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A Proposal for the Development of Pre-Primary Education in Saudi Arabia Based on the Experiences of Malaysia and South Korea (A Comparative Study)

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DOI: 10.4236/ce.2014.524231    4,226 Downloads   5,339 Views Citations

ABSTRACT

This study aims to identify the most important key features of pre-primary education in South Korea and Malaysia and the possibility of benefiting from their experiences in the development of this phase of education in Saudi Arabia, given certain circumstances and possibilities. This study identifies the similarities and differences through a review of the experiences of South Korea and Malaysia with respect to pre-primary education. The study subsequently analyzes and compares the results with the status of pre-primary education in Saudi Arabia to conceive a proposal for the development of a pre-primary education program in Saudi Arabia. The results of this study indicate that many factors have delayed the progress of pre-primary education in Saudi Arabia, including cultural factors and the unexpected and unplanned economic boom. The study suggests increasing the complementary relationship with the private sector through the granting of facilities to invest in the creation of excellent programs and pilot projects in kindergarten. In addition, the study suggests maintaining the quality of programs offered by enriching the integration of technology into the curriculum and directing pre-primary education curricula to focus on children’s self-respect and on teaching through play, cooperative learning, and role-playing. The study further suggests that Saudi Arabia can benefit from the creative approach incorporated in Malaysia and South Korea based on the educational philosophy to meet the needs of children. The outcome of this study is a proposal for the development of a pre-primary stage education program.

Cite this paper

Al-Mogbel, A. (2014) A Proposal for the Development of Pre-Primary Education in Saudi Arabia Based on the Experiences of Malaysia and South Korea (A Comparative Study). Creative Education, 5, 2071-2089. doi: 10.4236/ce.2014.524231.

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