Multicultural early childhood education: practices and challenges in Malaysia

Phoon, Hooi San; Abdullah, Melissa Ng Lee Yen; Abdullah, Anna Christina

doi:10.1007/s13384-013-0120-1

Cited by 17 publications

(10 citation statements)

References 1 publication

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“…To realize this, multicultural education should be included in the educational curriculum, so that in the end a multicultural society can be realized (Mahfud, 2016). This is in line with Banks' view (1992Banks' view ( , 2001) multicultural education should be integrated into the entire curriculum plan and not instructed individually (Phoon et al, 2013).…”

Section: Multicultural Education Curriculumsupporting

confidence: 66%

“…Children at this age can recognize the differences and similarities of race, ethnicity, and other cultural groups, therefore, it is time to increase cultural awareness and apply it through multicultural education. Indeed, multicultural education is education for everyone, regardless of race, gender, class, socioeconomic status, or physical ability (Phoon et al, 2013).…”

Section: Implementation Of Multicultural Education In Education Unitsmentioning

confidence: 99%

“…Learning about diversity needs to be done in a situation where teachers, students and community members mutually support and contribute to providing an understanding of diversity. Of course, the involvement of stakeholders will provide effort and can encourage and support teachers, parents and community members to cooperate with each other in supporting the learning needs of each child (Phoon et al, 2013). Seeing the very diverse Indonesian society, the multicultural curriculum should be applied in educational units as an entity for multi-cultural and multi-ethnic diversity.…”

Section: Multicultural Education Curriculummentioning

confidence: 99%

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MULTICULTURAL EDUCATION: Effort in Overcoming Problems of Cultural Conflict in Indonesia

Ridho

Tumin

2022

QLMN

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The purpose of the study was to determine the concept of multicultural education, multicultural education for conflict resolution, the implementation of multicultural education in educational units, and the decision of the curriculum of multicultural education. This study uses a qualitative description method with the nature of research literature research. As a result of this study, people respect each other more because the concept of multicultural education aims to provide solutions and minimize conflicts caused by multidimensional and heterogeneous social situations. Can understand that respect unity and justice diversity context. Multicultural education basically exists to deal with conflict phenomena in multicultural societies. Multicultural education should be applied as soon as possible and also focus on the values that exist in society, rather than focusing solely on the knowledge aspect. The multicultural education curriculum needs to actually present important content that explains the perspectives of many people, based on the assumption that there is no unified interpretation of historical truth, emphasizing different cultural perspectives. Advocates the principles of unity and unity and provides an understanding of cultural differences.

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Section: Multicultural Education Curriculumsupporting

confidence: 66%

Section: Implementation Of Multicultural Education In Education Unitsmentioning

confidence: 99%

Section: Multicultural Education Curriculummentioning

confidence: 99%

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MULTICULTURAL EDUCATION: Effort in Overcoming Problems of Cultural Conflict in Indonesia

Ridho

Tumin

2022

QLMN

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“…The Malaysian government has put forth various laws and guidelines in the field of ECCE. There are educational policies and practices to address cultural diversity in Malaysia including issues and challenges ( Malakolunthu & Rengasamy, 2012 ; Phoon et al , 2013 ). The Education Development Master Plan 2001-2010, the Education Blueprint 2006-2010, and the Education Blueprint 2013-2015 have become the main guidelines for the education sector and securing funding for this sector.…”

Section: Introductionmentioning

confidence: 99%

Parents’ perceptions on policies of early childhood care and education programmes in selected states of Malaysia

Tang

Chew²,

Rahman³

et al. 2022

F1000Res

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Background: The 2030 agenda for sustainable development proposed global equitable quality education and lifelong learning opportunities for all children. The quality of early childhood care and education (ECCE) programs helps shape children’s minds, attitudes and behaviors, and has short and long-term effects on a child, a family and a country. In Malaysia, the government has formulated some policies and laws to protect children’s rights. However, ECCE is facing some challenges. The purpose of this study is to investigate parents’ perceptions of the quality of ECCE programs implemented by Malaysian government. Methods: A mixed method was used to collect data on parents’ perceptions of ECCE policies in selected states in Malaysia. The questionnaires, (P1/POL) from the research project “Development of a Comprehensive and Integrated Model of Quality Malaysian ECCE”, were distributed among 629 respondents who have a child in a preschool, and 22 participants were randomly selected to take part in five focus group interviews Results: The key findings of the study revealed 68% parents were not familiar with ECCE Malaysian government policy, however 84.3% stressed it is important for the government to educate them about ECCE. Thus findings indicated that the majority of parents lack awareness of the ECCE policies and quality of early childhood care and education programs related to the policies remain the issue. While interviewing the focus group ,most of them were not aware of ECCE and pointed out parents are stressing children’s academic learning in particular preschools. Conclusions: It is concluded that parents’ awareness regarding the ECCE program must be part of the policies and needs to improve. It is recommended that the government of Malaysia should supply more information on ECCE policies to parents and focus on policy implementation. Moreover, the quality of ECCE programs should be improved based on the parents’ perceptions.

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“…IJEP -International Journal of Educational Psychology, 9(1) 57 s an important motivation approach to learning, Expectancy-Value (EV) theory (Eccles & Wigfield, 2002) has been widely used in a plethora of fields including physical education (Grasten, 2016), music education (Burak, 2014), and STEM education (Lykegaard & Ulriksen, 2016), all of which consistently show that higher expectancy of success and task values tend to result in more motivation, persistence, resilience, and success; however, to date, no known studies to date have examined the utility of EV theory in multicultural education. To meet the needs of increasing student diversity and globalization and promote a more equitable and just education, multicultural education has become essential in the United States for almost four decades (Banks, 1981) as well as in other countries such as Malaysia and UK (Phoon, Abdullah, & Abdullah, 2013;Sleeter, 2018). Multicultural education is defined as a field of study on various diversity topics including but not limited to race and ethnicity, socioeconomic status, language, religion, and sexual orientation to increase educational equity for all students (Banks & Banks, 1995).…”

Section: Introductionmentioning

confidence: 99%

Probing the Underlying Structure of Modern Expectancy-Value Theory in Multicultural Education: A Bayesian Exploratory Factor Analysis

Yang

Mîndrilă

2020

IJEP

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Expectancy-Value (EV) theory has been widely used in a plethora of domains except for multicultural education, a distinct and critical field in many countries due to increasing student diversity. In light of the domain-specific nature of the EV theory and the discrepancy between the theoretical framework and empirical models found in previous studies, the purpose of the present study was to explore the factors of the EV theory in multicultural education. Participants were 187 college students who completed the Multicultural Expectancy-Value Scale (EVS). Exploratory factor analysis (EFA) with Bayes estimation and GEOMIN rotation resulted in two factors: Value and Expectancy. The two factors had a positive significant correlation of .42, p<.001. Participants with a Master’s or Doctoral degree had significantly higher Expectancy beliefs in multicultural education than those with a Bachelor’s degree (t(47.727)=-2.90, p<.01). Although our finding was consistent with the major tenets of the theory that expectancy and value beliefs are two primary motivating factors, it did not fully support the theoretical model, indicating a more parsimonious factor structure may be more appropriate. The distinct factor model in our study suggests a need for further research in examining the structural validity of the EV theory in multicultural education

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Multicultural early childhood education: practices and challenges in Malaysia

Cited by 17 publications

References 1 publication

MULTICULTURAL EDUCATION: Effort in Overcoming Problems of Cultural Conflict in Indonesia

MULTICULTURAL EDUCATION: Effort in Overcoming Problems of Cultural Conflict in Indonesia

Parents’ perceptions on policies of early childhood care and education programmes in selected states of Malaysia

Probing the Underlying Structure of Modern Expectancy-Value Theory in Multicultural Education: A Bayesian Exploratory Factor Analysis

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