Curriculum Transition from National Preschool Standards-Based Curriculum (NPSC) to Preschool Curriculum 2026 (KP2026) in Malaysian Private Preschools: A Fullan-Informed Conceptual Analysis of Teacher Meaning-Making and Pedagogical Enactment

Malaysia’s early childhood education landscape is entering an important period of curriculum transition as the National Preschool Standards-Based Curriculum (NPSC), revised in 2017, provides the foundation for the forthcoming Preschool Curriculum 2026 (KP2026) (Ministry of Education Malaysia [MOE], 2017, 2024). Although the NPSC was designed to strengthen holistic, child-centred and play-based preschool education, Malaysian studies continue to report uneven enactment, particularly in private preschool contexts where teacher qualification, institutional capacity, curriculum interpretation and parental expectations differ substantially (Masnan et al., 2021; Shafie et al., 2021; Tee & Mariani, 2018). This conceptual paper examines the NPSC–KP2026 transition through Fullan’s Change Theory, while deliberately grounding the discussion in Malaysian early childhood education scholarship. The paper argues that successful curriculum transition depends not only on policy design, but also on teachers’ meaning-making, pedagogical enactment, assessment adaptation and institutional support. It further proposes that KP2026 readiness in private preschools should be understood as a context-sensitive process shaped by teachers’ beliefs, professional learning opportunities, leadership support, parental pressure and local preschool cultures. By synthesising Malaysian and international literature, the paper contributes a conceptual argument for strengthening teacher professional development, assessment alignment and institutional readiness in preparation for KP2026.

curriculum transition; NPSC; KP2026; private preschool; Malaysia; teacher meaning-making; pedagogical enactment; Fullan’s Change Theory; early childhood education

1. Ahmad, A. Y., Baharom, S., Sani, S. S., Taha, H., Md Taib, R., Ramli, S., Misnan, A. H., & Yassin, S. M. (2018). Development and validation of teacher perception on early childhood care and education curriculum instrument (ECCECI). International Journal of Academic Research in Business and Social Sciences, 8(1), 713-724. https://doi.org/10.6007/ijarbss/v8-i1/3842 [Google Scholar] [Crossref]

2. Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. [Google Scholar] [Crossref]

3. Fullan, M. (2007). The new meaning of educational change (4th ed.). Teachers College Press. [Google Scholar] [Crossref]

4. Fullan, M. (2021). The right drivers for whole system success. Centre for Strategic Education. [Google Scholar] [Crossref]

5. Majzub, R. M. (2013). Critical issues in preschool education in Malaysia. Recent Advances in Educational Technologies, 150-155. [Google Scholar] [Crossref]

6. Mariani, M., & Nor, R. M. (2019). The relationship between teachers’ understanding and curriculum implementation. Journal of Early Childhood Research, 17(4), 312-326. [Google Scholar] [Crossref]

7. Masnan, A. H., Abd. Aziz, N., & Jalil, N. A. (2021). Challenges in implementing preschool curriculum in private early childhood settings. Journal of Early Childhood Research, 19(3), 345-360. [Google Scholar] [Crossref]

8. Masnan, A. H., Mohd Sharif, M. H., Dzainuddin, M., Ibrahim, M. M., Yahaya, A., Che Ahmad, C. N., Taha, H., Ramli, S., Taib, R. M., Siraj, S., & Che Mustafa, M. (2021). The teachers’ knowledge about new preschool curriculum. International Journal of Education, Psychology and Counselling, 6(38), 1-12. [Google Scholar] [Crossref]

9. Ministry of Education Malaysia. (2013). Malaysia Education Blueprint 2013-2025. Ministry of Education Malaysia. [Google Scholar] [Crossref]

10. Ministry of Education Malaysia. (2017). Kurikulum Standard Prasekolah Kebangsaan. Kementerian Pendidikan Malaysia. [Google Scholar] [Crossref]

11. Ministry of Education Malaysia. (2024). Pelan hala tuju pendidikan awal kanak-kanak Malaysia ke arah Kurikulum Prasekolah 2026. Kementerian Pendidikan Malaysia. [Google Scholar] [Crossref]

12. Mustafa, M., & Azman, N. (2013). Implementation of preschool curriculum in Malaysia. Asian Social Science, 9(12), 123-134. [Google Scholar] [Crossref]

13. Mustafa, M. C., Yunus, N. K. Y., & Azman, M. N. A. (2018). Preschool education in Malaysia: Emerging trends and implications. International Journal of Academic Research in Business and Social Sciences, 8(11), 1502-1512. [Google Scholar] [Crossref]

14. Ng, S. (2010). Challenges in private preschool resource allocation. Malaysian Online Journal of Educational Management, 8(2), 559-590. [Google Scholar] [Crossref]

15. Ng, S. F., & Tan, C. L. (2020). Curriculum interpretation and pedagogical practices in Malaysian private preschools. Early Child Development and Care, 190(14), 2235-2248. [Google Scholar] [Crossref]

16. Omar, R., Ismail, H., Abdullah, R., Iksan, Z. H., & Mohamed Zain, R. (2021). Teachers’ knowledge, skills, and attitudes towards the implementation of preschool curriculum innovations. Turkish Journal of Computer and Mathematics Education, 12(3), 37-44. [Google Scholar] [Crossref]

17. PEMANDU. (2013). Education: Early Childhood Education Blueprint. Prime Minister’s Office. [Google Scholar] [Crossref]

18. Rahmatullah, A., & Nor, S. (2021). Enhancing teacher competency in private preschools: Policy and practice recommendations. Malaysian Journal of Early Childhood Education, 2(16), 209-310. [Google Scholar] [Crossref]

19. Rahmatullah, B., Muhamad Rawai, N., Mohamad Samuri, S., & Md Yassin, S. (2021). Overview of early childhood care and education in Malaysia. Hungarian Educational Research Journal, 11(4). https://doi.org/10.1556/063.2021.00074 [Google Scholar] [Crossref]

20. Rosmaliza Roslin, Kamariah Abu Bakar, & Mohd Azahar Madar. (2023). Teacher competence in the implementation of the National Preschool Curriculum. International Journal of Academic Research in Progressive Education and Development, 12(1). https://doi.org/10.6007/ijarped/v12-i1/16387 [Google Scholar] [Crossref]

21. Rosmaliza, M., Mariani, M., & Tee, C. (2023). Curriculum implementation challenges in private preschools in Malaysia. Southeast Asian Journal of Early Childhood Education, 5(1), 66-80. [Google Scholar] [Crossref]

22. Shafie, S. M., Ab Rahim, N., & Shaik Abdullah, S. (2021). Pre-school curriculum: Implementation challenges in Malaysian context. Asian Journal of University Education, 17(4), 96-108. [Google Scholar] [Crossref]

23. Spillane, J. P. (2004). Standards deviation: How schools misunderstand education policy. Harvard University Press. [Google Scholar] [Crossref]

24. Tee, T. K. (2015). Issues in curriculum implementation in Malaysian preschools. Journal of Education Malaysia, 40(1), 78-92. [Google Scholar] [Crossref]

25. Tee, T. K., & Mariani, M. (2018). Assessing preschool curriculum practices. Malaysian Online Journal of Educational Sciences, 6(2), 56-67. [Google Scholar] [Crossref]

26. Tee, Y., & Mariani, M. (2018). Parental expectations and curriculum fidelity in private preschools. Malaysian Online Journal of Educational Management, 7(14), 122-134. [Google Scholar] [Crossref]