CONTENTS

Introduction 2

1. The changing family units in Malaysia 3 2. Changes in Early Childhood care providers 4 3. Changes in Early Childhood education in Malaysia 5 4. Government policies 6 5. Social issues:
5.1 Housing 7
5.2 Poverty 8
5.3 Wellness and Healthy Living 9
Conclusion 10
References 11

Introduction
Malaysia has over a period of fifty years since its independence developed into a highly urbanized nation due to buoyant economic growth. Along with development comes progress and along the way, changes to a certain degree- a modern family unit. As society progresses, so do methodologies and programs in the teaching of Early Childhood Education.
In the United States, early childhood professionals agree that the children’s development is influenced by their environment: their family, teachers, school, town, media, governmental systems, and so on. (Morrison,2011). An important aspect of early childhood education is developing a holistic approach to education itself. Parents who are illiterate are taught to read, write, speak and listen so that in turn, they can be of support to their children in the learning process.
In Malaysia, early childhood programs are in line with national and local public policies. The National Education Blueprint targets racial polarization in the school system with pre-school programs based on a curriculum which is appropriate for 4–6 years old and compatible with their development, interests and unique needs. As stated by UNESCO in its Global Monitoring Report 2007:
“The curriculum is dynamic, child-centered and