ISSN: 2222-6990
Open access
This paper presents an overview of how children from the three different ethnic groups inculcate multi-ethnic awareness in ethnically diverse pre-school settings and how pre-school nurtured children’s unity. The study involved 25 children and their teachers from one PERPADUAN Pre-school. A qualitative methodology was applied. Direct observation and in-depth interviews were conducted with the children and teachers within 16 weeks. The primary findings of this research found that the PERPADUAN Pre-school can be considered a “Mini Malaysia” because the ethnic situation in the school reflects the diversity of Malaysian society. Activities such as celebrating festivals in Malaysia based on ethnic backgrounds are held in pre-school. Finally, the PERPADUAN Pre-school ethos toward children’s social development is to promote a feeling of unity and acceptance among the ethnically diverse society of Malaysia. The pre-school teacher sees that it is the responsibility of PERPADUAN Pre-school to instil the knowledge that the children need to integrate and participate in a common shared national culture, values and identity of Malaysian.
Corsaro, W. A. (2005). The sociology of childhood (2 ed.). London: Sage Publications.
Bentley, F. D. (2012). Rights are the Words for Being Fair: Multicultural Practice in the Early Childhood Classroom. Early Childhood Education Journal. Vol 40:195-202.
Buchori, S. & Dobinson, T. (2015). Diversity in teaching and learning: Practitioners' perspectives in a multicultural early childhood setting in Australia. Australasian Journal of Early Childhood Vol. 40 (1):71-79.
Chi-Hung, L. & Ming-Tak, H. (2017), Understanding and Enhancing Multicultural Teaching in Preschool. Early Child Development & Care. Vol. 187(12):2002-2014.
Denzin, N. K., & Lincoln, Y. S. (2003). Collecting and interpreting qualitative materials. Newbury Park Sage.
Majzub, R. M. (2006). The inculcation of National Integration through pre-school education: A case of Tabika Perpaduan Negara. In Z. Hassan, A. L. Samian & A. D. Silong (Eds.), Reading on ethnic relations in a multicultural society. Serdang: UPM Press.
Mura, G., Vellante, M., Nardi, A. E., Machado, S. & Carta, M. G. (2015). Effects of school-based physical activity interventions on cognition and academic achievement: A systematic review. CNS and Neurological Disorders - Drug Targets. 14(9). 1194–1208.
Mamat, N. & Omar, A. (2013). Culturally responsive pre-school education: Interaction among children from cross-ethnic groups in a multi-ethnic preschool. International Journal Early Childhood Education and Care, 2, 67-86.
Suraji, S., Ahmad, A. R., Awang, M. M., Mamat, N. & Seman, A. A. (2018). Fun learning Approaches in Enhancing Patriotism Values among Preschool. International Journal of Academic Research in Business & Social Sciences. Vol. 8 (8) 152 - 158.
In-Text Citation: (Mamat, Razalli, Hashim, Ahmad, & Awang, 2018)
To Cite this Article: Mamat, N., Razalli, A. R., Hashim, A. T. M., Ahmad, A. R., & Awang, M. M. (2018). A Case Study of PERPADUAN Pre-School settings Inculcates Multi-Ethnic Awareness among Preschoolers. International Journal of Academic Research in Business and Social Sciences, 8(10), 1181–1190.
Copyright: © 2018 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode