhancement calls for programmes to be regularly monitored, reviewed and

evaluated. This includes the monitoring, reviewing and evaluating of institutional structures
and processes (administrative structure, leadership and governance, planning and review
mechanisms), curriculum components (teaching methodologies, learning outcomes) as well
as student progress, employability and performance (COPPA, 2008, pp.27).
Quality enhancement of programmes requires feedback from multiple sources such as

students, academic staff, external evaluators and other stakeholders.
Measures of student performance would include assessment scores, passing rate at

examinations, success and dropout rates and students report about their learning
experiences. Student feedback through formal and informal means and representation in
programme committees provide useful information for continual improvement of the
programme.
Programme Evaluation and Review is conducted by the programme committees and

external evaluators. The programme committees perform periodical review and evaluation of
the curriculum, teaching-learning methods and assessment. The external evaluators of the
programme evaluate programmes through students performance, programme analysis, and
student and staff interview.
Feedback from stakeholders such as alumni, employers, professional bodies, industry

partners and parents assists in enhancing the quality of the programme. HEPs should
engage stakeholders regularly and systematically to obtain feedback. They can initiate data
analysis through tracer studies to increase graduates employability.
51

10.
2014
LEADERSHIP, GOVERNANCE AND ADMINISTRATION
There are many ways of administering an educational institution and the methods of
management differ between Higher Education Providers (HEPs). Nevertheless, governance
that reflects the leadership of an academic organisation must emphasise excellence and
scholarship. At the departmental level, it is crucial that the leadership provides clear
guidelines and direction, builds relationships amongst the different constituents based on
collegiality and transparency, manages finances and other resources with accountability,
forges partnership with significant stakeholders in educational delivery, research and
consultancy and dedicates itself to academic and scholarly endeavours. Whilst formalised
arrangements can protect these relationships, they are best developed by a culture of
reciprocity, mutuality and open communication (COPPA, 2008, pp.28).
In this programme, academic leadership focuses principally on suitable and qualified

persons to carry out the necessary curriculum monitoring and review. The leaders of the
programme should demonstrate knowledge, professionalism and good ethical values in work
practices.
The leadership requirement of this standard is complimentary to Area 8 in the COPPA

document. Thus, the programme leadership positions (e.g., Head of Department, Head of
Programme or Coordinator) offered at different levels in the institution must preferably fulfil
the qualifications and experiences as follows:
CERTIFICATE AND DIPLOMA

A Bachelors Degree in ECE or its equivalent with 3 years of working experience in the field
of early childhood.
BACHELORS DEGREE
A Masters Degree in ECE or its equivalent with 3 years of working experience in the field of
early childhood.
MASTERS DEGREE AND PhD / Ed.D
PhD or Ed.D specialising in ECE or its equivalent with 3 years of working experience in the
field of early childhood.
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2014
MEMBERS OF THE BOARD OF STUDY
HEPs must provide a credible Board of Study for the commencement and restructuring of
the ECE programme. The Board of Study should comprise ECE academicians, student
representatives and practitioners from the early childhood care and education industry.
53

11.
2014
CONTINUAL QUALITY IMPROVEMENT
Increasingly, society demands greater accountability from the Higher Education Providers
(HEPs). Needs are constantly changing because of the advancements in science and
technology, and the explosive growth in global knowledge, which are rapidly and widely
disseminated. In facing these challenges, HEPs have little choice but to become dynamic
learning organisations that need to continually and systematically review and monitor the
various issues so as to meet the demands of the constantly changing environment
(COPPA, 2008, pp.30-31).
The HEPs are expected to provide evidence of their ability to keep up with changes in the
field and with the requirements of stakeholders. These may be demonstrated by, but are not
limited to:
i.
a curriculum review conducted at least once every three years; except for Certificate
level programmes which are to be reviewed every two years;
ii.
quality assessment processes by external evaluators who are specialists in the

relevant fields;
iii.
linkages with related departments, agencies, professional bodies and industries;
iv.
review of the appropriateness and effectiveness of training of staff and students

provided by relevant departments, agencies, professional bodies and industries;
v.
dialogue sessions with stakeholders at least once every two years;
vi.
active participation of academic staff at relevant conferences, seminars, workshops

and short courses;
vii.
presentations by local or international speakers; and
viii.
organisation of conferences, seminars and workshops.
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2014
REFERENCES
Centre for the Study of Child Care Employment, Institute for Research on Labour and
Employment, University of California at Berkeley (2007).
Early Childhood Educator
Competencies: A Literature Review of Current Best Practices. Berkeley, California.
Council of Educational Research, Ministry of Education, New Zealand (2003).

Characteristics of Professional Development Linked to Enhanced Pedagogy and
Childrens Learning in Early Childhood Settings: Best Evidence Synthesis. Wellington,
New Zealand.
Malaysian Qualifications Agency (2007). Malaysian Qualifications Framework MQF.
Petaling Jaya, Malaysia.
Malaysian Qualifications Agency (2008). Code of Practice for Programme Accreditation
COPPA. Petaling Jaya, Malaysia.
Malaysian Qualifications Agency (2012). Guidelines to Good Practices: Curriculum

Design and Delivery GGP: CDD. Petaling Jaya, Malaysia.
National Association for the Education of Young Children (2009). NAEYC Standards for
Early Childhood Professional Preparation Programs. Washington DC, United States.
Ohio Professional Development Network (2008). Ohios Early Childhood Core
Knowledge & Competencies. Columbus, Ohio.
Urban, Mathias (2011). Competence Requirements for Early Childhood Education and
Care Final Report (A study for the European Commission Directorate-General for
Education and Culture). http://www.academia.edu/967922/Competence Requirements in
Early Childhood Education and Care CORE Final Report.
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2014
APPENDIX 1
PANEL MEMBERS
NO.
1.
NAME
Saedah Siraj (Prof. Dr.)
-Chairperson
2.
Bustam Kamri (Prof. Dr.)
3.
Chiam Heng Keng (Datuk Dr.)
4.
Irene Leow Kim Choo (Dr.)
5.
Nordin Mamat (Dr.)
ORGANISATION
Universiti Malaya
Kolej Pengajian Islam Johor (MARSAH)

Early Childhood Care and Education (ECCE)
Council
Seri Mawar Child Care and Development Centre
Universiti Pendidikan Sultan Idris
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2014
APPENDIX 2
BODY OF KNOWLEDGE Five Core Areas of Knowledge
The topics in the Certificate, Diploma, Bachelors and Masters degree are the basic
essentials that must be covered but are not limited to them.The HEPs are at liberty to add
more topics or more knowledge and competencies under each topic.
The topics for Certificate, Diploma, Bachelors and Masters degree, and PhD / Ed.D may be
similar but the competencies for early childhood educators at different levels will differ. The
upper levels encompass the knowledge and competencies of the previous levels but the
concepts will be at progressively higher levels.
1)
CHILD DEVELOPMENT
No.
Subject Area
Child Growth and Development
Topics
Principles, Growth and Development
Developmental Domains
Theories of Growth and Development
Factors Affecting Growth, Development and
Learning such as:
Observation and Assessment
Biological and psycho-social
Play
Family
Early childhood experiences
Definition, Concept and Importance of

Observation
Methods of Observation
Concept of Assessment
Documentation and Compilation of
Assessment / Information Data
Uses of Assessment Data
Guiding Young Children
Fundamentals and Theories of Guiding Young

Children
Strategies and Techniques to Promote
Emotional and Social Wellness of Young
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No.
Subject Area
2014
Topics
Children
Guiding Challenging Behaviours
2)
No.
1
CURRICULUM AND LEARNING ENVIRONMENTS

Subject Area
Topics
Early Learning and Early
Principles and Theories of Early Learning
Environments
Infant and Toddler Care

Pedagogy/Teaching-learning Strategies in
Early Childhood
Types of Learning Environments and Their
Impact on Growth, Development and
Learning:
o
Physical environment
Indoor and outdoor
Socio-emotional environment
Principles, Theories and Techniques of

Planning, Designing and Creating Conducive,
Safe and Healthy Learning Environments
Principles and Techniques in Planning and
Implementing Learning Activities including
o
Scheduling
Balance of various types of activities

(e.g. indoor-outdoor, quiet-active and
individual-group)
Routines and transitions
Transitions
Impact of emotional climate on learning
Resources: Tools, Equipment and Materials

o
Tools, equipment and materials that

enhance learning, curiosity, exploration,
creativity, thinking skills, and problem
solving skills
Creative use of materials, especially

junk/recycled materials to foster creativity,
58

No.
Subject Area
2014
Topics
problem thinking and appreciation of the
environment
o
ICT as a supporting tool
Principles of adapting tools, equipment

and materials for special needs
Curriculum Planning and
Key Principles and Models of Curriculum
Development
Planning and Development

Techniques in Developing Work Plans
National Preschool Curriculum Standards and
Permata Early Child Care Courses
Principles of Integration of Curriculum Areas,
in Particular Thematic Mapping
Techniques to Assess and Modify Curricular
Activities to Meet Individual Needs
Language, Communication and
Language and Literate Behaviour in Speaking,
Literacy
Listening, Reading and Writing

Principles and Theories Pertaining to
Learning
Theories on Integrated Curriculum for
Approaches and Strategies to Language
Learning, Communication and Literacy
Early Mathematics
Prenumber and Fundamental Early

Mathematical Concepts and Skills
Techniques and Strategies for Planning,
Creating and Implementing Meaningful
Learning of Mathematics , including Early
Mathematics in Daily Routines/Life
Early Science and Technology
Key Scientific Concepts and Skills (e.g.

observing, comparing, predicting and
recording)
59

No.
Subject Area
2014
Topics
Approaches and Methods for Teaching
Science
Application of ICT in Early Childhood
Social Studies
Key Concepts and Skills in Social Studies

(Geography, Economics, History, Political
Governance, Civics and Citizenship)
Importance of Social Study Area in Early
Childhood
Techniques and Strategies for Teaching
Social Studies in Early Childhood Settings
Creative Arts
Meaning and Scope of Creative Arts
(music, movements, arts and
Basic Concepts of Creativity, Aesthetics and
craft, and drama)
Creative Expressions
Methods of Developing Creativity,
Appreciation of Aesthetics and the Arts
Activities for Promoting Creativity and
Appreciation of Creative Arts
Strategies for Implementing the Creative Arts
Curriculum in Early Childhood
Assessment Techniques
Techniques in Modifying the Curriculum and
Activities for Special Needs
Spiritual and Moral Values
Key Concepts on Moral and Spiritual

Education
Methods for Teaching and Learning Moral and
Spiritual Values
Activities that are Developmentally
Appropriate, Meaningful and Relevant to Daily
Lives
Health, Safety and Nutrition
Concept of Health, Policies, Regulations and

Principles that Promote Good Health
Practices
60

No.
Subject Area
2014
Topics
o
Health Policies, Acts & Regulations and

Standard Operation Procedures (e.g.
handling food, administrating medication)
Health practices
Principles for promoting good physical,

mental and social health
Physical Health
o
Policies and procedures on physical

health issues (such as handling fluids e.g.
blood)
Conducting routine physical check
Common childhood illnesses and

communicable diseases
Techniques of preventing and controlling

communicable diseases
Administration of medication
Health hazards in meals

(e.g. allergies and choking)
Healthy lifestyle
Health crisis of children with special

needs
Physical Development
o Importance of gross and fine motor
development and their impact on other
domains of development
o Planning and implementing a wide range
of activities to promote physical
development indoors and outdoors
o Adapting physical development activities
to special needs
o Assessment of the effectiveness and
appropriateness of physical development
activities in meeting the special needs of
individual children
Mental Health
o
Concept of mental health and common

61

No.
Subject Area
2014
Topics
mental health problems in children
o
Effect of mental health (including stress)

on childrens growth, development and
learning
Signs and symptoms
Techniques in managing children with

mental health problems
Ways to promote mental health and

wellbeing
Local resources to help children with

mental health problems and their families
Safety
o
Concept, Principles, Policies and

Legislation
Standard Operation Procedures (SOP) for

Safety and SOP for emergencies
(including injuries)
Food safety and health hazards in meals

(e.g. allergies and choking)
Emergency plan, preparedness &

response
National Policy on Protection of Children
Signs and symptoms of physical and

sexual abuse
Safety measures
Nutritional Needs of Young Children

o
Policies, legislation and guidelines
Preparation/serving of meals and snacks

that reflect a nutritionally balanced diet
based on plans provided by professionals
Meals for children with special dietary

requirements
Healthy eating habits
Nutritional health assessment
Physical indication of poor nutrition
Learning experiences that teach children

62

No.
Subject Area
2014
Topics
good nutrition
10
Special Needs
Foundations of Special Education
(including the gifted)
Detection
Early Intervention and Support
Planning and Instructional Strategies
o
Rights of children with special needs
Basic principles for modifying activities for

children with special needs
Strategies for inclusion with special needs
Individualized education plan
Accommodation and Adaptation of Learning

Environments
o
Learning needs of children with special

needs
Concept of least restrictive environments

for children with special needs
Modifying and Adapting Activities
3)
No.
1
ADMINISTRATION AND MANAGEMENT

Subject Area
Topics
Administration and
Regulatory Standards such as
Management
Child Care Centre Act 1984 (Act 308)
Education Act 1996 (Act 550)
Child Act 2001
Food Act 2011
Guidelines such as
o
Guidelines for Setting Up TASKA and

TADIKA
Malaysian Dietary Guidelines
Operations
o
Types of record and recording systems
Standard Operation Procedures
Maintenance of organizations facilities
Financial Planning and Management

o
Business concept of ECCE

63

No.
Subject Area
2014
Topics
o
Principles of budget planning
Bookkeeping
Marketing strategies & techniques
Risk management
Entrepreneurship
Staff Management
Human resource management
Professional development
Programme Planning and
Principles and Models for Programme
Development
Planning and Development

Legislation and Regulations Pertaining to
Early Childhood Care and Education,
including National Preschool Curriculum
Standards and Permata Early Child Care
Courses
Quality ECCE Programmes
o
Philosophy of early childhood care,

education and development
Approaches to childhood care and

education (ECCE)
Evidence-based good practices
Quality standards for childcare centres

and preschools
Principles of Scheduling for Classroom &

Playground and Principles of staff scheduling
and task delegation
Need Analysis and Evaluation for Continuous
Programme Improvement
4)
No.
1
FAMILIES AND COMMUNITY

Subject Area
Partnering with Families
Topics
Knowing and Respecting Parents
Effective Communication
o
Types of communication
64

No.
Subject Area
2014
Topics
(verbal and non-verbal)
o
Listening skills
Strategies & techniques for (i) obtaining

information on the child and (ii) reporting
childs progress and development
Reciprocal exchange of information
Negotiation and persuasion techniques for

difficult situations
Sensitivity to cultural, religious, and socioeconomic diversity
Techniques and Strategies for Initiating and

Sustaining Family Involvement
Partnering with Community
Models of Smart Partnership

Strategies and techniques for effective
collaboration
Resources in the Community
o
Self and families
Utilization to extend and enrich childrens

learning
5)
No.
1
PROFESSIONAL DEVELOPMENT
Subject Area
Professionalism
Topics
Concept of professionalism in early childhood
care and education which includes:
o
Professional image and attitudes
Professional work habits
Membership in professional organization

related to early childhood care and
education
Professional Growth and Development which

includes:
o
Evolving knowledge and competencies
Short- and long-term goals or mission
Career pathway planning

65

No.
Subject Area
2014
Topics
Professional Integrity and Code of Ethics of
Professional Early Childhood Educators
Advocacy
o
Various forms of advocacy
Commitment to early childcare and

preschool education
Participation in advocacy (e.g. for access

to quality early childcare and preschool
education, recognition of ECE as a
profession, and policies and legislation on
ECE)
Professional Practice
Effective and Competent Early Childhood

Educators
o
Knowledge and competencies
Translation of knowledge into behaviour

and practice
Reflective practice and supervision which

encompass active listening, referring
questions and concerns to
supervisors/appropriate staff, and using
supervisors feedback to improve practice
Preparation including lesson plans,

organization of activities and learning
environments
Professional Practices
Working with Peers, Supervisors and Staff in
the Industrial Training Centres
66
2014
APPENDIX 3
CORE KNOWLEDGE AND COMPETENCIES: AN EXAMPLE
Subject Area - CHILD GROWTH AND DEVELOPMENT
Topic
Theories of Growth
and Development
Knowledge/
Competency
Knowledge
Competency
Certificate
in ECE
i. Fundamentals of
the following
theories:
Piaget
Vygotsky
Erikson
Maslow
Bronfenbrenners
Ecological
Theory
i. Describe the main

features of each of
these five theories.
Diploma
in ECE
i. Theories
fundamental to
ECE:
Piaget
Vygotsky
Erikson
Maslow
Bronfenbrenners
Ecological
Theory
i.
Explain the
importance of
these theories in
guiding teachers in
planning and
conducting
experiences/
activities, creating
safe and conducive
environments and
Bachelors Degree
in ECE
i. Major theories in the
following categories:
Psychoanalytic
Cognitive
Behavioural and
social cognitive
Ethological
Ecological
Eclectic
theoretical
orientation
Masters Degree
in ECE
i. Strengths and
limitations of the
major theories of
growth and
development
ii. Eastern theories of

child growth and
development
ii. Research findings

on theories on
growth and
development
i. Describe the salient

features of each of
these theories to the
care, growth and
development of
young children.
i. Analyse the
strengths and
limitations of the
major theories of
childs growth and
development and
their applications
for understanding
children and for
planning and
67
Topic
Knowledge/
Competency
Certificate
in ECE
ii. Apply knowledge of

these five theories to
understand children,
and plan and
conduct
experiences/
activities to facilitate
childrens, growth,
development and
learning.
ii.
2014
Diploma
in ECE
interacting with
children to facilitate
childrens growth,
development and
learning.
Bachelors Degree
in ECE
Masters Degree
in ECE
conducting
experiences of
young children.
Apply knowledge of
these theories in
planning and
conducting
experiences and in
interacting with
children to foster
wholesome
emotional
development and
socially acceptable
behaviour.
ii. Select and employ

appropriate theories
as basis for
planning, decision
making and
implementing
practices.
ii. Implement
practices that are
based upon a
sound
understanding of
the theories of
growth and
development and
a thorough
knowledge of
research in these
areas.
iii. Appraise the various

theories for their
applicability for
fostering wholesome
emotional
development and
socially acceptable
behaviour.
iv. Apply knowledge
obtained from this
appraisal to interact
with children to
promote socioemotional
development.
68

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What are the main theories discussed in the document?

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What are childcare centres and preschools according to the definitions provided?

What are childcare centres and preschools according to the definitions provided?

PROGRAMME STANDARDS: EARLY CHILDHOOD EDUCATION

CURRICULUM DESIGN AND DELIVERY

ASSESSMENT OF STUDENT LEARNING

PROGRAMME MONITORING AND REVIEW

10. LEADERSHIP, GOVERNANCE AND ADMINISTRATION

11. CONTINUAL QUALITY IMPROVEMENT

APPENDIX 2 : BODY OF KNOWLEDGE

FIVE CORE AREAS OF KNOWLEDGE

PROGRAMME STANDARDS: EARLY CHILDHOOD EDUCATION

PROGRAMME STANDARDS: EARLY CHILDHOOD EDUCATION

A descriptive exploratory or explanatory

Visit to a specific place/program to obtain

A period of time within the programme

activities for students to obtain experiences,

The imitation of an action/situation in the

6) Childcare centre (TASKA)

community or the home) where children

A place that provides children of ages 4-6

PROGRAMME STANDARDS: EARLY CHILDHOOD EDUCATION

A person employed/appointed by operator

Room/space where practical experiences

science experiments, trying out ideas, etc.

10) Early learning

Ways in which children of 6 years and

11) Early environments

environments in which children interact with

12) Experiential learning

A process of learning through observation

An interactive web conference that allows a

through text chat or audio and often

PROGRAMME STANDARDS: EARLY CHILDHOOD EDUCATION

Cumulative Grade Point Average

Code of Practice for Institutional Audit

Code of Practice for Programme Accreditation

Continuous Professional Development

Early Childhood Education

International English Language Testing System

Guidelines to Good Practices

Higher Education Provider

Higher Education Providers

Ministry of Education Malaysia

Malaysian Qualifications Agency

Malaysian Qualifications Framework

Sijil Kemahiran Malaysia

Sijil Tinggi Agama Malaysia

Sijil Pelajaran Malaysia

Sijil Tinggi Persekolahan Malaysia

Taman Asuhan Kanak-kanak

Taman Didikan Kanak-kanak

Test of English as a Foreign Language

PROGRAMME STANDARDS: EARLY CHILDHOOD EDUCATION

PROGRAMME STANDARDS: EARLY CHILDHOOD EDUCATION

Graduates with a Certificate, Diploma or Bachelors degree in ECE may teach in

With a few years of experience, graduate teachers may take on administrative

PROGRAMME STANDARDS: EARLY CHILDHOOD EDUCATION