Comparison between Public and Private Preschools

Comparison between Public and Private Preschools

	Public Center	Private Center
Curriculum Emphasized	Emphasize social and emotional development Lack defined goals and objectives Integrate Islamic teaching and values Language of instruction: Malay Funded by government and non-profit organizations	Emphasize cognitive development The program promotes balanced program to promote whole child concept of cognitive, social and emotional development Language of instruction: English, Mandarin, and Tamil Enrichment programs (ballet, martial arts, drama, modern dance and art) Run by private, for-profit organizations emphasize social and emotional development
Teaching and Learning	Teacher-centered Drill technique Limited learning materials	Child-centered Classroom conducive for learning Appropriate learning materials
Teacher-Child Ratio	1:28	1:15
Percentage of Early Education Center in the Country	57.3%	42.7%
Teacher Qualification	Locally trained and less qualified Lack professional development	Trained abroad Highly qualified
Rules and Regulations	Many centers are not licensed Less regulated Lack safety measures	Licensed by the Ministry of Education Established rules for safety and zoning
Parental Beliefs and Expectations	Parents are mostly Bumiputera Parents believe children should learn what they need to know to meet the needs of Malaysian society Parents believe children should learn social skills to be competent in everyday life when they go to primary schools	Parents are mostly Chinese and Indians Parents believe private centers are better than public centers Children should receive education in the real world and be competitive academically Parents hope their children would be eligible for programs for the gifted

Source: [Malaysia] Early Education and Development in Malaysia: Issues and Challenges in Providing a Framework for a Multiethnic Society Author: Sham'ah Md-Yunus, Ph. D, Eastern Illinois University, USA. Issue Date: March 1, 2013 Section: Asia ECEC around the World http://www.childresearch.net/projects/ecec/2013_04.html