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Prof Madya Dr. Mastura
Badzis, Director, Development Research Center of
Children (NCDRC) Universiti Pendidikan Sultan Idris,
Malaysia (Vice President Helwa)
Integrative Curriculum
Construction
Integrative curriculum has a
subjective meaning. Integrative here can provide the
integrative purpose in that it emphasizes individual
development and integrated to produce a good human based
on trust, confidence and obedience to God. Integrative
curriculum can also provide integration purposes range
of skills in one lesson, or perhaps various branches of
the unity of knowledge in a particular subject is
taught.
In this paper I want to focus on the description
of the integrated curriculum built on three aspects.
First, in terms of integrative unity of the information
presented to the child. In other words, knowledge and
learning experiences that should be exposed to
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children
in the early stages of his age should be a
comprehensive and integrated rather than
fragmented according to the subject as this will
make the children become confused and seem to
have 'limitations' in depth a science or
knowledge which are exposed to them. If a
learning experience that children are exposed to
is based on the 'subject' is certainly the
feeling and the instinct to know they are
limited by focusing to the subject and they will
be 'rigid' on the contrary, if the disclosure of
the learning experience is based on the
cultivation aspects of development and is
compatible with levels and abilities of
children, |
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the
children
would be more creative, have a higher power of thinking
skills and acquire skills to solve problems that form
the spirit of self-esteem and confidence is high. Educators child should be working on the
potential of the child based on what he knew
because it makes children more interested in
things. "Speak to men according to the ability
to understand" That the Prophet's order his
followers.
The
findings from scientific studies found that
children in
pre-kindergarten mainly of religious subjects were
taught and not based on cultivation aspects of
development. Maybe this is a reform or reforms that need
to be done.
Second,
in terms of integration integrative aspects of
development and potential of the substance in the early
stages. Indeed, the learning experience of a child in
the early stages of life can give a positive or negative
impact on future development in terms of cognitive,
emotional, social and development aspects of the other
depending on how the children get exposure. If the
initial development of the spiritual and socio-emotional
emphasis, the result will be
children born of integrity,
piety, heart block, the high value of self-esteem,
competent and able to face future challenges. On the
contrary, if the initial exposure that they can only
focus on one aspect of academic development or growth
alone, it will bias the other aspects of development but
also can have a negative impact on personality
development of children. Every aspect of a child's
development should be thoroughly explored without the
preferred one from the other because if this happens,
the neuron cells in the brain that is stimulated by
exposure to learning experiences that lead to an aspect,
it will die away. If it worked in terms of intellect but
her emotions are not educated, it does not sound social
development, and certainly it can not be a good leader
of the Ummah in the future. It would harm Muslims ignore
the blessings of God's grace for granted but if the work
on neurons that might be the perfect catalyst for a
change to the people. Every child is a unique
individuals who have fulfilled the rights and needs of
those with the potential for them to work on as soon as
possible because they are the main assets of a country.
Third,
the integrative here means that we integrate between
Western and Islamic approaches in educating
children. We
take what is good from the west of what is visible to
the naked eye on the practices and approaches to
educating their children and we integrate with the
Islamic approach to the theory and the rich body of
knowledge is different. A program of early childhood
education should be established based on the views and
integrative approach and an integrated mix of Islam,
West and East.
In the
west such as modules child care program initiated by
various forms of curriculum as 'Montessori', 'Reggio
Emilio', 'Early Learning Goals', 'High Scope' and so
forth. While in the East in Japan, for example, the
curriculum emphasizes the aspect of hygiene, health and
healthy eating while in New Zealand for example, "Te
Wariki" emphasis on education with the concept of
culture and respect the procedure of Maori community
life.
In
Islamic history, so many scientists and scholars who
contribute to nurturing the development of science, and
education of children. Ibn Miskawaih such as the
importance of manners and character building education
that seamlessly and the Imam Al-Ghazali who contribute
to the socio-emotional development of children, as
emphasize learning through play as basic care.
More
Information...
Ibn Sina
also contributed in the field is no exception when he
discusses the importance of hygiene and health care
because these two factors are the foundation of a
healthy physical development. The ability of
children to
experience varied from one individual to another
individual has been highlighted by another great Muslim
scholar Ibn Khaldun. While Ibn Jamaah also discuss the
responsibility of educators in terms of understanding
the behavior of children and address them through a
consolidation.
Continue
:-
Children Education
in Early Stage of Age-Based Construction of Integrative
Curriculum (Part 5)
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