Analysis Of The Kindergarten Curriculum Framework

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Introduction Curriculum consists of planned and unplanned activities, interactions and experiences as well as routines and transitions throughout the day in school or setting (Arthur, Beecher, Death, Dockett, & Farmer, 2014). In Singapore, the aims and goals of The Kindergarten Curriculum Framework (see Appendix 1) act as a guide to preschools in designing and implementing a quality curriculum. It relates to ‘Social efficiency ideology’ as it prepares children’s potential in their future role as members of the society (McLachlan, Fleer, & Edwards, 2013). The framework also encourages parent and community involvement to create quality learning experiences. This aim demonstrates ‘Learner-centred ideology’ as the curriculum is focused on home environment where parents and community comes into play (McLachlan et al., 2013). The framework contains learning goals that gives educators an idea of what the children should have achieved at the end of their kindergarten education. Thus ‘Social efficiency ideology’ is used as the learning goals guide teachers to prepare the children for Primary 1 (McLachlan et al., 2013). ‘Learner-centred ideology’ is seen when principles which guide educators in planning, designing and facilitation of enriching learning experiences for young children are also included in the framework (McLachlan et al.,2013). According to The Kindergarten Curriculum Framework, teachers are considered facilitators of children’s learning and need to plan, facilitate,
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