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Critical Analysis of a curriculum model - Essay Example

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In the contemporary world of globalisation and information technology, Singapore’s public policy for optimal development gives priority to education, starting from the kindergarten early years through all levels of educaion. The main goal is to motivate the new generations of…
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Critical Analysis of a curriculum model
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Download file to see previous pages Thesis Statement: The purpose of this paper is to critically examine the Singapore Kindergarten Curriculum. The cultural, political and/ or theoretical constructs that underpin the curriculum, and the issues and debates therein will be investigated.
All registered kindergartens in Singapore come under the purview of the Ministry of Education. Kindergartens cater to the needs of children aged between three and six years, with children aged three in nursery classes, and children four to six years of age in kindergarten (K1 and K2) classes. Class size may range from twenty to forty children (Lim, 1998). Preschool and kindergarten prepare the young child for admission to school at the age of seven years.
In Singapore, the term ‘preschool’ includes both child care centres and kindergartens, available in both the private and public sectors. Preschool programmes are provided by numerous large organisations such as The People’s Action Party Community Foundation which organises up to 70% of the kindergarten classes for preschoolers, the People’s Association and the National Trade Union Congress (Lim, 1998). The range of settings include religious-based preschools such as those managed by churches, workplace child care centres, private kindergartens such as Montessori kindergarten, government-subsidised kindergartens, commercial organisation- or private-run facilities (Ling-Yin, 2006).
Early years’ provision for education and care has been extremely diverse in Singapore until the formulation and implementation of the Ministry of Education’s Nurturing Early Learners: A Framework for a Kindergarten Curriculum in Singapore in 2003. Before introducing the new curriculum, in spite of the centralised management of the various forms of preschool settings by the Ministry of Education, the provision for early childhood remained extremely varied, differing according to the social strata, cultural group, family and parental needs. Because of the ...Download file to see next pagesRead More
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