Pelaksanaan kurikulum standard prasekolah kebangsaan dalam kalangan guru-guru prasekolah

Past studies on the implementation of a curriculum have often been limited to certain aspects of it, for instance, merely examining teachers’ understanding of the curriculum or the implementation of parts of it. Findings from these studies do not provide a comprehensive picture of the reality in the implementation of the curriculum and how teachers can be guided to implement it well. The aim of this study is to comprehensively explore preschool teachers’ understanding, practices and challenges in their attempts to implement the National Preschool Curriculum Standard (NPCS),
while at the same time facilitate them to improve their teaching and learning. The Vygotsky’s sociocultural theory was used as the main underlying framework to understand the contexts and facilitation needed. This case study employs interview and observation methods to gather the data. The purposive sampling technique is used in which four teachers were selected based on experience, qualification and ability to communicate. The findings showed that experience, age and qualification are not determinant factors to the excellent implementation of the NPCS. The finding shows that teachers have a variety of understanding due to their different background, leading to various methods of executing the curriculum, and followed by a major challenge which is parent’s ignorance towards early childhood education. This study also found that varied facilitations were given to teachers individually according to their understanding in context. The findings showed that the teachers are highly motivated as if they have ‘a new inspiration’ once coached. This study has contributed to the development of knowledge in areas related to the NPCS. This study suggests that in order to develop teachers’ knowledge and skills for implementing NPCS effectively, the teachers need to have ongoing coaching for individuals using student centred pedagogical approach and the 21st century teaching and learning styles.