UNIVERSITI TEKNOLOGI MARA

THE QUALITY OF CHILDREN LEARNING

ENVIRONMENT IN A CHILDCARE CENTRE

RINA RANISHA BINTI SHAHRUL NIZAM

Bachelor of Interior Architecture (Hons)

NOVEMBER 2022
 UNIVERSITI TEKNOLOGI MARA

THE QUALITY OF CHILDREN LEARNING

ENVIRONMENT IN A CHILDCARE CENTRE

RINA RANISHA BINTI SHAHRUL NIZAM

Dissertation submitted in fulfillment of

the requirements for the degree of
Bachelor of Interior Architecture (Hons)

Faculty of Architecture, Planning & Surveying

NOVEMBER 2022
 This final year thesis entitled

THE QUALITY OF CHILDREN LEARNING

ENVIRONMENT IN A CHILDCARE CENTRE

Submitted by
RINA RANISHA BINTI SHAHRUL NIZAM
In fulfillment of the requirements for the degree of
Bachelor of Interior Architecture (Hons.)
Faculty of Architecture, Planning & Surveying

For the Approval of:

……………………….......................................
Supervisor
IDR DR HAJI AZLAINI HAJI ABDUL AZIZ

……………………….......................................
Thesis Coordinator
PUAN SYAZWANI BINTI ABDUL KADIR

……………………….......................................
Head, Centre of Studies for Interior Architecture
DR. NUR MAIZURA AHMAD NOORHANI

……………………….......................................
Dean, Faculty of Architecture, Planning & Surveying
PROF. TPr. DR. JAMALUNLAILI ABDULLAH

I
 STUDENT’S DECLARATION

I declare that the work in this dissertation was carried out in accordance with the
regulations of University Technology Mara. Its original and is the results of my
work, unless otherwise indicated or acknowledge as referenced work. This thesis
has not been submitted to any other academic institution or non-academic
institution for any degree or qualification.
I, hereby, acknowledge that I have been supplied with the Academic Rules and
Regulations for Post Graduate, University Technology MARA, regulating the
conduct of my study and research.

Name of Student :RINA RANISHA BINTI SHAHRUL NIZAM

Student I.D. No. :2021106957
Programme :Bachelor of Interior Architecture (Hons.)AP247
Faculty :Faculty of Architecture, Planning & Surveying
Dissertation Tittle :The Quality of Children Physical Environment in a
Childcare Centre

Signature of Student : ………………………………………

Date : November 2022

II
 SUPERVISOR’S DECLARATION

I declare that the work in this dissertation was carried out in accordance with the
regulations of University Technology MARA. This thesis has not been submitted
to any other academic institution or non-academic institution for any degree or
qualification.

THE QUALITY OF CHILDREN LEARNING ENVIRONMENT IN A

CHILDCARE CENTRE

I, hereby, acknowledge that I had read this report and from my opinion has
fulfilled the requirements for the purpose of conferment of Bachelor (Hons,)
Degree in Interior Architecture.

Name of Main :Puan Syazwani Binti Abdul Kadir

Supervisor

Signature : …………………………………
Date :

Name of Co-supervisor :
Signature : ……………………………
Date :

III
 CHAPTER ONE :
INTRODUCTION

1.1 Introduction

The demand for child care centre in Malaysia has increased due to high numbers of
women going out for work (Sulaiman et al.,2022) Evidently, the numbers of
registered child care centre have increased by 11.2 per cent in 2019 compared to
2018 as provided by the Department of statistic Malaysia (Department of statistic
Malaysia, 2020). The number rose by 8.1 per cent to 5302 child care centers in
2020 to accommodate the high demand for child care (BERNAMA, 2021)
Therefore, it is vital for child care centre to provide a quality child care which will
enhance children’s development (Sulaiman et al., 2017).

In child care settings, there are quality features which are called as
structural features that need to be given attention by child care operators.
These structural features among others are adult to child ratio, child care providers’
quality, health and safety, education element, and physical environment (Haziq
et al., 2020). The physical environment consists of facilities, indoor and outdoor
space, as well as learning and playing tools. It is advised that the environment be
calm and not extremely stimulating in order to avoid disturbing any children who
may be asleep, for example. It is important to set up areas where kids may test
their skills in both indoor and outdoor activities. In addition, in developing the
children’s cognitive, socio-emotion and physical development, learning
environment with good facilities is important (Taha et al., 2020). This paper
focuses on the physical environment as a part of the aspects.

1
 Moreover, There is a need for Malaysia to review the existing
legislation to accommodate more physical activities to be conducted for in child.
The existing regulations are considered as immature to limit injuries among
children (Hudin et al., 2019). The guidelines moreover do not emphasis on play
equipment besides of focusing on physical design (Lamsah et al., 2021). Therefore,
This study mainly focuses on the state of Selangor and investigates the physical
environment quality in childcare facilities registered with the Social Welfare
Department. To improve the physical environment of childcare centre, this study
will make recommendations for planning and architectural design. As Malaysia
works to become a developed country, providing high-quality childcare is of
extreme significance. The Findings will help ongoing efforts to enhance the quality
of children's cognitive, social, and emotional development, particularly in the early
years of life.

1.2 Research Background

Children may explore and move about freely in environments that are designed
with their safety in mind. This gives caretakers additional chances to engage with
the kids rather than spending all of their time making sure they're safe. A safe
environment should be created with appropriate tools and a suitably organized
open space for kids to explore and learn about their surroundings. Due to the
individualized method in group surroundings, caregivers strive to supply the
children with a constant welcoming environment (Afreen, 2011).

In daycare facilities, parental involvement is therefore essential due to the

open-door policy and emphasis on the group approach. This is to ensure that
parents, daycare providers, and other family members may work together to create
a supportive and exciting environment for the kids. The physical environment
includes indoor space, outdoor space, facilities as well as learning and playing
equipment. It is suggested that the place should be calm and not overly stimulated
so as not to disturb any sleeping child for instance. In addition, there is a need to
prepare spaces for the children to explore their abilities at indoor and
outdoor activities. Physical environment is also a vital element in ensuring

2
quality in child care settings. Child care centers must ensure that health and
safety aspects, and other additional criteria such as space, accessibility of toys
and equipment which are suitable to the age of the children are well maintained in
the centers (Ceglowski and Bacigalupa, 2002).

The physical environment in the current study referred to the overall design
of a center, covering features such as size, density, privacy, well-defined activity
settings, modified open-plan space, a variety of technical design attributes, as well
as outdoor play spaces, which are linked to the emotional, social, and cognitive
development of children (Berti , 2019)

Therefore, various authorities ad stakeholders aim to establish a safe play

setting for children, subsequently resulting in a significant raise in strict risk-
managing procedures across many countries. These procedures consist of
regulations on the physical features of children’s playing environment (Ball, D. J.
(2002). Furthermore, Childcare centres that place a great emphasis on children
perceiving pleasure and having fun from exercises are good for initial learning and
growth. Therefore, having a variety of age-appropriate toys in childcare centres
will support children’s growth as well as helping them to stimulate imaginative
and creative activities (Afreen, 2011).

1.3 Problem Statement

Safe, responsive, and nurturing environments are an important part of

supporting the learning and development of infants, toddlers, and preschoolers.
Such environments also help to prevent challenging behaviors and serve as a core
component of interventions for infants and young children with identified
disabilities. In addition, A well-designed physical environment has different
activity areas with clear, physical, and visual boundaries, defined by the
furnishings and floor coverings. These furnishings and floor coverings should
create spaces that are comfortable and that lend themselves to their intended
purpose. For example, a block area might have bookshelves to set it off as a block
center, and carpeting or foam flooring to muffle the sound when blocks fall on the

3
floor. Therefore, a study on the quality of the physical environment in workplace
childcare centers has raised a few issues or problems.

1.3.1 Lack of well designed interior element in environment of child care

center.

Room scale, proportion and the physical layout of furniture and equipment
have significant affects on the behavior and development of young children. From
the overall size of a room to the height of ceilings and scale of furniture, children
need environments that support their different stages of development. Quality child
care spaces allow children to explore safely, play actively and quietly, and engage
in a variety of activities throughout the day while supporting their emotional well-
being, stimulating their senses, and challenging their motor skills. A poorly
configured room can create huge challenges for the children and staff using the
space, and a well-organized and efficient layout will benefit everyone (LIIF, 2010)
Therefore, this study may help to understand the proper design for environment in
child care centre.

1.3.2 Lack of spatial arrangement in child care center.

Spatial arrangement and definition also influence children development;

well- defined areas promote better learning and positive behaviors among children
(Abbas et al., 2012). In addition, The design and layout of the physical
environment; including interior finishes, outdoor spaces, selection of equipment,
and room arrangement; have a profound impact on children's learning and
behavior and on caregivers’ ability to do their job. An effective environment
supports children's interaction with space, materials and people. When the
environment is designed properly, children have the freedom to move about safely
while sampling a variety of curriculum activities with little intervention required
by caregivers. Adults can then concentrate on developing activities, observing
children, and meeting their individual needs. Effective environments help children
feel invited and welcome to explore and learn ( DEEC , 2019 ). Therefore, this
study will help to create conducive environment among children at the care center
more comfortable in a space.

4
1.4 Research aim and research objective

The research aims to examine the quality of the physical environment in

childcare centre.

1.4.1 Research Objectives

RO1 : To determine well designed element in environment of child care

centre.

RO2 : To investigate the quality of children learning environment from

perspective in a children care centre

1.5 Research Questions

The research questions for this research study are:

RQ1 : What are the interior elements that use in child care center?

RQ2 : How does the arrangement furniture in child care center?

RQ3 : How to create a space that engages children and encourages safe
exploration?

5
1.6 Research Methodology
A mixed method will be used in this study which aim is to investigate on
the quality of the physical environment in child care centers.
The methods are listed in table 1.1 below:

Table 1.1
Research Questions, Research Objectives and Research Methodology
Research Objectives (RO) Research Questions (RQ) Research Methodology
(RM)
1. To determine the 1.What are the interior 1. Site observation
element of children elements that use in child
learning environment in a care center?
children care centre.

2. To investigate the 2.How does the 2. Questionnaire

quality of children arrangement furniture in
learning environment child care center?
from perspective in a 3.How to create a space
children care centre. that engages children and
encourages safe
exploration?

1.7 Scope and Limitation of Study

This study will be conducted at My Playpen Childcare Center, Kuala

Lumpur. Therefore, the data collection was conducted through qualitative methods,
namely on-site observation and interview with the caregivers.

Item Scope Justification

A. Type of Child care Center.

- Traditional daycare center.

E. Selected area to be focused on 1. Toddler’s Area

6
 F. Physical Elements Of Children 1. Layout
Learning Environment. 2. Furniture
3. Colour/Decoration

However, this study has several limitations, such as its finding not allowing
it to be generalized because the methodology is only based on the researcher's
observation. Another limitation during the data collection is waiting to get
permission for their an interview through call but unfortunately they did not
answered the call. Thus, the researcher has decided to go to the site and get
approval face-to-face on the spot.

1.8 Significant of Study

1.8.1 To the Designer and Developers

This study is important to help the developer, designer, and government

understand the quality of the physical environment in childcare centers. With the
quality of the physical environment, It will consists of all external conditions that
may affect an individual. The physical setting is one component of the
environment that influences how we feel and what we do. A house of worship, for
example, encourages reflection, adoration, meditation, and humility.

1.8.2 To the Developers

The type and arrangement of seating, lighting, use of symbols, and

acoustics support the activities that take place there. In addition, this study may
involve designer and developer to think about the message that you are giving
when you design or arrange the child care center.

7
1.9 Conclusion

The fundamental research design for this study was reviewed in the final
section of this chapter. In order to conduct this study, a mixed methodology will be
applied, combining site observation with a questionnaire approach. Additionally,
the topic of this research is briefly explained in this chapter. It was divided into a
few sections that dealt with the context of the investigation, the research issue
statement, the research aims, the research objectives, the research questions, the
significance of the study, the scope, and the limitation. Thus, the study's main
beneficiaries will be the students.

8
 CHAPTER TWO :
LITERATURE REVIEW

2.1 Introduction

Based on reliable sources, this chapter is divided into several sections to

highlight the focus of this study, which is to study the quality of the learning
environment for children in child care centers. In order to assess the quality of the
environment around the toddler's area, this chapter will also review understanding
of how toddlers learn in a child care centre.

2.2 Definition of key terms

2.2.1 The Quality of Learning Environment.

The atmosphere that students and teachers feel or perceive as part of an

institution is known as the "learning environment" or "climate," "ethos,"
"ambiance," and "atmosphere." These delicate aspects of learning will elicit
various responses from different students and teachers (Jummec, 2008). Therefore,
The environment and the beneficial impacts of children's achievement,
contentment, and success are positively correlated, as research has shown.
Furthermore, An essential learning experience for a child is learning to make
decisions based on prior experience and by learning to handle obstacles that are
evident or predictable. It helps to shape a child's positive self-image and practical
life skills, and it contributes to their overall development (Mitchell, 2006).

9
2.2.2 Children Care Centre.

One of the needs of families is access to child care centre (Mutalib,2018).

A conventional preschool environment serving children aged three to five is very
different from childcare facilities for babies (from birth to 36 months). For
instance, a rigid schedule of activities is inappropriate since newborn infants have
varied feeding and sleeping patterns. Environments for newborns must assure their
safety and foster health and comfort for both the infants and the caretakers
(T.Knopf,2015).

2.2.2.1 Learning Environment in Children Care Centre.

Understanding the value of the environment is essential before

understanding the value of play. How can we describe an environment? It may be
characterized as the "physical environment, its surrounds, and a particular
location." (Vickerius & Sandberg, 2006) Therefore, as a preschool teacher,
teachers must create learning chances for kids every day, and the majority of these
possibilities are created in the classroom or outside. In preschool settings, interest
zones are essential learning aids. In order to create engaging spaces, the teacher
might draw on the needs, interests, and skills of the students.

2.2.2.2 Common Interest Areas Recommended in Children Care Centre for

Toddlers.
Children require the attitudes and abilities necessary to face this
unpredictability, forge possibilities for themselves and their communities, and
continue to grow throughout their lives (Zosh,2017). Therefore, there are common
interest areas recommended in Children Care Centre for toddlers :

1) Block Construction Corner

Toddlers should have a block building area where they may create
and build while playing. This area may be rather lively, therefore it is a
good idea to keep it away from the majority of foot traffic and other quieter
activities. In this area, the best things you may provide is a set of wooden

10
building blocks, vehicles, railroad lines, trains, dolls, and toys for humans
and animals may be available in this area.

By include these, the children are able to develop their

imagination. According to Karen Nemeth, Blocks offer many ways for
young dual language learners to explore, express themselves,and
demonstrate what they are learning across languages. Children may build
using natural or repurposed materials in many play places with blocks.
Accessories like playthings, vehicles, and building machinery are crucial.
The accessories you provide should change on a regular basis and be
determined by the children's present interests and academic objectives.

2) Dramatic/symbolic play corner

Toy kitchens, dolls, and play food are available for kids to interact
with in the learning space's dramatic/symbolic play section. Anything that
encourages kids to get outside and represent what they observe in the
outside world falls under this category. Children can choose on and
experiment with new ideas in the dramatic play area. Children may use
props to play with a kitchen sink, stove, or refrigerator, accessories for
dolls and dolls, a compact table and chairs dishware and pretend food so

11
they may prepare meals, Boys' and girls' dress-up attire as well as a basket
of footwear or headgear.

3) Manipulative corner

Activities that encourage the development of fine motor skills, such

puzzles or Lego, are done in the manipulative area. If there is only room for
one table in the house, it is typically placed here so kids may sit down and
play. Furthermore, Meals may also be served at this table. For the storage,
the toys in this section usually have their own shelf or section of a shelf and
are in baskets or bins. Puzzles can be stacked up on a shelf or in a puzzle
folder. This area may use to play Play dough , Lacing toys , Stacking toys ,
Puzzles and Lego.

12
 4) Child sanctuary/literacy library

The learning environment should provide a place where kids may

spend some time alone, away from others, but yet being watched over. This might
be a "literacy library" and writing centre with paper, pens, and pencils for older
kids (ages 3-5). It can serve as a "cosy area" for babies and young children. A
superb library has a wide selection of books, including fiction, nonfiction, alphabet,
number, and nursery rhyme books, as well as periodicals and reference materials.

It frequently contains cushions or soft furnishings. For convenient

access, books might be arranged on shelves or in baskets. A listening
station, felt board, literacy exercises, and other resources that introduce
kids to language and print can also be included in the library.

13
2.2.2.3 Quality types of Infants and Toddlers care arrangements.

1) Regulation
The majority of research investigating the effectiveness of family
child care have not separated results for newborns and toddlers. Operating
with a licence has been a predictor of quality in several studies of family
child care for kids of all ages.

2) Group Size
One recent study on family child care put a special emphasis on
toddlers and gave younger children more weight when determining group
size. Using this weighted metric, smaller groups were associated with
greater quality, whereas enrollment overall had no bearing.

The association between group size and quality has been the subject
of several studies of family child care that did not concentrate on a specific
age. It has been demonstrated that group size may affect quality in ways
that are both good and unfavourable.

3) Education and Training

Greater levels of formal education, specialized training, and recent
training in childcare were associated with higher quality care, according to
a study with a toddler emphasis.

Provider self-reports of education and training have consistently

been linked to improved quality for family child care in general.
Evaluations of training programme, however, have shown conflicting
results about their efficiency in raising quality

14
2.2.2.4 Infant and Toddler Programme
The primary focus of an infant/toddler care programme is on
routine activities, rituals, and play. An important component of an infant/toddler
curriculum is the care giving component that underlies these scheduled chores,
rituals, and playtime. During the everyday care activities and rituals, the
interaction and relationships between the newborn or toddler and the carer promote
learning and growth.

1) Schedule
 Everyday activities at the centre will be planned around the
routines of the infants and toddlers.

 The daily plan must be flexible enough to be reviewed and

altered as necessary to meet the changing requirements of the
babies and toddlers while still maintaining some consistency
and order throughout the day.
2) Care Giving
 The well being of babies and toddlers in a programme for
their care depends on interaction, physical touch, and being
held.

 Each newborn or toddler will get plenty of physical affection

and individual care throughout the day in the form of holding,
gentle rocking, talking, listening, and taking short walks
about the centre.
3) Routines
 Nappy-changing, toileting, feeding, nap time, dressing,
washing, and bathing routines, as well as arrivals and
departures, all offer opportunities for learning. Routines must
take into account societal mores, family history, and cultural
and religious diversity.

 As soon as the infants or toddlers begin to demonstrate

readiness, staff members must encourage the development of

15
 self-help skills (dressing, using the restroom, washing
oneself, and eating). To promote security and stability, the
centre must keep a record of each infant's or toddler's
routines.
4) Play

 Caretakers play a crucial role in fostering a favourable and

suitable atmosphere that supports the play of newborns and
toddlers. The setting must offer possibilities for undisturbed
time, plenty of room, and suitable resources for unstructured
play. Play activities that promote development include
sensory-motor play, object play, heuristic play with objects,
physical activity, constructive play, social play, symbol play,
language play, and creative play.

5) Centre-Family Partnership

 In order to maintain the newborn or toddler's sense of

stability and continuity of care, a partnership between the
centre and family is necessary. As a result, centres must
develop strategies for including and boosting family
engagement in their programmes.

2.2.2.5 The levels of programme staff corresponding qualifications and the

responsibilities.

Staff who work with newborns and toddlers must complete

specialized training. In order to provide suitable care and experiences, it is
essential to understand the developmental needs and growth trends of infants and
toddlers. Infants and toddlers rely heavily on people to meet their needs. The safe
and dependable bonds kids have with their carers are what define their long-term
health, cognitive development, and psychological well-being.

16
1) Supervisor

The supervisor must have a Diploma in Pre-school education

and a valid first aid certificate and at least two years experience in
preschool setting. The responsibilities for this position is to
organize and oversee the baby care programme and shall be in
charge of the personnel who deal with infants and toddlers.

2) Infant Care Educarer

The infant care educator must be at least 21 years old, hold a

current first aid certificate, and have at least two years of experience
teaching young children. They must also possess a Certificate in
Infant/Toddler Care and Development or the Fundamentals
Certificate in Early Childhood Care and Education (with certification
in Infant /Toddler Care). The primary duties of this role include
planning and executing daily developmental and care-giving activities
for a group of infants and toddlers, monitoring the health and safety
of the current infants and toddlers, and supervising Infant Care
Assistants.

3) Infant Care Nurse

The infant care nurse must be at least a state-registered

nurse and ideally possess a certificate in infant/toddler care and
development or a fundamentals certificate in early childhood care and
education (with certification in infant/toddler care). The primary
duties of this role include planning and executing daily
developmental and caregiving activities for a group of newborns and
toddlers, monitoring the health and safety of the current infants and
toddlers, and supervising Infant Care Assistants.

17
 4) Infant Care Assistant

The child care assistant needs a Family Day Care Certificate

or a Fundamentals Certificate in Early Childhood Care and Education,
a current First Aid Certificate, and they must be at least 18 years old.
Only the infant educator or infant care nurse may have direct
supervision over this job.

2.2.2.6 Types of good ventilation in child care centre.

It is well known that once a kid transitions to a day care setting,
their risk of developing respiratory infections rises due to the increased viral and
bacterial exposure (Kolarik,2015). As a result, the air in childcare facilities is
contaminated not only by the evaporation of volatile compounds from materials
like floors and drapes, but also by the children's breathed air and odours. Mold and
dust mites may also be quite problematic. This is significantly influenced by how
much moisture is present in the indoor air. These are some type of good ventilation
that can supply in children care centre:

1) Air Humidity

The air quality in the play and sleeping spaces must have a healthy
balance of temperature and air humidity. Bacteria and viruses may grow more
quickly and live longer in environments with high humidity. Moisture is
also necessary for the survival and growth of microbes like mould and dust
mites. They create elements (allergens) that can aggravate asthma and allergy
symptoms. On the other side, low air humidity can cause throat, eye, and
noise discomfort as well as diminished infection resistance. Another
important factor to consider is air filtration and purification (Almilaji, 2021).
As a result, children with respiratory illnesses may present with
additional symptoms. In childcare facilities, a relative air humidity between
40% and 60% is ideal. This is readily accomplished with enough airflow.

18
 2) Allergens

Many kids have sensitive allergic reactions. According to research, allergen

sources may be found in most child care facilities. Children who are exposed
to these drugs run the risk of aggravating whatever asthma or eczema they
already have. Therefore, it is important to reduce allergy levels in childcare
facilities as much as feasible. Furthermore, (Wasserman,2021) suggest that
allergy training may help improve knowledge and skills among child care and
school personnel.

3) Ventilation

According to (Zuraimi, 2007), ventilation strategies account for the

variations in the measured indoor environmental parameters in general and may
be useful in reducing their concentration levels. Therefore, attention should be
paid to the indoor sources present inside the children's daycare facility. As a
result, effective ventilation requires skilled accuracy. The number of children,
the size of the space, and the activities taking place there are all elements that
must be taken into consideration. It's crucial to keep draught out. To enable the
extraction of stale air and the supply of fresh air, there must be sufficient air
circulation Mechanical ventilation filters outdoor air before it is blasted inside
the building, making it even cleaner than air that enters through the windows.

2.2.3 Conclusion.
This chapter aims to determine the level of knowledge on the
quality of a child care centre learning environment. The most important aspect of
their job is ensuring that young children consistently encounter teachers who are
sensitive and able to create positive learning environments (Marcy,2003)
The type of this research will focus on toddlers area in Children
care centre. Indicating to this topic, the way a person grows in their early years has
a significant impact on their subsequent growth. The conditions and surroundings
of a person's early years might be linked to the reasons behind how they act,
behave, and think.

19
 CHAPTER THREE :
RESEARCH METHODOLOGY

3.1 Introduction
The methods stated in chapter one will be covered in more detail in this
chapter, along with how each approach will be applied to achieve the study's goals
and respond to its specific research questions. The demographic and sampling
needed for this research will be taken into consideration as the research design is
created. The instruments that will be utilized and the methods used to collect the
data required for this study will also be covered in this chapter.

3.2 Research Design / Framework

20
3.3 Case Study

Children care centre in Petaling Jaya, Kota Damansara, was chosen for this
research study. The site of the selected children care centre was located at Casa
Bambini Childcare Centre, C01-09 Jalan PJU 5/1 Sunway Nexis, Kota Damansara,
47810, Selangor. Furthermore, at the Casa Bambini early childcare centre, they
can expand their social boundaries and learn how to interact with other people,
such as the educators and other children. They also have three types of programme,
such as baby, infant, junior toddler and toddler which is related to the proposal of
this project to investigate and research about the quality of children learning
environment in a children care centre. However, at Casa Bambini, the caretakers
demonstrate a highly nurturing personality plus extensive knowledge and are
carefully chosen specifically for this age group before undergoing intensive
training.

Therefore, the quality at the Casa Bambini childcare centre can be found in
all types of spaces. The physical environment, the space arrangement, and the
equipment available will either promote or impede quality care. Both the adults
and the children should find the environment welcoming and comfortable. A well

21
organized, conveniently arranged, and appropriately equipped classroom gives the
caregiver more time for stimulating and supportive interactions with children. In
order of findings the quality environment in childcare centre, Casa Bambini has
put safety as the main important of the environment in every spaces. .

In a well-designed environment, children move about freely and explore

without the caregiver worrying about children getting hurt. She can spend her time
in positive interaction with the children, rather than patrolling a “no” environment.
The safe environment that they have such as, developmentally appropriate
equipment made of non-toxic materials such as wood, non-slip floors, stable
shelves, objects, and fixtures with rounded corners along with steps toddlers can
use to reach the changing table so that caregivers will not have to lift them.

22
3.4 Research Methodology
According to mimansha (2019), The research problem may be approached
methodically using research technique. It may be viewed as a science that studies
how scientific research is conducted. However, As mentioned in chapter one, two
research objectives need to be obtained in this research. The research objectives, as
well as the research methodology, are shown in Table 1.

Table 1
Research Questions, Research Objectives and Research Methodology
Research Objectives (RO) Research Questions (RQ) Research Methodology
(RM)
3. To determine the 1.What are the interior 1. Site observation
quality of children elements that use in child
learning environment in a care center?
children care centre.

4. To investigate the 2.How does the 2. Questionnaire

quality of children arrangement furniture in
learning environment child care center?
from perspective in a 3.How to create a space
children care centre. that engages children and
encourages safe
exploration?

23
3.4.1 Research Objective 1
RO1: To determine the quality of children learning environment in a
children care centre.

3.4.2 On Site Observation

The first technique for gathering data is on-site observation. Site

observation and measurement will be done in order to comprehend the use of
healing ingredients in rehabilitation facilities. Therefore, it will be necessary to
take images of the place in order to document it in this research and provide proof
that the data gathering process went properly. An Apple iPhone 10 smartphone
with a built-in camera will be used to record this type of evidence.
Besides that, In order to guarantee the achievement of the research goals in
RO1, Any day of the chosen week will be used for the site visit observations, that
will take 3 to 4 hours and involve activities like drawing and taking pictures of the
components used in child care facilities. The results of the observation will then be
gathered and recorded on the checklist. There will be two components to the
checklist. The form's parts are listed below.

3.4.2.1 Section A: Lighting.

The lighting is included in the first part of the checklist. The task in this
phase is to count the number of lights within the space and divide that number into
the various categories of lights listed on the checklist. A note will be made about
the place and area where the illumination is located, and a photo will be taken. The
checklist will also contain the photo.

3.4.2.2 Section B: Natural view.

This section will analyse the sort of natural view that is present in the
toddler area of the childcare center. The observations will be recorded in the form
of written notes and observations on end-user accessibility and activity during
nature watching. The location of the natural view component, along with the
accompanying pictures, will be included in the checklist.

24
3.4.2.3 On site observation phase.

This part displays the evidence for the complete observation data collection.
The procedures in Figure were used to create a figure since they are clearer. As a
result, the process of data collecting is depicted in the figure below.

Seek approval and

permission for the site
observation from the
selected.

Prepare tools for the site Tools:

observation. 1. Smartphone.
2. Notebook.
3. Pen.
Identify the space of toddlers 4. Checklist form
area element on the site.

Document and record the

elemnets of children care Space element:

centre. 1. Wall
2. Column
3. Floor
Analyse data observation
4. Door/Windows
collected.
5. Ventilation
6. Furniture

Tabularize data.

Summarize and conclude.

25
3.4.3 Research Objective 2

RO2: To investigate the quality of children learning environment from perspective

in a children care centre.

3.4.3.1 Interview with the teachers.

The questionnaire serves as the primary measurement instrument for RO2.

This study's questionnaire will be administered using an online form. With a
variety of possible responses, a set of questions about the level of satisfaction with
the quality of the child care learning environment at a childcare center will be
provided within the Google Form. Therefore, The purpose of this part is to provide
some background information about the respondents. The box that applies to the
respondent must be filled. The demographic characteristics in this section are as
follows.

Interview Questions
Item Section Justification

A. Background Profile 1. Name

2. Ages

3. Gender

4. Position

5. Working Experience

B. Physical Interior 1. How does the

Elements arrangement furniture in

child care center?

C. Ambiance Elements 1. How to create a space

that engages children
and encourages safe
exploration?

26
3.4.3.2 Interview with the teachers phase.

This part displays the evidence for the complete interview data gathering
process. The procedures in Figure were used to create a figure since they are
clearer. As a result, the process of data collecting is depicted in the figure below.

Seek approval and

permission for the interview
session from the selected.
children care centre

Prepare a list of questions for Sections

the interview and handover 1. Background profile.
to the teachers. 2. Common space in
children care centre
(Toddler area).
3. Types of ventilation.
The interview distributed
questions and the
participant answered the
Participants
questions.
1. The teachers.

Analyse data interviewer

collected.

Tabularize data.

Summarize and conclude.

27
3.5 Conclusion

This chapter covered the research methodology for investigating into the
issue of this study, "the quality of children's learning environment in a children's
care centre." On-site observations and readings of the literature will be used to
gather the data. Information on the website, however, centre on individual
interviews with the site's administrators. The outcomes of the analysis after data
collection will be presented in Chapter 4 of the dissertation report. Chapter 5 will
discuss the hypothesis and a discussion of the findings of this investigation.

28
References
Abashah Aidanazima (2016). Service quality in early child care center.
Does parents satisfied? http://etd.uum.edu.my/4684/1/s809958.pdf

B. Kolarik, Z. Jovanovic Andersen, T. Ibfelt, E. Hoj Engelund, E. Møller, E.

Vaclavik Br€auner, 2015.
Ventilation in day care centers and sick leave among nursery children
https://www.researchgate.net/publication/273780998_Ventilation_in_day-
care_centres_and_sick_leave_among_nursery_children

Fahmida Afreen , (2011) Assessment of Safe Child Friendly Environment of Day

Care Centres in Government and Non Government Organizations of
Dhaka City http://hdl.handle.net/10361/1792 ,
https://core.ac.uk/download/pdf/61802369.pdf

Gary T. Moore, Takemi Sugiyama (2007) The Children’s Physical Environment

Rating Scale (CPERS): Reliability and Validity for Assessing the
Physical Environment of Early Childhood Educational Facilities
https://www.researchgate.net/publication
43502898_The_Children's_Physical_Environment_Rating_Scale
_CPERS_Reliability_and_validity_for_assessing_the_physical_e
nvironment_of_early_chil dhood_educational_facilities

Herman Knopf, Kevin J. Swick , 2007

How Parents Feel About Their Child’s Teacher/School: Implications for
Early Childhood Professionals
https://www.researchgate.net/publication/225422900_How_Parents_Feel_
About_Their_Child%27s_TeacherSchool_Implications_for_Early_Childho
od_Professionals

Jessica S. Gubbels, Dave H. H. Van Kann, Maria W. J. Jansen (2012) Play

Equipment, Physical Activity Opportunities, and Children’s Activity
Levels at Childcare Hindawi Publishing Corporation Journal of
Environmental and Public Health Volume 2012, Article ID 326520, 8
pages doi:10.1155/2012/326520

Jummec, 2008.
Review of research in learning environment.
http://adum.um.edu.my/index.php/jummec/article/view/4569/2360
Low Income Investment Fund (2011) QUALITY ENVIRONMENTS
FOR CHILDREN https://www.liifund.org/wp-
content/uploads/2011/03/LIIF-Quality_Environments_for_Children-
2010.pdf

29
Jennifer M. Zosh, Emily J. Hopkins, Hanne Jensen, Claire Liu, Dave Neale,
Kathy Hirsh-Pasek, S. Lynneth Solis and David Whitebread, 2017
Learning through play: a review of the evidence
https://cms.learningthroughplay.com/media/wmtlmbe0/learning-
through-play_web.pdf

Mashitah Abdul Mutalib, Nik Salida Suhaila Nik Saleh, Arasy bin Masut, 2018.
Quality Enhancement Of Child Care Centres In Malaysia:
An Analysis On Laws And Regulations
https://www.jesoc.com/wp-content/uploads/2018/03/KC9_203.pdf

Maria Vickerius , Anette Sandberg , 2006

The significance of play and the environment around play
https://www.researchgate.net/publication/247499562_The_significance_of
play_and_the_environment_around_play

M. S. Zuraimi, K. W. Tham, F. T. Chew, P. L. Ooi, 2007

The effect of ventilation strategies of child care centers on indoor air
quality and respiratory health of children in Singapore
doi:10.1111/j.1600-0668.2007.00480.x

Orouba Almilaji, 2021

Air Recirculation Role in the Spread of COVID-19 Onboard the Diamond
Princess Cruise Ship during a Quarantine Period
https://www.researchgate.net/publication/348135876_Air_Recirculation_R
ole_in_the_Spread_of_COVID19_Onboard_the_Diamond_Princess_Cruis
e_Ship _during_a_Quarantine_Period

Rebecca Mitchell ,Margaret Cavanagh &David Eager, 2006.

Not all risk is bad, playgrounds as a learning environment for children.
https://www.tandfonline.com/doi/abs/10.1080/17457300500310269?journa
lCode=nics20

Susan Waserman, 2021

Prevention and management of allergic reactions to food in child care
centers and schools: Practice guidelines
https://www.researchgate.net/publication/351451784_Prevention_and_man
agement_of_allergic_reactions_to_food_in_child_care_centers_and_school
s_Prac tice_guidelines

Mariam Felani Shaar, Sabarinah Ahmad, Izaham Shah Ismail, Yazid Zaiki (2022)
Addressing Recent PISA Rankings: The potential role of preschool
physical environment design quality in Malaysia
https://pdfs.semanticscholar.org/a495/87864ba0c1b9c4758f5df6
0467c1f69c2c cd.pdf

30
Salome Amissah-Essel, John Elvis Hagan, Jr.,Thomas Schack (2020)
Assessing the Quality of Physical Environments of Early Childhood
Schools within the Cape Coast Metropolis in Ghana Using a
Sequential Explanatory Mixed-Methods Design Eur J Investig Health
Psychol Educ. 2020 Dec; 10(4): 1158–1175. Published online 2020
Dec 18. doi: 10.3390/ejihpe10040081

Tamara Cumming, Sandie Wong, Helen Logan (2020) Early childhood

educators’ well-being, work environments and ‘quality’:
Possibilities for changing policy and practice Volume 46, Issue 1
https://doi.org/10.1177/1836939120979064

Whitebook, Marcy, 2003

Higher Qualifications for Pre Kindergarten Teachers Lead to Better
Learning Environments for Children.
https://files.eric.ed.gov/fulltext/ED480817.pdf

Yaty Sulaiman (2022). The Effects of Caregivers, Physical Facilities,

Environment, and Food Safety on the Safety Assurance Level at
Childcare Centers.

31
 APPENDIX 1 : ON SITE OBSERVATION CHECKLIST

SECTION A : PHYSICAL INTERIOR ELEMENTS

Type of Physical Interior Element Quantity Location Photographs

1. Layout

2. Furniture

3. Play Equipment

4. Air Quality

5. Lighting

32
 APPENDIX 2 : QUESTIONNAIRE

SECTION A : BACKGROUND PROFILE

Choose only one of the following.
1. Name __________________________
__________________________

2. Ages - Below 25 years old

- 25 years old to 50 years old
- Above 50 years old

3. Gender - Male
- Female

SECTION B : PHYSICAL INTERIOR ELEMENTS

Please give your opinions and feedback on the spatial arrangements in child care
center?

1) In your opinion, does the spatial arrangement in childcare centre were

used and located appropriately, efficiently, and comfortably?

2) How would you suggest ways to improve the spatial arrangement in

childcare centre?

SECTION C : AMBIANCE ELEMENTS

Please give your opinions and feedback on the ambience elements in childcare
centre.

1) In your opinion, does the ambience elements in childcare centre

located appropriately, efficiently, and comfortably?

2) How would you suggest ways to improve the ambience elements in

childcare centre?

33