ACKNOWLEDGMENT

I would like to extend my sincere gratitude to everyone who gives me the

opportunity to complete this report. A special tribute I gave to project manager, Madam
Norashida, who contributed to stimulating suggestions and encouragement, helped me to
coordinate my project especially in writing this report.

Moreover, I would also like to recognize with great appreciation the key role
TASKA ANIS AYUNI AISYAH staff, which gives permission to use all the necessary
equipment and materials required to complete the "RIANG RIA KANAK-KANAK"
programme. This assignment cannot be completed without the effort and co-operation
from our group members, Abdul Kholiq Mokhti Bin Azlan , Wan Mohd Amirul
Aiman Bin Wan Zain and also me Siti Rohaida Binti Ismail. And thanks to my
classmates, from DAM417 and DAM917, who helped me to install those parts and gave
suggestions on the programme I had worked on. Finally, thank you very much to the
project leader, Madam Norashida Binti Sarwe who has invested his full effort in
guiding me in achieving the goal. I should appreciate the guidance provided by other
supervisors as well as the panel especially in my project offerings that have enhanced
their thanks giving skills for their comments and advice.

Thank You,

Yours Truly

_____________________________

SITI ROHAIDA BINTI ISMAIL

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 ABSTRACT

Taska are places where children have the opportunity to explore various types of
activities and connect with the real world. In addition, they are also trained to investigate
such roles as fathers, mothers, doctors, teachers, engineers and others. Painting and
decorating are highly appreciated activities by children. This activity is one of the
methods in which children can express their feelings, imagination and express their
creativity by drawing and dashing. In line with the aspiration of the National Education
Philosophy that intends to produce physical, emotional, spiritual, intellectual and social
assets, the art aspect also plays a lot the role of creative, critical and far-sighted
individuals is the main target. This is because, drawing and colouring activities can train
children to sharpen their perception and imagination by using senses. In addition, the
value of being polite, disciplined and responsible in the child. Hence, the creation of a
tool that can generate child creativity is necessary. This is because according to Teresa
Amabile (1999), the creativity of children is divided into six stages where children are 2 -
3 years old in the painting, singing, building and playing skills of children. Children aged
4 to 6 years are able to colour, dance and play with words. Secondly, the creation of a
game that can develop the skills in addition to fulfilling the wishes of children who want
fun playing can be realized. For that purpose, the study of existing game designs can be
used to make the best game tools possible

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LIST OF CONTENS

CHAPTER TITLE PAGE NO

ACKHOWLEDGEMENT I
ABSTRACT II
CONTENTS III
LIST OF TABLE IV-VI
LIST OF FIGURE VII

1 INTRODUCTION 1
1.1 INRODUCTION 1-2
1.2 GOALS 2-4
1.3 PROJECT OBJECTIVE 3-4
1.4 PROJECT SCOPE 6
1.5 BACKGROUND PROBLEM 6
1.6 PROGRAM PLANNING 6

2 LITERTURE REVIEW 7
2.1 INTRODUCTION 7
2.2 DEFINITION OF PLAY 7-8
2.3 WAYS CHILDREN LEARN
THROUGH PLAY 8
2.4 BENEFITS OF PLAY FOR
YOUNG CHILDREN 9
2.5 HOW TO INCORPORATE
PLAY IN THE CLASSROOM 10
2.6 METHOD RESEARCH 11
2.7 CONCLUSION 11-12

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3 METHODOLOGY 13
3.1 INTRODUCTION 13
3.2 PROPOSAL 13
3.3 PROGRAM DETAIL 14
3.4 TARGET GROUP 14
3.5 TRAINING TECHNIQUE 14-15
3.6 BUDGET ALLOCATION 15-16
3.7 MEMO 16
3.8 TENTATIVE PROGRAMME 17
3.9 NAME LIST OF PARTICIPANTS 18-19
3.10 GANTT CHART 20
3.11 FLOW CHART 21
3.12 CONCLUSION 22

4 FINDING AND ANALYSIS 23

4.1 INTRODUCTION 23
4.2 PROGRAMME OUTCOMES 23-24
4.3 ADVANTAGE 24-25
4.4 DISAVANTAGE 25-26
4.5 ATTENDANCE OF PARTICIPANTS 26
4.6 CONCLUSION 27

5 RECOMMENDATIONS AND CONCLUSION 28

5.1 INTRODUCTION 28-29
5.2 RECOMMENDATIO N 29
5.3 CONCLUSION 30

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REFERENCE
PROPOSAL
REVIEW QUESTION
EVALUATION FORM

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 LIST OF FIGURE

No Title Page No
FIGURE 3.13 GANTT CHART 16

FIGURE 3.14 FLOW CHART 17

FIGURE 4.4 ANALYZE EVALUATION

FORM 23-25

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 LIST OF TABLE

No Title Page No
TABLE 3.4 PROGRAM DETAIL 12

TABLE 3.5 COSTING 13

TABLE 3.7 TENTATIVE PRROGRAM 14

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