HDPS2303 ECE Policies and Services - Emay23 (CS)

FACULTY OF
EDUCATION
HDPS2303
Early Childhood Education Policies
and Services Copyright © Open University Malaysia (OUM)
HDPS2303
EARLY CHILDHOOD
EDUCATION POLICIES
AND SERVICES
Kasnani Karim
Sabariah Siron
Copyright © Open University Malaysia (OUM)

Translator
Zaitoon Zakaria
Second edition 2023 (CS)

First edition 2016
Developed by Centre for Instructional Design and Technology, OUM.
Copyright © Open University Malaysia (OUM), HDPS2303

All rights reserved. No part of this work may be reproduced in any form or by any means without
the written permission of the President of Open University Malaysia (OUM).
www.oum.edu.my
Table of Contents
Course Guide vii–vii
Topic Acts, Rules, and Regulations of Establishment 1
1 1.1
1.2
Child Care Centre Act 308
Education Act 550
1
13
Summary 21
Key Terms
Topic Environment and Children 22
2 2.1 Child Development and Education

2.1.1 Holistic Development
23
23
2.1.2 How does Cognitive Development Occur? 25
2.1.3 The Levels of Sensory Motor Cognitive 27
Development
2.1.4 Importance of Brain Development in Early 28
Childhood
2.1.5 Heredity and the Environment 30
2.1.6 Motor Development 31
2.1.7 Types of Families 32
2.1.8 Family Involvement 34
2.1.9 The Impact of Parental Involvement 36
2.2 The Quality of Education and Upbringing 37
Summary 39
Key Terms 41
Topic Professionalism and Qualification 42
3 3.1 Eligibility
3.1.1 Teacher Qualifications
43
43
3.2 Developing Professionalism 44
3.2.1 Professional Advancement 47
3.2.2 Future Career 49
3.3 Professional Code of Ethics 50
Summary 51
Key Terms 52

iv TABLE OF CONTENTS
Topic Organisation Management 53
4 4.1 Interior Planning

4.1.1 Space Layout and Equipment
53
53
4.1.2 Basic Requirements of a Developmentally 55
Appropriate Environment
4.1.3 Activity 62
4.2 Exterior Layout 65
4.2.1 Types of Playgrounds and Layout 65
4.2.2 Minimum Requirement and Specialisation of 67
Space
4.2.3 Equipment 72
Summary 78
Key Terms 80
Topic Organisation of Activities 81
5 5.1 Preparation of Activities

5.1.1 The Selection of Materials and Equipment
81
82
5.1.2 Curriculum 88
5.1.3 Developmentally Appropriate Practices 90
5.2 Implementation 92
5.2.1 Teaching 92
5.2.2 Activities 93
5.2.3 Follow-up Activities 99
Summary 100
Key Terms 101
Topic Financial and Physical Management 102
6 6.1 Financial Management

6.1.1 Fees
102
104
6.1.2 Financial Funds 104
6.1.3 Contribution 105
6.2 Inventory 106
6.2.1 Teaching Materials 106
6.2.2 Game Equipment 128
Summary 132
Key Terms 133

TABLE OF CONTENTS v
Topic Nutrition Planning, Health, and Safety 134
7 7.1 Nutrition
7.1.1 Child Nutrition Plan
135
135
7.1.2 Children Nutritional Problems 138
7.1.3 Child Nutrition Education 140
7.2 Health 141
7.2.1 ChildÊs Health Status 141
7.2.2 Practices that Help with ChildrenÊs Health 144
7.2.3 Procedures to Control the Health of Staff 147
7.3 Safety 147
7.3.1 Security Environment 147
7.3.2 Safety Training 153
7.3.3 Measures to be Taken During Emergency 154
7.3.4 First Aid 189
7.3.5 Principles of CPR 191
7.3.6 Emergency Procedures 191
7.3.7 First Aid Kit 195
Summary 199
Key Terms 201
Topic Assessment, Records, and Reports 202
8 8.1 Assessment
8.1.1 Types of Assessment
202
208
8.1.2 Types of Children Assessment 216
8.1.3 The Purpose of Assessment 217
8.1.4 Authentic Assessment 219
8.1.5 Standard Test 222
8.2 Record 230
8.2.1 Types of Records 231
8.2.2 Regulations and Directives of Act 308 and 237
Relating to Preschool Assessment
Summary 238
Key Terms 238

vi TABLE OF CONTENTS
Topic Communication 239
9 9.1
9.2
Building a Strong Bilateral Relationship
Effective Communication
240
241
Summary 248
Key Terms 249
Topic Quality Improvement 250
10 10.1
10.2
The Quality of Education and Care
The Goals of a Quality Early Children Programme
251
254
10.3 Features of a Quality Model Preschool 257
Summary 258
Key Terms 259
References 260

Course Guide
COURSE GUIDE DESCRIPTION
You must read this Course Guide carefully from the beginning to the end. It tells
you briefly what the course is about and how you can work your way through
the course materials. It also suggests the amount of time you are likely to spend
in order to complete the course successfully. Please keep on referring to the
Course Guide as you go through the course materials as it will help you to
clarify important study components or points that you might miss or overlook.
INTRODUCTION
HDPS2303 Early Childhood Education Policies and Services is one of the courses
offered at Open University Malaysia (OUM). This course is worth 3 credit hours
and should be covered over 8 to 15 weeks.
COURSE AUDIENCE
This course is offered to all learners taking the Diploma of Early Childhood
Education with Honours programme. This module aims to provide basic
knowledge on the early childhood education policies and services.
As an open and distance learner, you should be able to learn independently

and optimise the learning modes and environment available to you. Before you
begin this course, please ensure that you have the correct course materials,
understand the course requirements, and know how the course is conducted.

viii COURSE GUIDE
STUDY SCHEDULE
It is a standard OUM practice that learners accumulate 40 study hours for
every credit hour. As such, for a 3 credit hour course, you are expected to
spend 120 study hours. Figure 1 shows the student learning time (SLT).
Figure 1: Student Learning Time
COURSE LEARNING OUTCOMES

By the end of this course, you should be able to do the following:
1. Explain the different aspects of management and administration of early

childhood education.
2. Discuss the acts and policies in the administration of early childhood

education.
3. Identify quality early childhood educational programme.

COURSE GUIDE ix
COURSE SYNOPSIS
This course is divided into 10 topics. The synopsis for each topic is listed
as follows (refer to Table 1):
Table 1: Synopsis for Each Topic
Topic Description
1 Discusses Act 308 and Act 550 which relate to the regulations and laws that
govern early childhood education.
2 Focuses on the fundamentals of early childhood education.
3 Discusses professional qualifications of administrators, managers, and

teachers. This topic also describes the training that teachers and assistant
teachers need to go through before working in early childhood education
centres. This topic also discusses the professional code of ethics that these
teachers need to abide by.
4 Describes organisational management of an early childhood education

centre.
5 Describes the organisation of activities in terms of setting-up the necessary

equipment that are appropriate for teaching and learning activities.
6 Introduces learners to the techniques, logistics, preparation, and

implementation of early childhood education activities.
7 Discusses nutrition, health, and safety of children.
8 Introduces learners to assessments and record-keeping in early childhood

education.
9 Explains how to build strong bilateral relationship between parents and

teachers, and guidelines of effective communication. We will also discuss the
types of communication that can be used in the context of early childhood
education.
10 Discusses improvement to enable learners to become teachers who are

capable of enhancing the overall quality of early childhood education.

x COURSE GUIDE
TEXT ARRANGEMENT GUIDE

Before you go through this module, it is important that you note the text
arrangement. Understanding the text arrangement will help you to organise your
study of this course in a more objective and effective way. Generally, the text
arrangement for each topic is as follows:
(a) Learning Outcomes

This section refers to what you should achieve after you have completely
covered a topic. As you go through each topic, you should frequently refer
to these learning outcomes. By doing this, you can continuously gauge
your understanding of the topic.
(b) Self-Check
This component of the module is included in strategic locations throughout
the module. It may be located after one subtopic or a few subtopics.
It usually comes in the form of a question. When you come across this
component, reflect on what you have already learnt thus far. By attempting
to answer the question, you should be able to gauge how well you have
understood the subtopic(s). Most of the time, the answers to the questions
can be found directly in the module itself.
(c) Activity
Similar to Self-Check, the Activity component is also placed at various
locations or junctures throughout the module. This component may
require you to answer questions, explore short case studies or conduct
an observation or research. It may even require you to evaluate a given
scenario. When you come across an Activity, you should try to reflect
on what you have gathered from the module and apply it to real situations.
You should, at the same time, engage in Higher Order Thinking skills
(HOTs) i.e. analysing, synthesising, and evaluating instead of only recalling
and defining.
(d) Summary
You will find this component at the end of each topic. It summarises various
important parts of each topic and helps you to recap the whole topic.
By going through the summary, you should be able to gauge your
knowledge retention level. Should you find points in the summary that
you do not fully understand, it would be a good idea for you to revisit the
details in the module.

COURSE GUIDE xi
(e) Key Terms

This component can be found at the end of each topic. You should
go through this component to remind yourself of important terms or
jargon used throughout the module. Should you find terms here that you
are not able to explain, you should look for the terms in the module.
(f) References
A list of relevant and useful textbooks, journals, articles, electronic contents,
and sources can be found in this section. The list may appear in a few
locations such as in the Course Guide (in the References section), at the end
of every topic or at the back of the module. You are encouraged to read or
refer to the suggested references to obtain additional information and
enhance your overall understanding of the course.
PRIOR KNOWLEDGE
No prior knowledge required.
ASSESSMENT METHOD
Please refer to .
REFERENCES
Greenberg, J. P., & Kahn, J. M. (2018). Early childhood education and care: History,
policy, and social work practice. NASW Press.
Lydia Foong, Mogana Dhamotharan, Palanisamy K. Veloo. (2014). Early child care
and education in Malaysia: Towards professionalisation. Strategic
Information and Research Development Centre.
Malaysian Qualifications Agency. (2014). Programmes standard: Early childhood

education. Malaysian Qualifications Agency.
Repo, K., Alasuutari, M., Karila, K., & Lammi-Taskula, J. (2020). The policies of
childcare and early childhood education: Does equal access matter? Edward
Elgar Publishing.

xii COURSE GUIDE
TAN SRI DR ABDULLAH SANUSI (TSDAS)

DIGITAL LIBRARY
The TSDAS Digital Library has a wide range of print and online resources for
learners. This comprehensive digital library, which is accessible through the
OUM portal, provides access to more than 30 online databases and several of
them are shown in Figure 2. As an OUM learner, you are encouraged to make
full use of the resources available through this library.
Figure 2: Among the Online Databases Available at TSDAS Digital Library

Topic  Acts, Rules, and
1 Regulations of
Establishment
LEARNING OUTCOMES
By the end of this topic, you should be able to:
1. Explain the Child Care Centre Act 308; and
2. Describe the Education Act 550.
 INTRODUCTION
The Government of Malaysia has introduced two Acts which are the Child Care
Centre Act 308 in 1984 and the Education Act 550 in 1996. This topic will discuss
both Acts in further detail.
1.1 CHILD CARE CENTRE ACT 308

The Government of Malaysia introduced the Child Care Centre Act 308 on
4 September 1984 and it was gazetted on 16 September 1984. This Act has been
enshrined in the Laws of Malaysia in 1984. It is intended as a guideline for
registration, control and monitoring as well as to ensure quality child care centre
services.

2  TOPIC 1 ACTS, RULES AND REGULATIONS OF ESTABLISHMENT
This subtopic will expose you to the arrangement of sections in Act 308,
particularly on interpretation, registration and the management of child care
centres (refer to Figure 1.1).
Arrangement of Sections
Part I
Preliminary
Section
1. Short title, commencement and application
2. Interpretation
3. Exemptions
Part II
Registration of Child Care Centres
4. All child care centres to be registered
5. Categories of child care centres
6. Prohibition of unregistered child care centres
7. Registration
8. Terms and conditions to be imposed
9. Registration to be kept
10. Inspection of the register kept
11. Certificate of registration
Part III
Cancellation of Registration
12. Cancellation of registration

TOPIC 1 ACTS, RULES AND REGULATIONS OF ESTABLISHMENT  3
Part IV
Appointment of Authorised Officers
13. Appointment of officers
14. Power of the Director General and authorised officers
Part V
Directions
15. Director General to give written directions
16. Order for temporary closure of child care centres
Part VI
Miscellaneous
17. Offences and penalties
18. Presumption
19. Existing child care centres
20. Power to enter and inspect premises
21. Prosecution of offences
22. Appeal
23. Regulations
24. Provision to allow reception of children above the age of four years
An Act to provide for the registration, control and inspection of child care centres and
for purposes connected therewith.
[Federal Territory of Kuala Lumpur ă 1 March 1985,

P.U. (B) 101/1985;
Selangor ă 1 March 1985,
P.U. (8) 101/1985;
Other States ă 1 February 1986,
P.U. (B) 55/1985]

Be it enacted by the Seri Paduka Baginda Yang di-Pertuan Agong with the advice and
consent of the Dewan Negara and Dewan Rakyat in parliament assembled, and by the
authority of the same, as follows:
Part 1
Preliminary
Short Title, Commencement and Application
1. This Act may be cited as the Child Care Centre Act 1984 and shall come into
force on such date as the Minister may, by notification in the Gazette, appoint
and the Minister may appoint different dates for the coming into force of
different parts or provision and for different parts of Malaysia.
Interpretation
2. In this act, unless the context otherwise requires ă „register‰ means any register
required to be kept under the provisions of this Act; „Director General‰ means
the Director General of Social Welfare; „authorised officer‰ means an officer
appointed under section 13; „relative‰ means a grandparent, brother, sister,
uncle or aunt related by consanguinity; „child care centre‰ means any premises
at which four or more children under the age of four years from more than one
household are received to be looked after for reward; „registered child care
centre‰ means a child care centre registered under section 7.
Exemptions
3. (1) This Act shall not apply to ă
 Any government hospital or private hospital licensed under the Private

Hospital Act 1971;
 Any institution exempted from the provision of this Act by the Director
General;
 Any kindergarten or nursery school which is registered under the

*Education Act 1961;
 Any childrenÊs home run by the Government or a State Government.
(2) This Act shall not apply to the reception of a child by a relative.

Part II
Registration of Child Care Centres
All Child Care Centres to be Registered
4. Subject to the provisions of this Act, every child care centre shall be registered
under this Act.
Categories of Child Care Centres
5. There shall be two categories of child care centres as follows:
(a) home based child care centre which is a child care centre which receives
less than ten children into the homes of the person registered under
section 7;
(b) institution based child care centre which is a child care centre which
receives ten or more children.
Prohibition of Unregistered Child Care Centres
6. (1) No person shall operate or take part in the management of a child care centre
which is not registered under the provisions of this Act.
(2) Any person who contravenes subsection (1) shall be guilty of an offence and
shall on conviction be liable to a fine not exceeding one thousand ringgit and in
the case of a second or subsequent offence, to a fine not exceeding two thousand
ringgit.
Registration
7. (1) Application for registration in respect of a child care centre shall be made to
the Director General in the prescribed form.
(2) The Director General may in his discretion register or refuse to register the
applicant in respect of the child care centre named in the application.
(3) The Director General may in his discretion register or refuse to register any
child care centre.

Terms and conditions to be imposed
8. The Director General may register any child care centre subject to the following:
(a) limiting the number of children who may be received in such child care
centre at any one time;
(b) ensuring that the applicant or any other person he employs at the child
care centre is a fit and proper person, whether by reason of age or
otherwise, to operate, take part in the management of or be employed at
the child care centre;
(c) ensuring that such child care centre shall be adequately staffed, both as
regards the number and the qualifications or experience of the persons
employed therein or taking part in the conduct thereof;
(d) ensuring that such child care centre shall be adequately and suitably
equipped and maintained;
(e) ensuring that, where any children are received in any child care centre
and remain there for a continuous period exceeding four hours in any one
day, there shall be adequate and suitable arrangement for feedings,
resting and recreation for such children and that adequate and balanced
diet shall be provided;
(f) complying with any requirement relating to the structure, fire

precautions, health, sanitation and safety;
(g) any other conditions which the Director General deems fit and proper.
Register to be Kept
9. (1) The Director General shall cause to be kept, in such form as he may specify, a
register of child care centres registered under this Act containing ă
(a) the name and address of every person registered in respect of any child
care centre;
(b) the name and address of every registered child care centre; and
(c) other particulars as the Director General thinks fit.
(2) A copy of an entry in the register purporting to be certified under the hand
of the Director General shall, until the contrary is proved, be admitted in
evidence as proof of the facts stated therein as at the date of such certified copy.

Inspection of Register Kept
10. Any person may, on application in writing to the Director General and on
payment of a prescribed fee, inspect the register kept under section 9 during
office hours.
Certificate of Registration
11. (1) Where any child care centre is registered, the Director General shall upon
payment of a prescribed fee issue a certificate of registration in the prescribed
form in respect of such child care centre, and such certificate shall specify the
address of the child care centre to which the registration relates and also any
conditions imposed under the provisions of this Act.
(2) A certificate of registration shall be issued to, and in the name of the person
who made the application therefore, and shall not be transferable to any other
person.
(3) Every certificate of registration issued under the provision of this section
shall be valid for twelve calendar months.
(4) Where any change occurs in any of the circumstances particulars of which
are specified in a certificate issued under the provisions of this section, the
person to whom such certificate was issued shall, within fourteen days, notify
the Director General in writing accordingly, and the Director General shall issue
an amended certificate in lieu of the original certificate.
(5) A certificate issued by the Director General under the provisions of this
section shall be kept available for inspection by an authorised officer, and such
person may demand the production of such certificate at the child care centre
concerned at any time.
Part III
12. The Director General may cancel the registration made under section 7 ă
(a) wherever there has been any contravention of or non-compliance with

any conditions imposed in respect of any registration made under this
Act;
(b) where there has been any failure to notify any change of circumstances in
accordance with the provisions of subsection 11(4);

(c) on the ground that the person to whom the certificate of registration has
been issued has been convicted of any offence under this Act or any
offence involving moral turpitude;
(d) if it appears to him that ă
(i) the child care centre has ceased to be operated as such or to exist; or
(ii) such person has ceased to operate that child care centre.
Part IV
Appointment of Authorised Officers
Appointment of Officers
13. The Minister may by notification in the Gazette appoint such number of officers
as he may consider necessary for the purposes of this Act.
Powers of the Director General and Authorised Officers
14. The Director General and any authorised officer may from time to time enter
and inspect any premises used for the purposes of a child care centre for the
purpose of ensuring that ă
(a) the health and well-being of the children or employees therein are
satisfactory;
(b) the registers, records, time tables, menus, books of accounts are properly
maintained;
(c) adequate and suitable equipment are provided therein;
(d) the structure, hygiene and sanitation are maintained;
(e) adequate precautions are taken against fire or other peril likely to
endanger the lives or health of children cared for therein.

Part V
Directions
Director General to Give Written Directions
15. (1) The Director General may, in respect of any registered child care centre, give
such directions in writing as he thinks necessary to ensure that ă
(a) the centre is operated and managed satisfactorily;
(b) the welfare of the children attending the centre is promoted in a proper
manner;
(c) adequate apparatus and equipment necessary as safeguards against fire

are provided therein; and
(d) the provisions of this Act are complied with.
(2) A direction under subsection (1) ă
(a) shall be served upon the person registered in respect of the child care
centre; and
(b) shall specify a period of time within which the directions shall be
complied with.
Order for Temporary Closure of Child Care Centres
16. (1) The Director General may ă
(a) if it appears to him that there is any danger or risk of danger to persons in
any premises of a registered child care centre; or
(b) if, in respect of any such premises a direction given under section 15 is not
complied with within the period of time specified in the notice served
thereunder, by order in writing direct that the premises shall cease to be
used as a child care centre for such period as he thinks fit or until further
notice.

(2) Any order under this section shall be served on the person registered in
respect of the child care centre, and shall take effect from the date of service
thereof.
(3) It shall be sufficient service of any order under this section if ă
(a) it is delivered personally to the person on whom it is served;
(b) it is sent by registered post to the last known address of that person; or
(c) a copy thereof is posted in a conspicuous place upon or in the premises to

which it relates.
Part VI
Miscellaneous
Offences and Penalties
17. Any person who ă
(a) operates or takes part in the management of a child care centre in any
premises other than premises specified in the certificate of registration of
the child care centre;
(b) in or in connection with any application under this Act makes any
statement or furnishes information, whether such statement be oral or
written, which is false in any material particular and which he knows or
reasonably ought to know is false in such particular;
(c) obstructs the Director General or any authorised officer in the exercise of
any of his powers under this Act;
(d) refuses to produce any book, document or other article upon being so
required under section 20, or, when so required, furnishes information
which is false in material particular and which he knows or reasonably
ought to know is false in such particular;
(e) operates or takes part in the management of a child care centre which is
operated in any name other than the name in which it is registered;
(f) fails to comply with an order served on him under section 16, shall be
guilty of an offence and shall on conviction be liable to a fine not
exceeding two thousand ringgit or to imprisonment for a term not
exceeding one year.

Presumption
18. In any prosecution for any offence under this Act, if it is proved that any person
did any act in connection with the organisation or operation of a child care
centre, it shall be presumed, until the contrary is proved, that such person took
part in the management of such child care centre.
Existing Child Care Centres
19. Any person who manages or maintains a child care centre at the date of coming
into force of this Act shall within a period of six months from the date of such
commencement apply to the Director General in the prescribed form for the
issue of a certificate of registration.
Power to Enter and Inspect Premises
20. (1) The Director General or any authorised officer shall have power to enter at
any reasonable time any premises reasonably suspected of being used for the
purpose of a child care centre without registration or where he has any
reasonable grounds for believing that there has been contravention of the
provisions of this Act and shall inspect such premises to make any inquiry
which he considers necessary.
(2) In the course of inspection under this section the Director General or any
authorised officer may ă
(a) put questions concerning the management of the child care centre to the
person registered under this Act and to any other person in charge of the
child care centre whose evidence he may consider necessary, and all such
persons shall be legally bound to answer such questions truthfully to the
best of their ability;
(b) require the person in charge to produce before him all or any of the
records required to be kept under this Act; and
(c) seize or take copies of any record produced before him under paragraph
(b).
(3) Any person may refuse to comply with any demand or order by an
authorised officer acting or purporting to act under this Act if such officer
refuses on demand to declare his identity or produce a letter of authorisation, as
the case may be.

Prosecution of Offences
21. Any prosecution in respect of any offence under this Act may be conducted by
an authorised officer.
Appeal
22. Any person aggrieved by the decision of the Director General under this Act
shall within thirty days of the notification of such decision appeal in writing to
the Minister whose decision shall be final and shall not be questioned in any
court of law on any ground.
Regulations
23. (1) The Minister may make regulations to carry out the purposes of this Act.
(2) In particular and without prejudice to the generality of the foregoing power,
such regulations may provide for all or any of the following matters:
(a) the operation, management and supervision of child care centres;
(b) the duties and responsibilities of persons registered in respect of child

care centres;
(c) the qualifications, experience, appointment, duties, responsibilities and

discipline of persons for the purposes of the operation, management and
supervision of child care centres;
(d) the health and nutrition care of the children cared for in child care centres;
(e) the registration of child minders employed in child care centres;
(f) the keeping and maintenance of such registers pertaining to children, in

such form as the Minister deems fit;
(g) the prescribing of the minimum requirements for child care centres to be
used for the reception of children and to provide for the minimum
sanitary requirements, water supplies and other matters pertaining to
health in respect of such buildings;
(h) the prescribing of the minimum equipment;
(i) the prescribing of forms to be used and the information to be furnished

for any of the purposes of this Act;

(j) the granting of certificates and the issue of copies of the certificates in the
case of the certificates being lost or destroyed;
(k) the fees to be paid under this Act;
(l) the prescription of anything which is required to be or which may be

prescribed under the Act.
Provision to Allow Reception of Children Above the Age of Four Years
24. Notwithstanding anything contained in this Act the Director General may, on
the application of the person registered in respect of a child care centre, allow
that the said child care centre receive children above the age of four years,
subject to such further terms and conditions which the Director General may
deem necessary.
Figure 1.1: Arrangement of Sections of the Child Care Centre Act 308
Source: http//spdiis.ism.gov.my/docs/akta/Akta%20Taska%201984.pdf
ACTIVITY 1.1
1. State the definition of child care in accordance to Act 308.
2. Explain how the administration aspect is outlined in Act 308.
1.2 EDUCATION ACT 550

The Education Act 550 was created in 1996.The objective of this Act is to protect
children, guardian and entrepreneur rights as well as to ensure the quality of
child care services in Malaysia. This Act is used as a guideline for educational
provisions and for matters related to it (refer to Figure 1.2).
(a) Registration
Matters of registration in Act 550 involves all systems in the National
Education System such as preschool education, primary education,
secondary education, education after secondary education, technical
education, technical and polytechnic education, special education and
teacher training education. This also includes religious teaching in
educational management institutes, provision of facilities and services,
evaluation and inspection of private educational institutions and higher
education.

(b) Management
Management refers to the management of registration in all education
institutions including cancellation of registration, registration of managers
and employees, student enrollment, teacher registration, issuance of
teaching permits and many other related matters.
Arrangement of Sections
Part I
Preliminary
1. Short title and commencement
2. Interpretation
Part II
Administration
3. Appointment and duty of Director General of Education
4. State Directors of Education and other Education Officers
5. Registrar General of Schools and Teachers
6. Chief Inspector of Schools and Inspectors of Schools
7. Director of Examinations
8. Power of Minister to issue general directions
9. Power of Minister to issue special directions
Part III
National Education Advisory Council
10. National Education Advisory Council
11. Functions of National Education Advisory Council
12. Right of attendance
13. Power to make regulations in relation to National Education Advisory Council
14. National Education Advisory Council may regulate its own procedure

Part IV
National Education System
Chapter 1 ă The National Education System
Section
15. National Education System
16. Categories of educational institutions
17. National language as the main medium of instruction
18. National Curriculum to be used by all schools
19. Schools to prepare pupils for prescribed examinations
Chapter 2 ă Pre-School Education
20. Prohibition against the establishment, operation or management of

kindergartens
21. Power of Minister to establish kindergartens
22. National Pre-school Curriculum to be used by all kindergartens
23. Language of instruction in kindergartens
24. Power to make regulations in relation to pre-school education
25. Chapter 2 not applicable to child care centres
26. Non-application of sections 18 and 19
Chapter 3 ă Primary Education
27. Minister to provide primary education
28. Establishment and maintenance of national and national-type schools
29. Duration of primary education
29A. Compulsory primary education

Chapter 4 ă Secondary Education
30. Minister to provide secondary education
31. Establishment and maintenance of secondary schools
32. Transition class
Chapter 5 ă Post-Secondary Education
33. Post-secondary education
Chapter 6 ă Other Educational Institutions
34. Other educational institutions
Chapter 7 ă Technical Education and Polytechnics
35. Technical education in national secondary schools and other educational

Institutions
36. Polytechnics may offer courses of study and award qualifications approved by
Minister
37. Collaboration with other institutions and industrial organisations in technical

and vocational education
38. Provisions as to courses of study in respect of degrees conferred by universities,

etc.
39. Power to make regulations in relation to polytechnics
Chapter 8 ă Special Education
40. Minister to provide special education
41. Power to prescribe the duration of and curriculum on special Education
Chapter 9 ă Teacher Education
42. Restriction on establishment of teacher education colleges
43. Registration of teacher education colleges
44. Award of certificates or other qualifications by teacher education colleges

45. Minister may establish and maintain teacher education colleges
46. Teacher education colleges to conduct courses of study approved by Minister
47. Provision as to courses of study in respect of degrees, etc., conferred by

universities, etc.
48. Instrument of government for teacher education colleges
49. Power to make regulations in relation to teacher education colleges
Chapter 10 ă Religious Teaching in Educational Institutions
50. Teaching of the Islamic religion
51. Teaching of religious knowledge of a religion other than Islam
52. Financial assistance to Islamic educational institutions not established or

maintained by the Minister or State Government
Chapter 11 ă Management of Educational Institutions
53. Instrument of government for educational institutions
54. Power to make regulations in relation to instruments of government
55. Educational institution to be managed by its instrument of government
56. Power of Minister to appoint additional governors
57. Appointment of teachers under instrument of government and Act
58. Power of Minister in relation to exercise of functions, etc.
59. Dissolution of board of governors of government or government-aided

educational institution
60. Notice of dissolution to contain consequential directions
61. Minister shall appoint a different board upon dissolution of a board
62. Dissolution of board of managers or governors of government educational

institution
63. Interpretation

Chapter 12 ă Provision of Facilities and Services
64. Power of Minister to render assistance
65. Medical and dental inspection of pupils
66. Boarding facilities
Part V
Assessment and Examination
67. Assessment of pupils
68. Examinations
69. Prohibitions on the conduct of examinations
Part VI
Higher Education
70. Minister to be responsible for higher education
71. Establishment of higher educational institutions, etc., is prohibited
72. Penalty
Part VII
Private Educational Institutions
73. Saving relating to private educational institutions
74. Private educational institutions to comply with the requirement of National

Curriculum and to prepare pupils for prescribed examinations
75. Subjects to be taught in private educational institutions providing

postsecondary education
76. Power to make regulations for supervision and control of standard of education
77. Prohibition as to courses of study and training in respect of degrees, etc.,

conferred by universities, etc.
78. Application of other provisions of the Act to private educational institutions

Part VIII
Registration of Educational Institutions
Chapter 1 ă Registration of Educational Institutions
79. All educational institutions to be registered
80. Register
81. Provisional certificates of registration
82. Registration
83. Change in respect of educational institution premises
84. Refusal to register an educational institution
85. Notice of refusal to register an educational institution
86. Prohibition on advertisement, etc.
Chapter 2 ă Cancellation of Registration
87. Grounds for cancellation of registration of an educational institution
Chapter 3 ă Registration of Governors and Employees
88. All governors and employees to be registered
89. Registration of governor and employee
90. Grounds of refusal to register a governor or employee
91. Notice of refusal to register a governor or employee
92. Appeal against refusal to register a governor or employee
93. Power of Registrar General to strike off the register a governor or employee
94. Retirement of governors and employees
95. Persons struck off the register to be notified
96. Appeal against striking off the register
97. Surrender of certificate of registration

Chapter 4 ă Registration of Pupils
98. Registration of pupils
Chapter 5 ă Inspection of Educational Institutions by the Registrar General
99. Inspections to be made from time to time
100. Powers of Registrar General on inspection of registered educational Institutions
101. Inspection of premises of unregistered educational institutions
102. Power to close unregistered educational institution
Part IX
Registration of Teachers
Chapter 1 ă Registration of Teachers
103. Prohibition to teach
104. Register of teachers
105. Application for registration as a teacher
106. Power of Registrar General to refuse to register a person as a teacher
107. Notice of refusal to register a person as a teacher
108. Appeal against refusal to register a person as a teacher
109. Registration of teachers
110. Revocation of registration after notice
111. Appeals
112. Striking off the register
113. Transitional provisions as to registration of teachers

TOPIC 1 ACTS, RULESS AND REGULA
ATIONS OF EST
TABLISHMENT  21
Chapterr 2 ă Permits to
o Teach
114. Isssue of permits to teach
Chapteer 3 ă Miscellan
neous
115. Su
urrender of cerrtificates of registration as a teeacher
116. Du
uty of teacher to
t notify chang
ge of education
nal institution
Figure 1.2
2: Arrangemen nt of Sections of
o the Education
n Act 550
Source: http//sspdiis.ism.gov..my/docs/aktaa/Akta%20Tasska%201984.pddf
ACTIVITY 1.2
1. Describe the
t education
n aspect in Acct 550.
2. Summarisse the adminiistration aspeect of the Edu

ucation Act 550.
 The Child
C Care Centre Act 3088 was implem
mented in 19844 while the Ed
ducation
Act 550
5 in 1996.
 Act 308 and Acct 550 are important

i accts facilitatin
ng teachers to have
undeerstanding, knnowledge and d skills with regards to thhe National Ed
ducation
Systeem. At the same
s time, teachers
t mayy acquire thee right attitu
udes and
undeerstand the prrovisions andd restrictions in
i these Acts.
Act 3088 Child

d care centre
Act 5500 Presch
hool

Topic  Environment
2 and Children
LEARNING OUTCOMES
1. Explain the holistic and cognitive development of children;
2. Describe early development and early childhood environment;
3. Clarify the concept of heredity and the influence of the
environment;
4. Recognise different types of families;
5. Explain parental involvement and the impact of early childhood
education; and
6. Discuss the quality of education and care.
 INTRODUCTION
Understanding the process that characterises the development of children can
help teachers in early childhood education to understand their role as educators
and caregivers. Undoubtedly, children need a few years to develop fully before
they become independent. During this time of dependency, the professionalÊs
response to children is critical to their development. We must remember that the
development of a child is based on an average and the term „average‰ refers to
the normal level of development.

TOPIC 2 ENVIRONMENT AND CHILDREN  23
ACTIVITY 2.1
Before continuing your reading, please specify what you understand

from the term „special education‰.
2.1 CHILD DEVELOPMENT AND EDUCATION

This subtopic will further expose you to child development and education as
well as discuss holistic development, cognitive development, sensory motor
development, the importance of brain development during early childhood,
heredity and environment, types of family involvement and the impact of quality
education and care.
2.1.1 Holistic Development

Holistically, a childÊs development from birth to three years is full of important
events. From the time babies are born until they are one year old, they learn to
breathe, and then smile, think and take their first steps. Between the ages of one
to three years old, children go through two massive development milestones,
that is walking and talking. The ability to move by themselves and mastering
language is a sign of autonomy for toddlers. This unique development is
significant to both child and caregiver. How professionals in the field of early
education react to this new development and motivate them to be independent
determines how children will grow and live their lives.
The anatomy of the brain in children is similar as that of an adult, but it is smaller
in size. At the very beginning of life, the brain grows rapidly. During infancy the
brain weighs only ¾ pounds; 1 ó pounds at six months old; 2 ó pounds at 2 ó
years old; and by the age of ten years, the growth of the brain has reached the
level of an adult, at which point it stops growing. A childÊs brain has more than
100 billion neurons, or nerve cells, and more than 50 trillion synapses. The
formation of connected neuron pathways to neurons is important for brain
development. The experiences that children undergo will lead to neuronal
formation. If the child is not exposed to new experiences, they will risk facing
slow development.
Next, let us look at an example of the origins of special education.

24  TOPIC 2 ENVIRONMENT AND CHILDREN
Figure 2.1: Jean-Marc Gaspard Itard (1775ă1838)

Source: http://www.bridgemananrt.com/asset/234654/French-School-19th-
century/Jean-Mach-Gaspard-Itard-1775-1838-1879-oil-on-c
Itard (see Figure 2.1), a French medical doctor, was appointed to treat a
12 year old boy named Victor. Victor was found wandering in the forest and
had never interacted with humans. He was called the „Wild Boy of Aveyron‰
(see Figure 2.2) and was deaf and mute. Many experts at that time were not
sure whether the boy could be taught.
Figure 2.2: Wild Boy of Aveyron

Source: http:/nypl.bibliocommons.com/item/show/17445186052_lenfant_sauvage

During the five years under his care, Itard taught him basic skills such as
dressing up, hygiene and communicating with others. Itard was so frustrated
with the progress achieved until he almost admitted defeat. Finally, even
though it took a long time, with much patience, Victor managed to learn all
the alphabets, the meaning of many words and had the ability to take care of
himself. Through ItardÊs efforts, there began a realisation and acknowledgement
that special needs children can be taught if given due attention.
Children need experiences that are accurate and adequate. For example, at the
age of one, their language development is at a critical level. At this age, the
pathway of hearing to learning language is formed. Babies with nannies or
mothers who always talk to them will learn to develop their language, especially
in terms of constructing and picking up vocabulary and forming phrases.
2.1.2 How does Cognitive Development Occur?

Human cognitive development occurs in several stages. The sensory motor stage
of cognitive development by Piaget is as illustrated in Table 2.1:
Table 2.1: Sensory Motor Stage of Cognitive Development by Piaget
Level Age Behaviour

Reflexive Actions Birth until  Sucking, holding, crying and
one month swallowing are examples of reflex
actions.
 Through experience, actions become
more efficient (for example, the
amount of milk to be sucked for
nutrition).
 Unable to tolerate disappointment
when needs are delayed.
Primary Circular One month until  Acquire adaptive behaviour.
Reactions four months  Slow reflex action is replaced with
voluntary action.
 Circular action resulting from existing
schema modification.
Secondary Circular Four months until  Increase in responses to humans and
Reactions eight months objects.
 Able to start new activities.
 Beginning of object permanence.

Coordinated Eight months until  Increase in purposeful response to

Secondary Schema twelve months humans and objects. Begins to show
signs of intellectual development.
 Development of continuous object
permanence.
 Actively seeks hidden objects.
 Understands the meaning of simple
words.
Tertiary Circular Twelve months  Starts to actively investigate through
Reactions until eighteen trial and error.
months  Spends a lot of time on exploring new
objects because of curiosity.
 Able to differentiate between self and
objects.
 Aware of things that are not visible
(learns that although objects are not
readily visible, does not mean they
cannot be accessed or do not exist)
 Begins to understand space, time and
reasoning.
Intention of Means Eighteen months  Starts understanding the relationship
until twenty four between cause and effect.
months  Figures out objects mentally.
 Learns to mimic behaviour in a
symbolic way.
 Begins to understand the concept of
time.
 Begins to have a concept of the self in
terms of thinking and behaviour.
More details about this level will be discussed in the following subtopics.

2.1.3 The Levels of Sensory Motor Cognitive

Development
The following are clarifications on the levels of development of the sensory
motor stage of cognitive development by Piaget:
(a) Stage 1: Birth Until One Month

At this stage babies will suck and strongly grasp anything they can
reach. This is controlled by their own reflexive instincts. There is no
discrimination in these reactions; the baby will respond to all things that
can be held irrespective of whether they are dangerous or not. The ability to
grasp is the current sensory motor schema for babies. Through experience
and maturity, the basics of grasping as a reflexive response will be
coordinated with seeing, and the opening of the palm and fingers. Thus, the
baby will perform reflexive actions from the basics to more sophisticated
planned responses.
(b) Stage 2: One Month Until Four Months

At this stage, the sensory motor behaviours that have not been shown are
mastered by the baby which is a modification of the reflex action such as
bringing the thumb to the mouth to suck, moving with the object by sight
and rotating its head according to where the sound comes from. These
reactions are called basic circular reactions. This shows the baby has begun
to recognise its environment.
(c) Stage 3: Four Months Until Eight Months

Piaget calls this stage „making interesting things permanent‰. At this level
the baby can manipulate objects and show coordination between sight and
other senses. The baby starts to repeat actions and can remember objects
that cannot be seen but were once held. When an object is given to a baby
he will react repeatedly such as bite or knock the object. If such actions
produce interesting results to the baby, then the action will be repeated.
These reactions are called secondary circular reactions.
(d) Stage 4: Eight Months Until Twelve Months

At this stage, children have begun to build a coordinated secondary
schema. Children begin to put objects aside because they want to take other
objects. Children start looking for hidden objects and begin to show
realisation of object permanence for objects they once held.

(e) Stage 5: Twelve Months Until Fourteen Months

This stage is the climax of the sensory motor stage which shows behaviour
that indicates the intelligence of the child. At this stage, children begin to
study objects to solve problems involving tertiary circular reactions, that is,
repeating actions and modifying behaviour over and over again to see what
will happen. This repetition helps children to understand the cause-and-
effect that will produce a new relationship discovered through exploration
and research.
This is the initial stage where toddlers learn to walk. Physical movement is
mixed with the ability and desire to explore and survey objects in the
environment. Taking care of children at this stage can be very interesting
but at times also tiring and frustrating. Children will explore, hold and
touch anything that is visible. Therefore teachers, caregivers and parents
need to set up an environment that supports child development at this
stage. Play objects that are suitable for children at this stage are blocks,
wooden hammers, etc.
(f) Stage 6: Fourteen Months Until Two Years

This stage is a transitional period from the sensory motor stage to symbolic
thinking. It is a representational stage that allows children to imagine
events. Children also build the capability of remembering such as
performing an action that they copied from others. They think by using
mental imagery and memory to do „pretend‰ activities. At this stage
children love to engage in symbolic play activities, for example using
blocks as a car, statue as a baby, etc.
2.1.4 Importance of Brain Development in Early

Childhood
The brain is an amazing complex organ. The anatomy of a childÊs brain is similar
to an adult brain but smaller in size. The brain of an adult weighs three pounds.
As mentioned before, at birth, a childÊs brain weighs ¾ pound; six months later
the weight is 1 ó pounds and at the age of two years, the brain weighs two
pounds. Here we can see the development of a childÊs brain is very rapid and
stops at the age of ten years when it reaches its full size. Therefore, the ability to
learn depends on how much experience is acquired in the environment, because
every experience will improve the capacity of the network of neurons in the
brain. The following are some considerations:
(a) Neuroscience research has found that good parental care like warmth,
bonding and appropriate positive stimulation from birth, can make a
difference in the development of the child throughout their lifetime.

(b) Experience during critical stages of development in the lives of these

children has a strong influence on their development.
(c) Babies are able to quickly revise their perception of human beings and the
world based on their new experiences. This is due to the brain having less
commitment or load as compared to the adultÊs brain which allows it to
check their views about the world quickly.
(d) Auditory stimulus through the use of words can stimulate cell formation.
When children hear something being repeated several times, an association
is formed in the auditory cortex of the brain.
(e) The sound in different languages will form different mapping. A baby who
grows up in a house with English speakers will have a different mapping
compared to children from homes that use a different language.
(f) Children aged eight months can retain words for a longer period of time if
they are exposed to stories as compared to children who never hear stories
from parents.
(g) Children who receive supplements of multivitamins show positive effects

in their cognitive development.
(h) Training supports learning. Improvement in balance, awareness of space

and motor coordination skills can improve academic achievement and
learning.
(i) Exposure to music has an impact on the network of brain neurons in

children.
The conclusion that can be drawn is that children are born to learn. This is
obvious as the childÊs learning is in line with the development of the brain. Brain
development and lifelong learning depend on heredity influence (controlled by
80,000 genes) and the environment (the experience gained from the environment
in which they grow up).
Events that occur during the critical age (early life) have a permanent effect on
childrenÊs development and learning. The effects can be both positive and
negative.
Human brains are elastic. It acts differently to different types of experience and
environments. Prevention as an early intervention is better than recovery at a
later stage in life. Enriched environments influence brain development which, in
turn, increase cognitive abilities.

ACTIVITY 2.2
1. Discuss why there are children who are weak in learning while
there are also strong learners among them. Relate your
explanation to a childÊs brain development.
2. What can you say about your experiences when you were young
and what effect have they had on you today?
2.1.5 Heredity and the Environment

Nowadays we hear about the influence of nature, heredity and genes. All these
are inborn in humans. However, the influence of the environment also plays an
important role in human development. Which one plays a bigger role? This
question has been constantly debated because the answer depends on many
factors. Most of the traits that exist in humans are determined by heredity, for
example eye colour. Many differences among people are influenced by diet,
growth, hormones and other environmental interventions. For example, height is
influenced only 20 per cent of diet, but the overall height is influenced by genes.
Table 2.2 specifies the average height and weight of infants and toddlers.
Table 2.2: The Average Height and Weight of Infant and Toddlers
Boy Girl
Age Height Weight Height Weight
(inch) (pound) (inch) (pound)
Born 20.0 8.0 19.5 7.5
3 months 24.0 13.0 23.5 12.5
6 months 26.5 17.5 25.5 16.0
9 months 28.5 20.5 27.5 19.0
1 year 30.0 23.0 29.5 21.0
1 ó years 32.5 27.0 33.0 24.5
2 years 34.0 28.0 34.0 26.5
2 ó years 36.5 30.0 36.0 28.5
3 years 37.5 31.5 37.5 30.5
Source: Morrison (2004)

The environment in which humans live and grow play an important role in
influencing how they behave. For example, from birth to eight years old is a
critical time where the environment plays an important role in the development
of a childÊs life including nutrition, quality of the environment, stimulation of the
brain, close relationship with parents and learning opportunities.
Figure 2.3 shows the relationship between heredity and environment.
Figure 2.3: Hereditary and environment: Dimensions of development

Source: Morrison (2004)
2.1.6 Motor Development

What would it be like if we could not walk, run or do any physical activity that
we love? Motor skills play an important role in human lives. For a child who has
just started to walk, motor development is very necessary because it contributes
to the development of skills and knowledge. However, motor development is
based on the following principles:
(a) Motor development occurs sequentially.
(b) Maturity of the motor system moves from gross behaviour to fine
behaviour.
(c) Motor development is from the head (cephalo) to the leg (caudal). This is
called cephalocaudal. At the time of birth, the babyÊs head is the first part of
the body that grows. A baby can hold up its head before sitting down or
walking.

(d) Motor development moves from the middle to the end. This is named
proximodistal. Babies can control the movement of their hands first and
then control the movement of their fingers.
Motor development plays a central role in the cognitive and social development
of a child. For example, by learning to walk, children can explore the
surroundings and this, in turn, contributes to their cognitive development.
Motor development also plays an important role in social and behavioural

expectations. For example, the process of toilet training for children who have
just learnt how to walk may cause parents, caregivers and children alike to be
anxious.
Toilet training allows children the ability to control their reactions especially
when the stomach and bladder are full. This training requires maturity, time,
patience, modelling, environmental setup, building a routine and reconciliation
between parents and child, and child professionals.
ACTIVITY 2.3
1. Explain how parents can help children in toilet training.
2. What are the activities that can be given to children in the process
of controlling (delaying) the need to urinate or to defecate?
Discuss this.
Families today are not the same as families in the past. Family structures have
changed over time and era. TodayÊs mothers also have jobs, and this is the main
cause of children being placed under the care of nannies or caregivers in child
care centres. Parents need a helping hand in bringing up and nurturing children
as early as when the children are born. This is where the opportunity of child
care centres come in; to meet the needs of parents.
2.1.7 Types of Families

Families today are divided into several types, namely:
(a) Nuclear Family

The nuclear family consists of the mother and father as well as one or more
of their own children. This family is usually made up of young couples who
live apart from their own parents. They live without any help from their
own parents in taking care of their children.

(b) Extended Family

Extended family contains the nuclear family, grandparents, aunts and
uncles and siblings who live in the same house. They share a culture of
togetherness and shared responsibility in matters of the family and care for
their children. In such a family, children are taken care of by the other
family members too.
(c) Polygamous Family

Polygamous family is a family that consists of a man who marries more
than one wife. This family is a big family because usually every wife has
their own children. Whether they stay or live in the same house or not, they
will still be regarded as a family as they are attached to one father. Children
who are siblings with the same father according to Islamic Law inherit the
same property.
(d) Single Parent Family

With the increase of divorce rates and new attitudes towards child care,
children of single parents are a common phenomenon. Some people choose
to be single parents through the recruitment of adopted children. The
family has only one mother or a father who is responsible for all things in
the family. These families need help from child care centres because most
often, the father or mother has to go to work to support the family.
(e) Step Family

Step families consist of a mother or father with their own children or the
children of the person who they marry. For example, a husband who is
married to a new wife will bring his wife and children together. Therefore,
such a family gets together and merges into one large family. Child care can
be shared if there is an understanding between family members.
(f) Foster Family

Foster family is a family which takes care of and educates children who are
not a result of their marriage but are children from other individuals or
child care centres or orphanage homes. Most foster parents are made up of
a woman or a man who are old but not married, couples who do not have
children, or couples who want to have more children in the home. They
require child care centres to help take care of these children.
(g) Grandparent Family

Grandparent family is a family with grandparents who educate and care for
their grandchildren. The real parents have to leave their children with their
parents because they work away from home.

(h) Second Family

These families have one or more children where their children are adults,
either their own children or adopted, after the first birth. This means that
after the first birth, the family does not have any children anymore for a
long time until they decide to add another child after the mother becomes
much older. These mothers need child care help as they may not have the
strength to take care of the younger children, anymore.
SELF-CHECK 2.1
Explain how the different types of families can influence the

development of children.
2.1.8 Family Involvement

There are six types of parental or family involvement in early childhood
education. As professionals in early childhood education, your goal is to involve
parents in your programme, which covers six types of activities (see Figure 2.4):
Figure 2.4: Types of parent involvement

Now let us discuss the different types of parental involvement.
(a) Learning about Parenting Knowledge and Skills

Parenting programmes provide knowledge and skills intended to assist
parents in caring for and educating children, understanding children
development and setting the home environment to support children at their
age level. Parents are encouraged to attend classes for adults, or attend
parenting training workshops.
(b) Building Communication between Home and School

This involves communicating with families about the centreÊs programme
and child development through effective methods from home-to-school.
Communication can be established face-to-face, in writing such as
newspapers and bulletins, telephone and electronic media such as e-mail or
webpages.
(c) Doing Voluntary Work in Schools and the Community

Families are encouraged to do voluntary work that is suitable with their
lifestyle, commitments at work and interests. Supervisors must provide log
books for the childÊs family and others in the community who are willing to
become volunteers. Their areas of expertise and interests need to be
recorded. The types of programmes and time organised by the child care
centre will determine the volunteers who are interested in helping. For
example, a family member might be able to help during breaks, lunch or
after working hours.
When family members volunteer to help at child care centres, this gives the
children a positive message and, in turn, gives parents an idea of how child
care centres are managed day-to-day. Volunteers also will be able to
observe directly the interaction between teachers and children. Teachers get
additional adults to help in the child care centre and are able to observe
parent and child interactions.
Family involvement as volunteers can increase enrolment, training as well

as increase the workforce to provide support to students and care centre
programmes.
(d) Supporting ChildrenÊs Learning at Home

This is done by getting families involved with childrenÊs learning activities
at home including doing homework and other activities related to the
curriculum. For example, parents are encouraged to read story books that
are provided by the child care centres with their children.

(e) Involvement in Decision Making

Families need to be engaged in decision making and administration for
child care centres through the Parent Teacher Association (PTA), School
Board members, and other parental organisations. The centre can involve
parents by organising buffets in the afternoon (lunch) where parents can be
introduced to one another, communicate and be comfortable interacting
together. Centres can explain their central goal of involving parents in the
administration and activities of the centre, and provide an opportunity for
parents to express opinions and ideas.
(f) Collaborating with the Community

This is the coordination of resources and services available in the
community for families, children and centres alike. Activities such as family
events, cultural shows or potluck dinners may be organised. These
activities bring families and communities together in a way that is
comfortable without them feeling forced or pressured. Resources available
in the community will help support groups providing them with additional
information while they act as agencies of the community.
2.1.9 The Impact of Parental Involvement

Family involvement in preschool activities can impact the centre. The impacts are
as follows:
(a) The programme can be balanced on the whole. This indirectly contributes
to social development. Teachers have their own philosophy and ideas
which can be shared with family and community members.
(b) Children have different needs. Parents have hope and requirements of their
children.
(c) Families give a sense of involvement to success of schools.
(d) Schools can share decision making, forming positive values and foster
consistent behaviour.
(e) Develop routine and positive habits and learning to work together.
(f) Enhance the humanistic character in the personnel to ensure the success of
a programme with humanistic values.
(g) To be active and then rest and relax while enjoying a meal together.
(h) Improve effective communication to establish ties with members of the

community.

(i) Develop skills in drawing, music, movement and drama.
(j) Develop sensory motor, gross motor and fine motor skills amongst
children.
(k) Strengthen the concept of Science and Mathematics in children.
ACTIVITY 2.4
1. In your opinion what other activities can be carried out to

encourage parent involvement in child care centres?
2. How do we handle parents with negative attitude towards parent

involvement? Discuss.
2.2 THE QUALITY OF EDUCATION AND

UPBRINGING
Although there is a lot of debate on the quality of education and care that should
be given to children, several factors can be identified in providing this care and
education, namely:
(a) Development Needs

Good education and upbringing can provide for the needs of children at
every stage of development. For example, babies need good physical care
and affection to continuously stimulate their instincts, which are still being
developed. Children who are just learning to walk require a safe
environment and opportunities to explore. They need caregivers that can
provide support and encouragement for them to be active in exploring the
environment.
(b) A Suitable and Safe Environment

A child care centre which is in a comfortable and secure setting is important
to child development at any age. The neighbourhood environment should
be free from busy traffic or chaos. The play area should be fenced and well-
kept. Toilet facilities, chairs and other furniture should be child-size. There
should be an area to exhibit childrenÊs work such as drawing using fingers
and plasticine models. The environment should be attractive and
comfortable, clean with good ventilation making it nice and cheerful.

(c) The Ratio of Caregivers and Children

The ratio of adults to children should be adequate to give individual care
and attention needed for children. The ratio of caregivers and children are
1:3 or 1:4 for babies; 1:3 or 1:4 for toddlers; 1:8 or 1:10 for pre-schoolers
depending on the size of number of children in the child care centre. If the
ratio is met, training and education for these children will give good
results. Research has shown that low quality child care results in children
who are less prepared for school and have poor language skills, regardless
of how many children are being taken care of whether by caregivers in
child care centres, nannies or family members.
(d) Appropriate Programme

Programmes need to be in written and cater for childrenÊs activities that can
stimulate independent growth, language skills and cognitive development.
All educational programmes should aim to achieve social, emotional and
cognitive development. Quality programmes using appropriate practices in
curriculum can help achieve the goal of early childhood education.
(e) Education and Family Support

It is vital for parents to understand the programmes that are being
implemented by the centre. They need to know if the programme is
compatible with the growth and development of their children. Parents
need to be encouraged to make the programme in the centre a part of their
lives and not treat it as a separate entity. Professionals at the child care
centre must show their competence to parents in terms of child
development, nutrition and planning and implementing the curriculum.
They also need to convince parents that they will always inform them of the
development of their children. In addition to this, professionals and parents
must agree on disciplinary procedures and guidance for children.
(f) Training and Staff Development

All professionals need to engage in a programme that runs continuously
in terms of training and development. The Child Department Associate
(CDA), National Credentialing Programme is a good start for early
childhood education professionals to learn to become efficient and acquire
the necessary skills. Early childhood programme administrators must have
the background and training in the development of early childhood
education. All caregivers must be equipped with knowledge in child
development. Professionals need to be aware and not just work for the
centre but also be child-oriented.

(g) Programme Accreditation

The establishment of a child care centre must obtain accreditation through a
body that is in charge of the quality control of the programme. The criteria
that are taken into account in giving accreditation are:
(i) Interaction between staff and children;
(ii) Curriculum;
(iii) Interaction between staff and parents;
(iv) Administration of child care centres;
(v) Staff qualification and development;
(vi) Physical environment and safety;
(vii) Nutrition and food service; and
(viii) Evaluation of the programme.
ACTIVITY 2.5
Make a visit to a child care centre and evaluate if the criteria for
accreditation can be satisfied by the centre.
 Holistic development from birth to three years is full of significant events.
 Between the ages of one to three years old, two developmental milestones
occur quickly: walking and talking.
 Self-mobility and mastery of language are signs of autonomy in a toddler.

This unique development is significant to the child and also to his caregivers.
 Human cognitive development occurs according to levels, which are the level
of primary circular reaction and secondary circular reaction, coordination of
secondary schemes and investigation which represents intelligence.

 The development of a childÊs brain is very rapid; it stops growing at the age
of ten years when it reaches its full size. The ability to learn depends on how
much experience was gained from the environment because every experience
will increase the capacity of the network of neurons in the childÊs brain.
 Neuroscience research has found that good parental care with warmth and
affection, strong bonding and positive stimulation since birth, can provide the
difference in the development of the child during their lifetime.
 A conclusion that can be made is that children are born to learn. This is
because they are born with an opportunity for them to learn in accordance
with their brain development. Brain development and ability to learn in a
lifetime depends on the association between the influence of heredity
(controlled by the 80,000 genes) and environment (experience gained from
environment where they grow).
 Heredity and environment play equally important roles in the life of a child.
Human nature is influenced by heredity while behaviour is mostly
influenced by the environment.
 Motor development plays a central role in the cognitive and social

development of a child. By learning to walk, children can explore the
environment and this contributes to their cognitive development.
 Families these days are not the same as families in the past. The family
structure has changed over time. TodayÊs mothers have jobs and this causes
children to be placed under the supervision of caregivers or child care
centres. Parents need enough help in nurturing children, as early as when
they are born.
 Family involvement in early childhood education covers six types of activities

which are parenting knowledge and skills, communication between home
and school, doing volunteer work in schools and in the community,
supporting education at home, participating in decision making and
collaboration with communities.
 Babies need physical care and love. Their instincts are still in the stage of
development.
 The physical setting of a child care centre that is comfortable and safe is very
important to a childÊs development at any age.

T
TOPIC 2 ENVIRONMENT AN
ND CHILDREN  41
 The ratio of adultts to children

n should be adequate
a to give
g appropriate care
and individual
i atttention. The ratio of careg
givers and ch
hildren are as follows;
for babies
b 1:3 or 1:4; for toddlers 1:3 or 1:4; for presschoolers 1:8 or 1:10,
depeending on the size of the nu
umber in the child care cen
ntre.
 All programmes
p should
s includ
de education to meet the social,
s emotio
onal and
cognnitive develop pment of chilldren. Qualitty programm
mes using app propriate
practtices in the im
mplementatio p achieve the goals of
on of curricullum can help
early
y childhood ed ducation.
 It is vital for parrents to undeerstand the programmes

p implemented d by the
centrre. They needd to know if the
t programm me is compattible with thee growth
and developmentt of their chilldren. Parents need to be encouraged to make
the programme
p i the centre as part of their
in t lives raather than a separate
entity
y.
 All members
m of thhe professionn need to eng gage in an on
ngoing prograamme in
terms of training and develop pment. Child Developmen nt Association
n (CDA)
Natioonal Credentialing Progrramme is a good start for early ch hildhood
educcation professsionals to be efficient
e and get
g the requireed skills.
 The establishmen
e nt of a child care centre mu ust obtain acccreditation th
hrough a
body
y that is in cha
arge of quality control of programmes.
p
Accrediitation educattion program

mme H
Holistic develo
opment
Cognitiive developm
ment M
Motor develop
pment
Family involvement N
Nuclear family
y
Hereditty Q
Quality of caree

Topic  Professionalism
3 and
Qualification
LEARNING OUTCOMES
1. Describe the eligibility of professionals such as administrators or
managers, teachers and assistant teachers;
2. Discuss how to enhance professionalism;
3. Describe the professional code of ethics; and
4. Discuss career pathways for future educators, caregivers and
administrators.
 INTRODUCTION
A professional is a person who has recognised competence in a particular field
or occupation. Professionals in early childhood education, or child care givers,
should have a strong knowledge in early childhood education theory and
practices. This evolving knowledge will guide the actions and daily activities of
an early childhood professional.
ACTIVITY 3.1
In your opinion, why should professionals working in early childhood

care centres have the appropriate qualification?

TOPIC 3 PROFESSIONALS AND QUALIFICATION  43
3.1 ELIGIBILITY
This subtopic will discuss the eligibility of teachers in early childhood education
in further detail.
3.1.1 Teacher Qualifications

In Malaysia, the preschool teacher has qualifications in the field of preschool
education by completing the various courses offered by the Ministry of
Education, for example:
(a) Teacher Certificate Specialising In Preschool Education, since 1993.
(b) Diploma in Education majoring in preschool, since 1996.
(c) Postgraduate Teaching courses (KPLI) specialising in preschool, since 2000.
(d) Managers of private preschools are required to register all preschool

teachers in their respective State Education Departments, and are required
to attend preschool courses during school holidays. This also applies to
private bodies and organisations that operate kindergartens and
preschools, who should train their teachers and assistants.
(e) Instructors for these courses are instructors from the State Education
Departments and the Teacher Education Division, Malaysia. As a tribute
from the Ministry of Education to preschool teachers who are innovative,
the Ministry granted the „Innovative Teacher Award‰ to preschool teachers
in Malaysia in 2000. They competed at the district, state and national level.
For the award, preschool teachers needed to demonstrate competitiveness,
creativity and commitment.
(f) The Teacher Education Division, Ministry of Education Malaysia also

devoted efforts to promote preschool centres and created an award to
recognise experts among lecturers tasked with training teachers in the field
of early childhood education. This award was named „Anugerah
Pensyarah Pakar Bidang Prasekolah‰.
The Ministry has sent many teachers and lecturers to further their studies in the
field of preschooling at masters and doctorate levels in the state and abroad.
There are many universities in Malaysia, which offer a BachelorÊs Degree in the
field of preschool such as Universiti Kebangsaan Malaysia, Universiti Putra
Malaysia, Universiti Sains Malaysia, University of Malaya and Open University
Malaysia (OUM). Based on these qualifications, teachers and lecturers will be
capable of creating quality centres of early childhood education in the country.
44  TOPIC 3 PROFESSIONALS AND QUALIFICATION
The Ministry of Education has organised many courses during the holidays for
teachers involved in preschool teaching and learning from the private sector so
that they are well-versed in the latest strategies and techniques of teaching and
learning that has to be executed in accordance to the National Education
Philosophy and the Malaysian Preschool Syllabus.
School management, preschool teachers and headmasters are responsible for

planning and implementing preschool programmes. Preschool programmes
must meet specific requirements in accordance to child development and the
needs of children and parents respectively. The management and preschool
teachers are responsible for providing a suitable environment, classroom,
provision of equipment and materials that are appropriate to meet the studentÊs
skills. Student records and the account of meetings with parents need to be
regularly updated. The beginning and ending of school sessions need to be
timely and there should be teachers responsible to ensure that instructions,
guidelines and information are disseminated smoothly on a daily basis.
3.2 DEVELOPING PROFESSIONALISM

Early childhood education is a profession that is constantly developing in various
aspects. „Developing‰ here means knowledge that needs to be learned. In fact,
there is now a higher regard for the field of early childhood and it is getting more
recognition. Thus, the career opportunities are wide. This recognition is based on
the increase of awareness amongst community members on the importance of
early childhood education that is being given to children from the beginning of
their lives. The community is now aware of the importance of good parenting to
children. Since working mothers are always away from their children, there is a
growing demand for quality childcare.
Every early childhood education professional is obligated to improve their

knowledge and skills. The basis of quality care is the competency of the staff and
their training. In accordance with the development of knowledge and expertise,
staff at the child care centre should always improve their knowledge so that they
continuously upgrade their skills. This process requires professionals in early
childhood education to take into account the following critical measures:
(a) Step 1: The Value of Personal Strengths and Weaknesses

Professionals should always assess their strengths and weaknesses.
Figure 3.1 specifies the self-assessment checklist that must always be
evaluated from time to time.

Always Sometimes
1. I follow the programme policies and

procedures including ethics and
curriculum planning.
2. I work with all staff members and I

am willing to do any extra task when
required.
3. I have the knowledge and skills to

work effectively with special needs
children and children from different
backgrounds.
4. I am competent in the field of

classroom management, development
and implementation of courses.
5. I have good relationship with parents

of children in my class and I will find
creative ways to involve myself in the
programme.
6. I always make a habit to reflect and

always ask for help from others to
improve my knowledge and skills.
7. I am an advocate to both children and

families; as well as to my programme.
8. I am committed in sharing my
knowledge and skills as well as play
an active role in the child care centre
and community.
Figure 3.1: Self-assessment checklist
(b) Step 2: Identify Goals

If your self-report shows that there is still room for improvement, you may
wish to participate in workshops, read early childhood materials, find
mentoring and participate in other learning opportunities that may help
you in the field that you need. It is better if you can start from one or two
objectives that can be achieved in a year. Your success in the beginning is
going to motivate you to proceed to a higher level.

Programmes in the field of early childhood has increased in the

21st century, but the number of personnel is unable to meet the demand. In
Malaysia, we are lacking experts in the infant care centres, children and
special needs centre. On a more serious note, we lack personnel in
managing new early childhood programmes, training personnel, managing
effective child care facilities, providing mentors to families and relatives
and provide special trainers in the field such as improving reading and
assessment of children, technical assistants, programme accreditation and
self-improvement.
(c) Step 3: Identify Educational Resources

By identifying educational resources for teachers you can climb up your
career ladder allowing you to provide quality early childhood education.
Educational resources are as follows:
(i) Reading articles, books and journals.
(ii) Attend conferences, seminars, lectures or workshops.
(iii) Watch videos and listen to tape recordings.
(iv) Network with early childhood personnel through meetings, telephone

calls, e-mail and Internet bulletin boards and chat rooms.
(v) Surf the Web for information.
(vi) Visit other child care centres.
(vii) Participate in leadership training and fellowship programmes.
(d) Step 4: Implementing Planning to Improve Self-concept

Each plan is designed to improve oneself in terms of education or skills
where planning schedules are created for respective teachers.
(e) Step 5: Share the Expertise with Others

Whatever knowledge you acquire as an educator or caregiver, share this
knowledge and experiences with others in the following ways:
(i) Informal information shared with colleagues.
(ii) Invite other teachers to visit your child care centre.
(iii) Share books or video tapes with parents or colleagues.
(iv) Plan and execute scientific presentations at parentsÊ meetings or staff

meetings.

(v) Contribute articles in a journal or newsletter.
(vi) Make a presentation in a workshop, seminar or conference.
(vii) Provide mentoring services to junior colleagues.
(viii) Get a position in professional organisation.
ACTIVITY 3.2
Discuss steps in developing professionalism in childhood education.

Can you suggest other measures in addition to the ones previously
mentioned?
3.2.1 Professional Advancement

The development in early childhood education is gaining recognition and
professionals in this field have a bright future. Those interested in this field have
the opportunity to serve in government agencies, quasi-government and private-
owned centres. The Ministry of Education Malaysia has determined that
preschool teachers should hold a Bachelors Degree and the Community
Development Department (KEMAS) and Department of National Unity must
make sure that their teachers and caregivers attain at the very least a diploma.
(a) Knowledgeable
Teachers in early childhood education need to have basic knowledge of
how to teach and deal with children. With knowledge, teachers will be able
to understand children and perform their duties as teachers more
effectively. Knowledge and education in the field of early childhood
education can assist teachers in the following ways:
(i) Basic child development;
(ii) Responsibilities of duties as a teacher and in guiding children;
(iii) Foundational pedagogy to enable teaching children effectively in

preschool;
(iv) Rules for teachers and children;
(v) Children health and nutritional needs; and
(vi) Understanding the family system and community.

Qualified teachers are exposed to the different aspects of child welfare. This
awareness can be used as a guide to teachers while performing duties in the
premises. Among other things that need to be observed are as follows:
(i) No torturing of children;
(ii) Cannot be oppressive and injure children physically;
(iii) Should not be involved in cases that are harmful to children; and
(iv) Cannot discriminate against children.
Educators are encouraged not to participate in any activity that

discriminates against children based on race, religion, nationality, status,
ability, behaviour or beliefs of their parents. Educators need to be involved
in activities that provide knowledge in decision making that involve the
needs of children.
When teachers have evidence of child abuse, action needs to be taken

immediately and a report has to be made to the concerned parties to ensure
appropriate action is taken under the law and the Child Protection Act.
Teachers need to identify signs of abuse as follows:
(i) Physical;
(ii) Sexual;
(iii) Oral; and
(iv) Emotional.
(b) Personality
The teacher acts as a role model to the children. Teachers should always
control their behaviour and not be negative while teaching in class.
(i) Teachers should be ethical and they have a responsibility to the school
administrators or school managers.
(ii) Always comply with school directives and instructions from the
principal.
(iii) Punctuality in arrival time and going home time is very important.

(iv) Teachers are not allowed to leave before the last child leaves the
school.
(v) Committee administrators need to set the latest time for parents to
pick their child; all delays must be informed in advance and over time
charges should be imposed according to the hours set.
(vi) Preschool teachers need to have empathy.
(vii) Preschool teachers need to be happy with their choice in having a

career in early childhood education.
ACTIVITY 3.3
In your opinion, what is the inherent potential of preschool teachers?

How would you improve yourself? Share examples of how you would
enhance your role at the child care centre.
3.2.2 Future Career

Preschool teachers have a future choice to further their studies in early childhood
education or obtain a BachelorÊs and advanced degree in preschool. The
following are the courses offered in the field of preschool education:
(a) MalaysiaÊs efforts to enhance the professional teachers in early childhood

education has long been carried out since 1993 with the introduction of
Teacher Certificate Courses in Malaysia majoring in childhood education
(Ministry of Education, 1993).
(b) Subsequently the Ministry implemented postgraduate courses in Preschool

Education (Ministry of Education, 2003).
(c) There are also KSPK courses (Special Teaching Certificate Courses) ă one
year course for preschool specialisation (Ministry of Education, 2005).
With the existence of several courses which have been developed by the
government, the field of early childhood education has been designated with an
esteemed standard of professionalism.

3.3 PROFESSIONAL CODE OF ETHICS

This subtopic will discuss the professional code of ethics in depth.
The following describes the professional code of ethics:
(a) Always maintain the confidentiality of parents and staff in the centre.
(b) Be honest in performing duties, and be reliable in carrying out procedures

relating to health, safety and the well-being of children.
(c) Be sincere to children, parents, colleagues and administrators. For example,

the promises that are made must be fulfilled.
(d) Treat all children and their families with respect regardless of gender, race,
culture and their economic status. Teachers must respect parentÊs opinions
and beliefs.
(e) Treat each child as an individual. Help each child achieve success; give
them the required time, regardless of the level of their performance.
The National Association for the Education of Young Children (NAEYC, 2005)
has set the Ethical Conduct for educators, caregivers and administrators of early
childhood education. This code of ethics covers four areas.
(a) Ethical responsibility to children:
(i) Not hurting children;
(ii) Programmes suitable for children; and
(iii) Improve and protect the well-being of children.
(b) Ethical responsibilities to the family:
(i) Build relationships based on mutual trust;
(ii) Respect the culture and family values;
(iii) Always update parents on their childrenÊs progress and care centre
programmes; and
(iv) Connect families with resources in the community.

(c) Ethical responsibilities to colleagues:
(i) Build relationships based on respect, trust and cooperation;
(ii) Strive to resolve differences in the spirit of respecting; and
(iii) Strife to be part of an effective programme.
(d) Ethical responsibility to the community and society:
(i) Act as the voice for the young children in any place;
(ii) Provide high quality service; and
(iii) Defend the rights of the children to receive high quality service.
ACTIVITY 3.4
Make a visit to a child care centre and observe whether the centre is
providing quality services in accordance with the code of ethics of
NAEYC, 2005.
 Preschool teachers in Malaysia have earned credentials in the field of

preschool by following the various courses offered by the Ministry of
Education Malaysia.
 In accordance with the development of knowledge and expertise, all child

care givers at child care centres should improve their knowledge so as to
continuously upgrade their skills. Care givers need to take into account the
following critical steps when upgrading skills and expertise:
ă Strength and weaknesses;
ă Identify goals;
ă Identify educational resources available;
ă Implement plans to improve oneself; and
ă Share new expertise with others.

5
52  TOPIC
C3 PROFESSSIONALS AND QUALIFICATION
Q N
 Professional education n of early childhood should alw ways enhan

nce
professionalism in term
ms of knowled
dge, personaliity and skills.
 The code of
o ethics highllighted by NA
AEYC, 2005 co
overs four areeas, namely:
ă Ethicall responsibilitty to children;;
ă Ethicall responsibilitty to family;
ă Ethicall responsibilitty to colleagues; and
ă Ethicall responsibilitty to commun

nity.
E
Ethics Professiionalism
P
Preschool Self-evaaluation
P
Professional c
code of ethicss

Topic X Organisation
4 Management
LEARNING OUTCOMES
1. Explain the layout of the interior space and its amenities;
2. Identify common learning criteria and activities;
3. Describe the types of playgrounds and the layout of the outdoor
space; and
4. Describe the appropriate equipment that should be available in a
playground.
X INTRODUCTION
In this topic, we will learn about the layout of space for preschools and its
amenities. It also takes into account the common learning criteria and activities
that fit within the space.
4.1 INTERIOR PLANNING

This subtopic will discuss the layout of indoor and outdoor space and
equipment, minimum requirements and learning activities for preschools.
4.1.1 Space Layout and Equipment

The plan, or better known as the floor plan, is an area that covers the entire
equipment and space in the classroom. There are many facilities that can be used
for teaching and learning to take place. Safety factors and functions should be
taken into account when designing learning corners.
54 X TOPIC 4 ORGANISATION MANAGEMENT
Figure 4.1 shows a floor plan of the Pesona Pintar preschool in SK Kota.
Figure 4.1: Floor plan of the Pesona Pintar preschool in SK Kota

TOPIC 4 ORGANISATION MANAGEMENT W 55
4.1.2 Basic Requirements of a Developmentally

Appropriate Environment
The preparation of an indoor environment should take into account the
permanent structures such as the size and shape of the room, position of
windows and built-in cabinets. As for mobile structures, equipments as well as
learning materials colours and textures are considered. In addition, other
requirements must also be considered in the child care centre (Halimah Abd.
Rahman & Kamariah Ibrahim, 1993). The following are the discussion on the
structures required for preschool:
(a) Toilet
ChildrenÊs toilets in preschool must be built to cater the use and needs of
the children. Doors, toilet seats, water pipes and etc., must be built
according to the height of a child. Security features should always be
addressed such as separate toilet for boys and girls (see Figure 4.2). Facility
for ablution (for Muslim pupils) such as elbow taps need to be installed for
practicality. The condition of the toilet floor must be constantly clean, dry
and not slippery. There should not be any stagnant water as well.
The toilet bowl must not exceed six inches from the floor, sinks to wash
hands, storage of towels, tissues and soap must be at an appropriate height
and for childrenÊs reach.
Figure 4.2: Segregation of male and female toilets

(b) Recreational and Learning Facilities

There should be a separate study area and recreational area. This is to avoid
any unnecessary disturbance during teaching and learning process in the
classroom. Special corners must be made available such as reading corners.
Books placed in this area should be in good condition, colourful and full of
pictures that attract childrenÊs interest (see Figure 4.3).
Figure 4.3: Colourful story books can attract children to read
Toys placed in the recreational area should not be harmful. Security

measures are a priority and must be taken into account first before children
are allowed out to play (see Figure 4.4). First aid kits should be placed in a
convenient place in case of an emergency.
Figure 4.4: Recreational area for children

(c) Sick Bay for Sick Children

A room or space for sick bay (see Figure 4.5) must be clean and equipped
with a bed that is big enough for a child. Wall decoration and wall paint
must be appropriate and reflect harmony. First aid kit should be made
available and kept in a place that is difficult to be reached by children. It
must always be locked and stored away in a convenient place that is easily
accessible when necessary.
Figure 4.5: Sick bay area for sick children
(d) Kitchen and Food Preparation Areas

Kitchen and food preparation areas are required in any childcare centre.
These areas should be separated from other areas (see Figure 4.6).The
kitchen should have a door that is not easily opened for children to enter.
Equipment used in the kitchen should be clean and made of materials that
do not rust. The kitchen should also have a clean storage to store food and
food products.
Figure 4.6: Kitchen is separated from learning area

The floor must be dry and not easily slippery when wet. All the plugs used
in the kitchen should not be place at a low height. The tableware used to
serve food should not be chipped or broken.
(e) Safety/Emergency Facilities

Security measures should be given priority. There should always be two
emergency doors in a preschool ă one at the front and one at the back of the
building. All doors and windows in the building should not be installed
with grills (see Figure 4.7). This is so that there will be easy in and out
access to the place in the event of a fire and to prevent children from being
trapped inside and made easier for rescuers to come in.
Figure 4.7: The vicinity of the preschool should be fenced to prevent any
unnecessary harm to the children
Louvers-type windows are not allowed. All electric power sockets must be
placed at a higher place. Lamps, desk lamps, fans, desk fans and fan-footed
boxes are not allowed. Gates should not have sharp features and
dangerous. If the building has staircases, it should be safe for the use of the
children.
Telephones are also a crucial item during the occurrence of any

emergencies. Any manhole should be levelled and covered as well as all
drainage system. Trees planted in the compound should not be dangerous ă
itchy leaves, toxic or spiked. Fences should be built and surround the
preschool area. All gates should be locked at all times and controlled.

(f) Space
Space in preschools should meet the size as stated in the requirements in
the provision for licensing of childcare centres and preschools. A spacious
room with no systematic layout can influence children to behave
aggressively. On the other hand, space that meets the learning environment
gives a good and positive influence to childrenÊs behaviour (see Figure 4.8).
Figure 4.8: Comfortable space can affect positive behaviour
(g) Shape
A square-shaped room is difficult to arrange (see Figure 4.9). This is
because of the narrow traffic flow and the limited space for adults and
children to move. However, the teacher needs to facilitate and supervise
children. Children need to interact with peers. Indirectly, in this way,
positive behaviour and cognitive socialisation can be encouraged.
Figure 4.9: A layout of a square-shaped room is difficult to arrange

A rectangular-shaped room on the other hand, can be easily arranged

because it has a comfortable traffic flow movement which helps to facilitate
children supervision.
An L-shaped room in turn is easy to organise as it has a comfortable traffic

flow with multilateral movement (see Figure 4.10). However, it is very
difficult to supervise children in such a room.
Figure 4.10: L-shaped is the easiest to arrange
(h) Windows and Doors

The position of windows can help with the natural light into the building
(see Figure 4.11). Windows should always be open to allow proper
ventilation. Drawing and reading areas should be appropriately placed
close to the windows for good ventilation and lighting.
The main door is the main entrance to the building. Though emergency
doors should not have any obstacles blocking in case of unexpected
emergencies, the main door should be grilled.
Figure 4.11: Windows must be open every day so that sunlight can enter
(i) Electrical Plug

The position of the existing electricity must be adapted for technological
equipment such as computers, television and radio. The plug must be used
safely. The position of the plug should not be easily accessible to children
and must be covered with a special cover.
(j) Sinks
The size and the height of the sink should be placed at an appropriate
height for the children to be able to use properly (see Figure 4.12). Tissue or
towels should be provided close to the sink so that the children will not
drip water after washing. The position of the sink must be at the wet area,
however teachers or assistant teachers must make sure that the area of the
sink is always dry to guarantee the safety of the children.
Figure 4.12: Sinks provided must be in accordance with the height and level of the
children
(k) Walls
Wall space should be made available for the purpose of exhibiting
childrenÊs creative work. Wall colour selections should also be appropriate
for childrenÊs eyes (see Figure 4.13).

Figure 4.13: Colourful wall attracts children to learn
Arranging movable equipment can help to form positive behaviour in children.

In addition, teachers are able to estimate the number of children according to the
comfortable space. It can also prompt children to be involved with activities with
a friend as well as provide opportunities for children to choose activities that are
active in a quiet or noisy situation.
4.1.3 Activity
Activities involve actual learning experience with a variety of materials related to
themes, lesson plans or introducing new concepts.
Activities that can be carried are as follows:
(a) Language and Communication Centre

Through the centre for languages, children can improve communication
skills through interacting with reading materials such as pictures and
printed materials. Through reading children can add and strengthen their
vocabulary. Indirectly, it can instil love for books, reading and help them
develop reading and writing skills.
(b) Cognitive Centre

The cognitive centre enables children to increase their knowledge and
experience on basic science processes and mathematics (see Figure 4.14).
Indirectly, children can increase the concept of pre-numbers, numbers and
basic science. It could be done through skills like observation, classification,
experimentation and record keeping.

Figure 4.14: Cognitive centre ă learning about science and numbers
(c) Spiritual and Moral Centre

The spiritual and moral centre is made to produce children who are
passionate about the Islamic values (for Muslim students, especially if
preschool is an Islamic-based preschool); know about God; nurture good
values in children; and instil love for the country.
(d) Creative and Aesthetics Centre

Children can explore many natural materials and various concepts of
texture, size, colour and shape. Through these materials, children are able
to produce designs through creativity and imagination (see Figure 4.15).
They can also improve listening skills using musical instruments according
to sol-fa technique and understand irregular concepts, tempo and melody
which help to enhance audio sensitivity and the ability to remember.
Figure 4.15: Making collages enable children to express their creativity

(e) Manipulative Centre

Manipulative centre (see Figure 4.16) allows children to improve their
motor skills, focus and increase diligence, use thinking skills to solve
problems and enhance imagination as well as creativity.
Figure 4.16: Manipulative centre helps children to think
(f) Technology Centre

Technology centre allows children to use a variety of technological
equipment such as computers to access information (see Figure 4.17).
Children can interact with materials to learn according to their own
abilities. Indirectly, it can enrich their learning experience.
Figure 4.17: Technology centre helps children learn according to instructions given
in the computer

(g) Role Play Centre

Role play centre allows children to carry out activities, interact and
communicate with each other or individually (see Figure 4.18). The centre
may take the look of residential houses, shop lots, clinics, post office and
others to accommodate the needs for plays. These activities can assist in
childrenÊs emotional development and expand their interest and talent as
children like storytelling, acting, dancing and singing.
Figure 4.18: Role play centre appeals to children who love storytelling
4.2 EXTERIOR LAYOUT

This subtopic will discuss the external layout of an early childhood centre.
Through this subtopic, you will be introduced to the different types of
playgrounds and layouts, minimum design requirement, specialisation of space
as well as preschool equipment.
4.2.1 Types of Playgrounds and Layout

Playgrounds for preschool children should not bring any harm or cause injury to
them while playing. Safety is very important especially when children are
outside the classroom. Hence, they need to be monitored and kept an eye on
when they are at the playground.

Figure 4.19: Exterior layout of Pesona Pintar, SK Kota Preschool

4.2.2 Minimum Requirement and Specialisation of

Space
According to Dr Putri Zabariah Megat A. Rahman (2003), the exterior of the
building means spaces that are outside of the vicinity of the building. It covers
physical, social, language, cognitive, sensory, creative aspects and the natural
environment.
The physical components involve play equipment that need to be suitable to

childrenÊs physical size, such as the size of the swing, slides, see-saw and
balancing beam.
Interaction among friends can occur through socialisation during group play and
tolerance towards othersÊ behaviours are learnt here. Language and
communication is learnt and used through teacherÊs instruction, in rules during
play and through interaction among peers.
Activities outside the class can also help develop thinking skills through
activities that challenge the mind and the use of simple and difficult tools.
Indirectly, outdoor activities cover the aspect of cognitive growth in children.
Through outdoor activities and experience, children use their senses to explore
new environment. The sense of love and care towards the environment can be
nurtured through care and love for the outdoor activities.
According to Kenny Dewi Juwita, I Gusti Nyoman Sanjaya and Enda E. Ginting
(2000), there are many different types of play that can be carried out outside the
classroom such as climbing, digging, water play, vehicle-based play, quiet
corners, wood corners, gardening and store corners.
(a) Playground
Climbing can strengthen the bones through swinging and climbing trees or
the climbing frame. However, they should not over exert themselves with
these activities as they might fall and hurt themselves.
A soft ground is an ideal ground surface for climbing equipment, or safety

pads can be used. Examples of suitable equipment include iron rails, jungle
gyms, barriers, top and bottom bridge, swing, see-saw, small blocks, trees,
tunnel and building from wood. Figure 4.20 shows some examples of
equipment found in preschool playgrounds.

Figure 4.20: Equipment found in preschool playgrounds
(b) Sand and Water Play Area

Sand and water boxes should be big enough for children to be able to
participate in the sand and water activity (see Figure 4.21). Teachers can
come up with an activity that requires the children to fill up the water box.
The children can help fill small plastic containers with water and increase
their concentration skills used in transporting water so as not to get the
water spilled.
Figure 4.21: Sandbox and water box must always be covered
Water and sand boxes should always be closed to avoid being polluted by
small insects and/or the environment. Children can also accidentally fall
into the water box if it is not closed properly. Appropriate equipments that
can be used for these activities are plastic bowls, sand play equipments like
shovel, ladles of various sizes and toys like yachts, fire brigade trucks,
wheelbarrows, shells, leaves, woods and stones.

(c) Traffic Area

This activity would require a solid and hard ground. This is because the
activity requires the children to balance their bicycle and also moving it
around in various directions. Furthermore, with such ground surface, it can
assist children when turning their bicycle left and right and halt the bicycle
at the end of the game.
This place would also be suitable for a drama centre where children are
given costumes to role play as doctors or police. They can also drive an
„ambulance‰ or „police car‰ and bring equipment or send „patients‰ to the
„hospital‰. Through the play, children may channel their emotions and
showcase their talent. The teacherÊs role is to monitor the childrenÊs safety
at all times. Figure 4.22 shows an example of traffic in preschool.
Figure 4.22: Example of a traffic area that could be placed in a preschool compound
(d) The Quiet Area

In this area, children will be able to enjoy a tranquil atmosphere to relax
and rest (see Figure 4.23). Mats can be used for children to lie down and sit.
The area will serve as a story-telling area, reflection, read-a-book session,
listen-to-music session; collecting items, colouring and group activities. The
equipments used are mats for sitting, woods for measuring, books,
colouring equipments and food for picnics.

Figure 4.23: A quiet and cosy area for leisure activities
(e) Woodwork Area

Children can also be taught simple carpentry. Through this, children can
use their creativity to create something. This area should not be near to the
traffic area so that children are not easily disturbed. Teachers should give
more attention because various equipments are being handled by children.
Clear instructions should be given on how to use the equipment and its
safety features. Materials used in this corner include small saw, short
ladder, wire, board, wooden hammer, nails, box timber saw.
(f) Gardening Area

The outside compound could be used as a gardening area. Planting grains
and watching how they grow could attract childrenÊs attention and interest
(see Figure 4.24 and 4.25). Children can be taught to cooperate to make
bunds, planting seeds, water the plants and apply fertilisers. Materials used
are gardening tools, wheelbarrow, seeds, rope and wood to make
markings.

Figure 4.24: Gardening activities can foster the love for the environment
Figure 4.25: Trees grown in the school compound with the intention to expose
children to different types of trees
(g) Store Area

Equipment used must be stored in a safe place. A properly designated store
is the best area to keep safe the equipment from any harm or damage (see
Figure 4.26). Children can be taught to put the items that are used to its
original place. Indirectly, it will also teach children discipline.

Figure4.26: The operation room use as storage unit for equipment
4.2.3 Equipment
Equipment is required in preschool learning. When there is a variety and
sufficient equipment that is appropriate to the childrenÊs abilities, it will not only
fulfils the childrenÊs potential but also makes them happy.
Figure 4.27 to Figure 4.35 show some examples of equipment in the playground.
Figure 4.27: Monkey bar

Figure 4.28: Slides
Figure 4.29: Sand box
Figure 4.30: Tunnel

Figure 4.31: See-saw
Figure4.32: Swings
Figure 4.33: Balancing set

Figure4.34: Basketball goal post
Figure 4.35: Sports equipment like the hula hoop and cones
The following are the basic equipment needed in a preschool playground:
(a) Hammock;
(b) Slides;
(c) See saw;
(d) Monkey bar;
(e) Balancing set;
(f) Netball goal post;
(g) Tunnel;

(h) Balls in various sizes;
(i) Cone/skittle;
(j) Hop scotch;
(k) Reflection path;
(l) Wooden play house;
(m) Safety charts;
(n) Charts of how to play;
(o) Equipment labelling;
(p) Bean bag;
(q) Hula hoop; and
(r) Rubber hoop.
Figure 4.36 and 4.37 show examples of a wooden play house and plastic food.
Figure 4.36: Hut for role play

Figure 4.37: Plastic food and fruits
The following is a list of equipment found in preschool playgrounds:
(a) Puppets;
(b) Kitchen tools (e.g. pots, pans, knives, spoons etc.);
(c) Plastic cooking materials (such as vegetables, bottles, bottle sauce, etc.);
(d) Colouring that is allowed;
(e) Dolls;
(f) Small weighing scale;
(g) Pillows;
(h) Mat;
(i) Plastic food;
(j) Flour;
(k) Model of a telephone or mobile phone;

(l) Dress according to occupation;
(m) Cleaning tools (for example broom, dust bin and spades);
(n) Sanitary accessories;
(o) Torch light;
(p) Stethoscope;
(q) Magnifying lens;
(r) Decorative flowers;
(s) Equipment labelling;
(t) Space labelling (for example- kitchen space, guest space); and
(u) Baby cot.
x Topic 4 had discussed the layout of internal and external space and
equipment, minimum requirement and appropriate learning activities.
x When designing the layout of spaces in buildings, it is important to take into

account permanent and mobile structures. For example, the size and shape of
the room, position of window, the built-in cabinets, equipment and learning
materials, colours and textures.
x The following spaces and equipment should be given priority when

designing early childhood centres:
ă Toilet;
ă Recreational and learning facilities;
ă Rest area and sick bay;
ă Kitchen and food preparation areas;
ă space;
ă shape;
ă Security and emergency facilities;
ă Windows and doors;

ă Electrical plugs;
ă Sinks; and
ă Walls.
x Among the activities that can be carried out in class:
ă Language and communication centre;
ă Cognitive centre;
ă Spiritual and moral centre;
ă Creativity and aesthetic centre;
ă Manipulative centre;
ă Technology centre; and
ă Role play centre.
x The different learning areas that can be created outside the classroom are as
follows:
ă Playground;
ă Sand and water area;
ă Traffic area;
ă Quite area;
ă Wood work area;
ă Gardening area; and
ă Store.
x The following are playground equipment that are normally found in early
childhood centres:
ă Monkey bar;
ă Slides;
ă Sand play materials;
ă Tunnel;

8
80 X TOPIC
C4 ORGANISSATION MANA
AGEMENT
ă See-saw
w;
ă Hamm
mock;
ă Balanciing set;
ă Netball goal post;
ă Sports equipment like cone and hula

h hoop;
ă Role pllay house; and

d
ă Plastic food.
A
Activities Layout space
E
Equipment m
materials or plan
Outdoo
I
Inside plan Playgro
ound

Topic  Organisation of
5 Activities
LEARNING OUTCOMES
1. Describe the different aspects when organising activities which
includes selection of materials and equipment, curriculum and
appropriate practices; and
2. Explain the aspects of teaching, activities and follow-up activities.
 INTRODUCTION
When preparing and organising activities, we need to take into account the
selection of materials and equipment, the curriculum and appropriate practices.
Materials and equipment used would depend on the learning objectives of the
lesson. The activities organised should take into account the attention of the
students to learn while playing. According to Piaget (1970), activities need to be
structured as their „work‰ is to play. Reading should be included in activities so
that they can acquire skills to solve daily problems (Montessori, 1980), while
Vygotsky (1997) explained that the use of equipment is the source for the
development of communication for young children.
5.1 PREPARATION OF ACTIVITIES

This subtopic will discuss the preparation and organisation of activities in detail.
We will also explain how materials and equipment are selected according to the
needs of the curriculum and the proper way to organise the activities.

82  TOPIC 5 ORGANISATION OF ACTIVITIES
5.1.1 The Selection of Materials and Equipment

The main thing in selecting materials and equipment is to ensure that it is in
accordance with the present and future needs as well as the needs of the children.
The need of equipment also depends on the number of pupils and the physical
space and area of the preschool. All equipment should be placed at a location
that is safe and easy to use ă the designated storage area. It is of no use when
equipment is available but cannot be used by the children.
The placement of the play equipment should follow the regulations prescribed
by the Ministry of Education as well as safety instructions on the use of the
equipment as prescribed by the supplier.
Materials and equipment selection can be divided into three areas, namely play
equipment for relaxation, play equipment for learning through play and play
equipment space like the dining area.
Materials and equipment must be appropriate to the childÊs size. It is also

important to allocate a specific area used inside the premise to provide comfort
and safety to the children while playing and using the equipment. The following
are the criteria in the selection of materials and equipment:
(a) The Safety Aspect of Choosing Materials

Teachers and administrators need to be careful when preparing the
environment because it will affect childrenÊs teaching and learning process.
The aspects of safety should be taken into account to ensure that it is free
from materials that are dangerous such as asbestos and paint. The
environment should have sufficient clean air. The use of carpets should be
avoided and windows should be opened for clean air to circulate. All exit
and entrances must be easily accessible with the „EXIT‰ sign placed above
the door and it should be glowing for easy viewing. Fire extinguisher,
smoke extractor and a fire alarm system should be installed to manage any
fire break. Children should also be kept away from water heaters, slippery
floors, plugs and electrical wiring as well as audio and visual equipment
and computers. Emergency stair case should be installed if the preschool is
situated on a two storey building. Floors should always be clean and dry to
prevent children from falling and slipping. The management should also
organise fire drills and show escape routes (hallway) in the event of any
fire.

TOPIC 5 ORGANISATION OF ACTIVITIES  83
Pathways should be spacious. If the pathways are narrow, teachers must

accompany children to where they need to go such as to the office or
library. It is preferable that the bathroom to be in the building and
connected to the classroom so that teachers can see the children walk in and
out of the bathroom.
Teachers need to make simple rules that are easily understood by children.
The following are examples of simple guideline and rules that teachers can
use:
(i) Secure climbing area;
(ii) No one is allowed to enter the kitchen;
(iii) The gates should be locked but have enough space to get out during
emergencies;
(iv) Be very careful while descending and ascending ladders; and
(v) All materials and equipment should be stored in its original place
after playing to avoid being stepped on and getting hurt.
Play area should be gated and locked and can be monitored to see if anyone
is coming in or out. The activity area must always be safe because many
visitors can come in at any time. The area needs to be secured and guarded
by a security guard. All visitors must obtain permission before entering the
preschool area by filling in a form.
The parking area must be far away from the school entrance gate. This is
because accidents can easily happen when children are not careful or when
parents bring their children to school when traffic is congested. At the
entrance gate, the signage „WELCOME‰ needs to be placed. Teachers also
need to monitor children during going home time.
In preschool, cooking space should be far away from the playing area or
daily activities. An intercom system is very necessary for communication
during an emergency. Telephones and intercoms are important equipment
that can be used as a communication tool for all purposes. An area of 50 by
75 square feet is ideal for the play area for children and to work together in
activities. Children also need a cosy place where they can relax while
reading books.

(b) Personal Place for Children

Personal areas are where children are placed while waiting for their parents
to come and bring them home. This is also an important place where
children need to feel safe and comfortable. If this is a noisy area situated
near the road, then, the preschool has to provide curtains. This will help
reduce the noise for their comfort.
Tools and equipment for teaching and learning process should follow the
requirement of the curriculum be it art, music, science, maths, painting,
cooking, constructing, gardening corner and an area for physical
development. All materials used should be non-toxic, versatile, attractive
and economical. It must also be appropriate and can be used by all
children. Some materials need guidelines and rules that need to be
explained to the children for them to use such as building blocks, trucks,
doll clothing, puzzles and other equipment.
Old or dusty equipment needs to be washed because it may invite germs

and dirt which consequently lead to unwanted virus and diseases.
Frequently used items like desks and chairs need to be wiped every day so
that all these items are well kept and clean.
Equipment that is attractive will draw childrenÊs attention. Teachers should

explain and show children how to appreciate things around them. For
example, placing a stalk of flower in a vase in the middle of the table. These
colourful flowers look beautiful (Sciarra, 1994) and can be part of the
material that can attract childrenÊs attention and it can also bring a message
of value for the rest of their lives, such as appreciating beauty and nature.
This type of learning involves the use of all sensory organs and the ability
to think
There is no exact formula in providing quality equipment for children but

what is important is that the equipment meet the requirement of children
learning and should be of ample supply so as to avoid tension among
children. Additional equipment is necessary from time to time because
children will soon get bored with the old equipment. Children will be
happy if they are given the opportunity to play with new equipment. If the
equipment is damaged and less effective to use it is good to just throw them
away and replace them with new ones for example toy cars with broken
tyres, dolls with broken arms or legs and etc.
(c) The Sources for Educational Materials and Equipment

Most materials and equipment are obtained from educational companies
and local education outlets listed from the catalogue. These materials and
equipment can be purchased in large quantities at a cheap price directly
from certain companies. Teachers can also store materials and equipment
and make an inventory list. In addition, teachers can also obtain materials
and equipment from parents who become donors but of course with
consent from the administrator.
All materials and equipment received by the school should be examined

before being distributed. This is important to keep the children safe in
terms of its packaging and the type of plastic used.
A preschool teacher should always be prepared with materials and

equipment to be used in preschool activities. The materials selected should
be appropriate to the childÊs development and used effectively. Materials
and equipment given should cover the needs of the Preschool Education
Curriculum of Malaysia.
Teachers need to be creative in selecting materials and equipment. There

are many examples of materials and play equipment in the market, but they
can be expensive. As a creative preschool teacher, play material and
equipment can be made from any materials around you. The materials that
teachers use can be natural materials (leaves, plants, cotton, and seeds) or
artefact materials (plastic, rubber or iron materials). Soil, sand, water and all
that can be seen and held or be felt and touched by children are frequent
materials that can inspire a childÊs learning. Table 5.1 describes the
materials and equipment that can be used when implementing activities in
preschool.
Table 5.1: Materials and Equipment Used in Preschool Activities
Learning Activities Material Equipment

 Statement to detect  A square carpet  Put your hands up
personal space for where children stand without touching
honouring others  Apparatus for others
musical recording
 Introducing  Coloured chalk,  Scattering the
locomotor skills thread, string, leaves, materials to show
seeds, left over rice, direction: forward,
dried leaves backward, straight,
circles, curves,
zigzag.
 Taking care of  Hula hoop  Lifting high up the
oneself and others hula hoop, moves
right and left and
jump

 Know oneself and  Mirror, large lens  A mirror is placed,

the environment one in front of you
and the other at the
back of your head.
 Narrate how the
mirror functions and
show example of
what happens if a
mirror is brought
towards the sun, how
does a car mirrors
work, mirror of
glasses, shapes of
mirror and etc.
 Introducing the  Ball-shaped materials  Materials ă marbles,
concept of seriation  Small-sized ball ping pong balls,
tennis ball, football,
 Middle-sized ball rattan ball.
 Big-sized ball  Hockey ball,
Badminton ball
 Introducing the  Pencils, drawing the  Pencils, paint,
concepts of line shape of your fingers lipsticks
 Drawing the shape of  The green colour of
your feet pandan leaves
 The red colour of the
hibiscus flower
 The purple colour is
the colour of
melastoma flower
(pokok senduduk)
 The black colour is
the colour of charcoal
 Introducing Who  Scrap book ă I am a  Book, pamphlets,
Am I Bear magazine, syllable
 Story book ă A Green cards, word cards
Frog about the flora and
fauna of Earth.
 Introducing colours  Vegetables materials  Radish, carrots,
 Fruits sweet potatoes,
tapioca, red chillies,
green chillies, corn

 Introducing the  Cat, tissues, blankets,  Equipment grouped

touch and experience velvet, flannel cloth, such as: Clothing,
of touching stones, keys, coins, toiletries, soap,
tiles brushes, towels, tools
for self-beauty
 Introducing soft and  Satin cloth  Dressed dolls
rough materials  Sand paper  Sand paper being
 Robot rubbed on a rough
wood
 Introducing  Sandwich making  Bread, knife, tomato,
examples of food cucumber, peppers
salt
 Introducing sound  Papers, fax machine  Tearing of papers
from various sources  Clock  Listen to the water
drops ă dropping on
the zinc
 Introducing materials  Materials for serving:  Materials for
for cooking Food plate, bowl, drinking
cup, saucer, flatware  Kettle, tea kettle, pot,
jug, cup, saucer,
glasses, glass ware
 Introducing materials  Broom, sickle, hoe,  Scrapers, trash carts,
for cleaning grass cutter plastic trash
 Introducing  Vegetable bean,  Cooking equipment:
vegetables eggplants, shallots, Vegetables, pots,
garlic pans, water, salt,
spices
 Introducing water  Two glasses of water  One glass of pandan
volume  Two containers with green leaf colour
different height  One glass of syrup
red water
 Children will pour at
different containers
 Introducing to  Soap materials that  Old water spray
floating materials, can turn to bubbles  Materials to water
down and up and blowers the plants
 Introducing magnetic  Two magnets  Materials that are
materials  Different types of magnetic.
steel

 Introducing  Malaysian flag,  Pencil, ruler, colour

Malaysian flag colours to colour the flag
 Sleeping place  Bed, mattress, pillow, ă
blanket
 Place to relax/eating  Chairs, desk  Sofa, fans, air
television, computer condition
 Place to play  Swing, see-saw ă
 Slides, monkey bar,
balancing beam
 Learning ability  Book, pen, pencil,  Eraser, stapler
glue, scissors, rulers
 Sewing  Patch cloth, scissors  Thread, needle
 Praying  Prayers mat  Songkok, telekung
5.1.2 Curriculum
Preschool children are national assets that need to be moulded to become modal
citizens that may help the nation to achieve its vision. Every child needs to be
given the same opportunity to have a preschool education. The failure to provide
early education and to develop to their maximum potential will obviously harm
and affect their future. The management and implementation of the preschool
programme in Malaysia goes through different stages and many challenges. The
implementation of goals and different curriculums used by different government
and semi-government agencies, religious bodies, voluntary bodies and private
sectors need to be standardised. With one common curriculum and a
standardised preschool programme, the implementation of education will
continue to develop based on the National Education Philosophy Vision 2020.
The curriculum used by preschools all over Malaysia is a curriculum issued by

the Curriculum Development Centre (PPK, 2003). The following describes the
preschool curriculum based on the preschool curriculum syllabus as follows
(Refer to Table 5.2):

Table 5.2: Preschool Curriculum Syllabus
No. Preschool Curriculum Learning Activities

A Language Cognitive  Description of the Preschool Curriculum Syllabus
Development
1. Bahasa Melayu  To attain language, recognise letters, vowels and
consonants, sounding syllables of words, spelling
and reading words, matching words and pictures
and mastering alphabets.
 Development of language (according to age and
learning language in terms of phonology,
semantic, syntax) language whole approach, and
ability to read.
 Children literature according to children age,
reading aloud, storytelling, dramatic activities
and reading script written by children.
 Development of language- from the aspects of
pronunciation, speaking, reading and storytelling.
2. English, Chinese  Explain the method of learning a second
and Tamil language according to the expertise of the
preschool teacher.
3. Emotional  Types of emotional development ă crying,
Development laughter, fear, and worry and use of foul
language and jealousy.
 Emotional intelligence ă recognising own
emotions, manage own emotions, motivation,
negative emotions, recognising other peopleÊs
emotion, able to build good relationship with
others.
 Ways to detect emotions, and developing a
healthy emotion.
 Social competent development from social
interaction with peers, friendship polar, gender
development, lesson on culture and race,
prosocial behaviour, and sensitivity to special
needs children.
4. Moral Development  Recognise children moral behaviour according to
age, example of a moral behaviour.
 Do a running record of the moral characteristic of
a preschool child.

B Physical Education and  Exercise, make body parts movement walk, jog,
Health crawl, tip toe, bending and kneeling.
 Telematch and sports.
C The principle of  All preschool children deserve excellent teaching.
teaching preschool  Teaching needs intervention in terms of cognitive,
children attitude, fine and gross motor skill, giving help to
disabled children.
 Teaching based on good values such as kind
hearted, punctual, discipline, honest, team player,
respecting parents and elders, taking care of your
health, and home.
D Choice of Minimum  The curriculum fixes 30 minutes as the duration
Time of teaching for each subject at preschool level.
This duration is suitable for the concentration
span of a preschool child.
E The principles of  To give children activities that gives them
Teaching experience.
 Plan activities that are developmentally suitable
for children.
 To create cooperative learning.
 To encourage problem solving activities.
 To bring social responsibility activities to
classroom context.
According to this curriculum, teaching and activities given by teachers will meet
childrenÊs physical, cognitive, emotional, social, spiritual and moral
development. We need to focus on these developments for the interest of the
countryÊs future as the template we use today will determine the result in the
future. The framework used in the preschool curriculum is in line with the
National Education Philosophy that is to produce an individual who is balanced
and harmonious in all aspects of his life.
5.1.3 Developmentally Appropriate Practices

The concept of developmentally appropriate practices is a practice that is child-
centred using the developmentally appropriate approach. The views of children
development becomes the framework to value children development.
Developmentally appropriate practices according to child development are as
follows (refer to Table 5.3):

Table 5.3: Appropriate Practices According to Children Development
Developmentally Appropriate Practices

Normal Practice
(DAP)
 Children are active learner.  Gets information from play.
 Progress through measurable  Developed in language, mathematics,
developmental stages. music, emotional, social skills and able
to interact with children.
 Children rely on people.  Children rely on parents, teachers and
friends.
 Children are unique individuals.  Develop at different stages in terms of
cognitive, social, attitude and
relationship with people.
 Interact with the environment.  Through the essence of always
thinking and wanting to know.
 Cognitive development is actually  Experience gain is forever changing.
environmental experience.
 The rate of development affects the  Children are unique and constantly
childÊs social environment. reflecting to seek understanding.
 Each individual has amazing language  Healthy development due to certain
skills based on micro and macro character conflict.
culture.
 Constructive.  Learning more interactions with
objects.
 Able to receive instruction from older  Like to act alone and like to be in his
people. own world with his toys.
 Uses developmentally appropriate  Like to ask to get information.
methods.  Like playing and is more of an
 Individuals are more careful with individual.
difference in information in the
environment.
 Like a variety of play materials  Have to prepare sufficient materials to
and like to change play materials avoid disappointment.
constantly.
 Like to play with new materials.  Like to use paint, paper, scissors,
crayon, wood, sand and cooking.
 Prepare reading session  Read with friends, teacher help to
 Individual reading. read, parents read for children.

 Play mathematical games.  Number games; arranging numbers,

addition, subtraction, division,
fraction, matching numbers.
 Musical games.  Dancing, singing, traditional dance
and Taichi.
 Outside activities.  Field trips.
 Visiting Places.  Fire station, Police station.
 Potential day.  Taking part in visiting other schools,
pen pal overseas, school camps.
Developmentally appropriate practices are a concept that always reminds

teachers that when planning and implementing they must be sensitive to child
development.
5.2 IMPLEMENTATION
Implementation of activities includes teaching, activities and follow-up activities.
Teaching must be planned according to the syllabus and description of the
preschool curriculum.
5.2.1 Teaching
Preschool learning and teaching focuses on „learning through play‰. Children
benefit a lot when playing alone or playing with friends in a group. The Theory
of Energy states that children have excessive energy that needs to be converted
into any form of play activity. Theory of Relaxation on the other hand states that
children can reduce the feeling of depression and feeling of uneasiness to face
their world if they are involved with play. This is because while playing, they can
adapt to the rules surrounding their daily lives. Theory of Manipulation notes
that children have their own creativity and they can pour their thoughts and
ideas by creating, building and shaping some things based on their own
thoughts.
Theory of Instinct states that children have sensitive hearts but are strong
internally and can be stimulated to build something in their play. This
opportunity gives children a sense of success to himself and the feeling of success
will develop to make this generation a generation of individuals with strong
personality. Thus when the child has less success, they will have less self-esteem.

Table 5.4 explains the type of play in the implementation of the teaching and
learning in preschool.
Table 5.4: Types of Play in Preschool Teaching and Learning
Type of Play Example/Play Activities

Unoccupied Play with objects that the school provides
Solitary Play Engrossed with play and do not notice others around him
Onlooker Play Watching other children play but do not participate in the play
Parallel Play The child mimics other childrenÊs play but do not actively
engage with them. They may use the same toys.
Associative Play Play together in teams where the focus is more on the friends
rather than the toys
Cooperative Play Play in groups, the play has rules and each one has roles to play
Functional Play Play that involves the brain function such as counting or
arranging
Symbolic Play Play using mental representation
Games with rules Games with rules
Constructive Lego
Free Play Play at the playground such swing
Dramatic Play Play involving role play
Outside Play Tele match, Mr Wolf
Active Play Play with a lot of movement such as Galah panjang
Meaningful Play Literacy Games
Socio dramatic play Role play with roles determined by teacher and spontaneously
5.2.2 Activities
Implementation of activities suitable for preschool is guided by the thematic
approach.
Thematic Approach
Thematic approach is based on knowledge, experience, attitude and skills
adapted from current developments or community in the contextual description.
Table 5.5 elaborates themes used in the thematic approach that can be carried out
in accordance with the National Preschool Curriculum Standard (KSPK).

Table 5.5: Themes Used in the Thematic Approach
Themes Description of Activities of Nurseries and Kindergartens

Myself  Bring own picture
 Draw own picture
 Identify all external and internal body parts
 Draw the hands and feet
 Count number of fingers and toes
My family  Bring picture and talk about your family, draw a picture of
the family, talk about the childÊs love towards the family,
greetings, and saying thank you to family members
Time  Use the clock to show time to wake up, time to go to school,
time to eat, time back from school, reading books, time to
watch television, reading time, sleeping time and visiting sick
people
Sleeping place  Bedding materials, introducing the shape of the bed, mattress,
pillow, blanket, how to organise and do bedding
 Bedding must be neat and clean
Living room  Sofas, chairs, tables, flower decorations, television
Bath room  Bathroom and toilet, mirror, shower, soap, toothbrush
Cloths  Displays the type of traditional clothing, uniforms, police, fire,
military, navy clothing doctor and chef clothing
Health care  Food must be clean, well-cooked, covered, washed, display
pictures or events as a result of not taking care health and
hygiene, vomiting, pain, fainting and death
Food  Showcasing balanced diet food, eat all clean food and harmful
food is forbidden for health. Show photo of a fat man due to
overeating and not exercising
Drinks  Make orange juice, lime and barley water
 The importance of clean water and food to be cooked for
health care
 As a result of drinking dirty water

Plants Showcasing:
 Types of plants, fruits and vegetables
 Types of flowers
 Types of herbs
 Types of timber tree
 Uses of plants to human beings
Ground vehicles  Shows vehicles that are around that related to the ground like
bus, car, van, truck
 Types of vehicles and how to use it
Water Transport  Exhibit things that moves in water such as ship, submarine,
ferry, boat
 Types of water transportation and its advantage
Airborne Transport  Show vehicles related to air such as aeroplane, jet
 Types of vehicles and its usage
Fruits  Display different types of local fruits and foreign fruits
 Children feel each fruit and state the difference in taste
Vegetables  Display the type of local and imported vegetables
 Students identify each vegetable and state the difference
Public facilities  Show photos of public facilities through video show,
organised excursions to public utilities like telephone booth,
hospital, post office, banks
Independence day  Display, draw, wave and respect the Malaysian flag
Teachers day  Celebrate teacherÊs day, and card making
Birthday  Introduce children to birthdays
 Lunch, prayers and singing
Labour day  Display different occupation ă farmers, construction workers
or building
 Workers contributions to mankind

World childrenÊs  Show stories of children living elsewhere ă children war

day victims
 Comparing children in Malaysia with other countries
 State their lives when young, how can parents take care of
them
 Explain the rights of children to preschool children that they
need to be treated with care, in the event of a case of abuse
against children, must inform the nearest person (neighbours,
grandparents) and friends, teachers, telephone 999
MotherÊs day  Elaborate on mothersÊ deeds, video showing how babies were
born from beginning till the end; either normal or caesarean
birth so that children will respect and love their mothers more
and take care of their mothers
FatherÊs day  Elaborate how fathers earn by working very hard to get
money for his family
Day without  Show pictures as a result of smoking like lung cancer
cigarettes  No to cigarettes and smoking
 Dangers of smoking
Army day  Show pictures of military and their duties towards the nation
FarmerÊs day  Show photo of fishermen in the sea catching fish, oil farmers,
farmers, result of crop production for human use, drawing
and colouring pictures of farmers/fishes
Celebration day in  All the celebration in Malaysia like Eid Days, Chinese New
Malaysia Year, Deevapali, Thaipusam and others
Home  Show and explain different types of homes
Clothing in  Traditional clothing, swimming suits.
Malaysia  Pyjamas, clothing
 Use of clothing to human beings
 Muslim clothing
 Winter clothing
 Origin of clothing
 Clothing made from animal skin, wool, cotton, plastic, grass
 Rain coat
 Fire proof clothing

Furniture  Show furniture in the house

 Home-décor materials like carpets, mirrors, pictures
 Facilities like fan, air condition
The month of  The concepts of fasting, what should be done or not to do
Ramadhan during fasting
 Noble acts during fasting
Orbits in the  Types of orbit
atmosphere  The Sun and the moon
Computer and ICT  Computer, mouse, key board
Traditional games  Introduce traditional games and play with classmates
 Play congkak, quant, konda kondi, kites, marbles, rubber
bands, shells, tarik upih
Antique  Introduce tools such as keris, stone mortar, charcoal iron and
others
Living things  Introduce living things ă Living things or non-living things
like fish in a pond and outside the pond
 Death and reason for death
 Animals in the soil
 Wild animals
 Tame animals
 Pets
 Animals in the zoo
Non-living things  Introduce non-living things and give examples
Disaster  Show pictures of scene from natural disaster such as landslide,
tsunami and hurricane
Accident  Show events such as road accident, electrical shock, choking,
drowning or illness
Hobby  Tell a story and talk about hobbies
Jobs in Malaysia  Show occupations in Malaysia ă teachers, doctors and their
respective tasks, ask children about their motherÊs, fatherÊs,
grandfatherÊs, grandmotherÊs job
Values  Show good behavioural values such as helping elders or blind
people to cross the road charity

My neighbour  Tell story about their respective neighbour

 What is interesting in their neighbourhood
 Neighbourhood rights
Friends  Talk about friends
 Friends favourite food
 Importance of friendship
 Respecting friends
Tourism in  Tell story that children have visited
Malaysia  Places of interest in Malaysia, tour packages and excursion to
visit mountains, beaches, recreation areas, parks, Lake Garden
Taman Negara
Gotong royong  Organise gotong-royong in schools
Environmental  Show pictures of environmental pollution
pollution  Danger of environment pollution
 How to overcome environment pollution
Reading campaign  Show story books, storytelling competition, poems, singing
Diseases in  Introduce diseases in Malaysia
Malaysia  Dangerous diseases
 How to take care from diseases
Aspects of personal  Role play on how to avoid from strangers
safety  Tell story about child kidnapper
 Discuss about children missing in Malaysia
Garden  Introduce flowers, real and artificial flowers,
 The users of plastic flower
 Chipping flowers to make bunga rampai, flower gifts, bouquet
of flowers
These themes are suitable in implementing the curriculum in preschools.

Teachers should emphasise on safety while carrying out thematic activities and
use concrete material (realia) so that students can acquire the knowledge,
attitudes and skills directly and indirectly.

5.2.3 Follow-Up Activities

Follow-up activities are additional activities done after teaching a lesson, it could
be a remedial or enrichment activity. Children have different abilities such as
different academic disciplines, different experience in terms of social interaction,
culture, cognitive development, attitudes and competencies of the different skills.
Although we see children actively participating in activities, the interpretation of
learning is not identical. Sometimes children depend on others for help in their
learning and at other times they are able to do it independently. The learning
process must be flexible as different children take different amounts of time to
master different concepts.
Slow learners would need remedial activities, so that these children will get
benefit from the teaching that is done inside or outside the classroom. Table 5.6
explains some of the follow-up activities (Vygotsky, 1987).
Table 5.6: Follow-up Activities
Follow-up Description of Follow-up Activities

 Teacher giving opportunity to study  Work in pairs
with peers
 Teacher give motivation to children  Activities that provide children with
contextual meaning
 The teacher considers that children can  Taking care of their hygiene and
contribute to themselves giving appropriate assignment
 Increase problem solving activities  The exposure of children to a
conducive social and physical
environment
 Learning must be linked to life outside  Read story that linked to the family
the classroom.  Gardening
 Teacher improve children self esteem  Provide opportunities to feel success
 Respects children capacities
 Teacher assist all children to adapt in  Collaboration between teachers and
social interaction parents can identify children weakness
and help them to overcome it
 Reduce conflict amongst teachers and  Make observations of children who
children, children and children drop out in certain subjects
 Give opportunities for children to do  Provide toys that interest children
free play but (donÊt say you canÊt play)

ACTIVITY 5.1
1. Describe the aspects of selecting materials and equipment suitable
for cognitive activity in preschool.
2. Describe developmentally appropriate preschool activities

involving emotional development.
3. Teaching using the integrated approach is suitable for preschool

children. Prepare a lesson plan slot (RPS) for 30 minutes that
involves teaching using the integrated approach in and outside
the classroom.
 Preschool teaching is based on cultural values, beliefs and the development

goal for children.
 Research shows that children can learn and will be able to obtain knowledge,
attitudes and skills when there is strong support from adults especially from
teachers and parents.
 Parents need to give moral support and motivation for learning.
 Teachers need to understand the needs, interests and background of children.
 Knowledge, attitudes and skills acquired by the children is not based on

individual but through interaction between the child, teacher and the
environment.
 Play activities are linked with children behaviours because play is important
work that involves cognitive, social, emotional and physical development
happening at once and integrated.

TOPIC 5 ORGANISATION OFF ACTIVITIES  101
Choosin
ng materials M
Material sourcees
Curricu
ulum Saafety aspect
Equipm
ment sources Th
hematic approach

Topic  Financial and
6 Physical
Management
LEARNING OUTCOMES
1. Describe the financial sources in terms of fees, funding and
contributions; and
2. Describe the inventory for teaching materials, equipment and
outside play equipment.
 INTRODUCTION
This topic will discuss the aspects of financial and physical management in
preschools. Through this topic, you will be exposed to the different aspects of
school expenditure, sources of income, fees, monetary funds and how to do an
inventory for preschool materials and equipment in further detail.
6.1 FINANCIAL MANAGEMENT

Financial management is an important aspect in the management of a preschool
education programme. The following describes the financial management of a
preschool programme:
(a) Emolument
All preschool teachersÊ salaries will be paid using the following provision:
OS 11000 ă salary
OS 12000 ă fixed allowances
OS 13000 ă statutory contributions
TOPIC 6 FINANCIAL AND PHYSICAL MANAGEMENT  103
(b) Travelling and Living Expenses

This provision will cover the travelling and living allowance for preschool
teachers who have to carry out official duties outside the school:
(i) Travelling;
(ii) Daily allowances;
(iii) Food allowances;
(iv) Accommodation; and
(v) Toll/parking tickets.
(c) Child Caregiver Allowances

This provision is used to cover allowances for child caregivers. The
caregiver allowances rates are as follows:
(i) Proportional ă RM20.60  number of working days.
(ii) Claims must be accompanied by a schedule of attendance.
(iii) Claims must be made on a monthly basis.
(d) Per Capita Grant

Grant on per capita rate is RM50.00/per person/year.
Claims must be made at the beginning of the year according to the

enrolment of children.
It is used to buy equipment for teaching and learning in preschool classes

and tools for preschool management.
Grant per capita is stated as follows:
Grant per capita RM100.00 per child yearly.

Claims = RM100.00  25 children.
Total = RM2,500.00.
(e) Food Aid

The provision of food aid is managed by the Preschool Unit State Education
Department and distributed to all preschool classes:
The new provision rate = RM1.50 daily/per child.

Claims = RM1.50  25 children  200 days
Amount claims = RM750.00 yearly.

104  TOPIC 6 FINANCIAL AND PHYSICAL MANAGEMENT
(f) Maintenance and Minor Repairs

The Development Unit of the State Education Department will manage this
provision, according to the respective states in Malaysia to repair minor
damages in preschools.
6.1.1 Fees
Fees cannot be charged to preschool children in Malaysia because of a provision
made by the Malaysian Government which strictly prohibits preschool teachers
from collecting fees from parents.
6.1.2 Financial Funds

The funding for preschool programmes needs to be settled before basic needs can
be purchased for the preschool. Table 6.1 specifies the different types of tools and
equipment or materials required to meet the needs of preschool programmes.
This list of tools is based on the recipient account certificate (Sijil Akaun
Penerima, SAP).
Table 6.1: The Types of Tools, Equipment/

Materials to Meet the Needs of Preschool Programmes
Record
Amount School
No Type Brand Quantity Total Book Stock
per Unit Reviews
Number
1. Gas stove Panasonic 2 RM280.00 RM560.00
(double
burner) and
gas cans
2. Electric rice 2 RM250.00 RM500.00
cooker
3. Blender 2 RM130.00 RM260.00
4. Toaster 2 RM100.00 RM200.00
5. Electric kettle 2 RM118.00 RM236.00
6. Juicer 2 RM230.00 RM460.00
7. Vacuum 2 RM220.00 RM440.00
cleaner
8. Fire
extinguisher
9. Video player 2 RM495.00 RM990.00
10. Radio cassette 2 RM250.00 RM500.00

Details of SAP to be completed in six copies:
(a) Original certificate of SAP to be submitted to the State Education

Department;
(b) Three copies to be submitted to the contractor;
(c) A copy to be submitted to the supply division, Ministry of Education;
(d) A copy to be kept in the school file;
(e) Distribution shall be done by the recipientÊs school; and
(f) Only the headmaster/senior assistant is allowed to sign the SAP.
6.1.3 Contribution
Financial contribution can be obtained from parentsÊ contributions, but this needs
to be brought up at the meeting. The meeting which can only give consent to the
minimum contribution determined and how to obtain the contribution will need
the approval of parents during these meetings. Contributions cannot be collected
by a preschool teacher from any voluntary body without the knowledge of the
school principal or preschool administrator. All donations in the form of money,
materials and daily items must be recorded and stored properly. All records
must be kept in order to avoid charges of defamation.
SELF-CHECK 6.1
Explain what you understand by the meaning of:
(a) Fees;
(b) Financial funds; and
(c) Contributions.

6.2 INVENTORY
An inventory is a record of teaching materials, educational equipment and toys
for preschool programme activities.
6.2.1 Teaching Materials

The following is a list of itemised equipment and materials proposed for a
preschool with a total of 16 to 25 children (see Figure 6.1):
I Basic Equipment
Details Quantity
1. Long bench (to sit) for outdoors; 8ă10 children and adults 4
2. Book cabinet for childrenÊs books 2
3. Mould, 1 or 2 (leaning shelves) that are easily visible 4
4. Open bookcase (for easy access) 1
5. Mobile bulletin board 2
6. Cupboard: 2
 Portable, steady with shelves for storing syllabus and curriculum 2
Documents, dry materials, food, etc. 4
 Portable, steady, with strong shelves, child-height to store 2
equipment for easy access to children
7. Chairs: 10
 Tables and chairs for meetings, adult sized 20
 Chairs for visitors
 Rocking chairs, child sized 5
 ChildrenÊs chairs ă can be easily arranged, lightweight but 30
very sturdy
 Bean bags 16
8. Mobile chalk board, chalk and eraser 1
9. Wall clock 1
10. Counter or shelf for preparation of craft materials 2
11. Inside compartment ă wood, with bottom rack 2
12. Hook at the top with 1 or 2 racks on top 2
13. 1 rack for children 20
14. External storage, estimated 10‰  10‰  12‰, for children 20
15. Drinking fountain, child-height (useful during hot weather) 1
16. Filing cabinet, 2ă4 drawers 1
17. Loft bed with rug and pillows, high enough for a child 1
to stand under and for adults to observe
18. Room for washing clothes (see Equipment Cleaners)

19. Board with clamp to store exhibition board 1

20. Pillow 4
21. A refrigerator 1
22. Racks, if room not carpeted, inside/outside, estimated 9Ê  12Ê 1
23. Storage buildings, with cabinets for storing maintenance appliance 1
and empty blocks
24. Sand box, painting materials, etc. 2
25. Rain coat 1
26. Rack unit, to store blocks at individual size and shape; to be easily 4
viewed, selected and placed back by children and adults
27. Sink 2
28. Counter space 1
29. Outside compound, with counter space 1
30. Sofa 1
31. Step-on stool 1
32. Kitchen 1
33. Table
Adult sized:
34. Folding chair 1

35. Foldable chairs for meetings 30
(child size):
36. The placement of 4ă8 same height, can be combined with 4
18‰ to 20‰ height
37. The placement of 8ă10 children and adults, for outside use 2
38. Serving cart 1
39. Table for serving 1
Items for bathroom:
40. Toilet bowl, 28‰ high 3

41. Toilet seats, 12‰ high 3
42. Rubbish bin, with cover (large) 2
43. Wastepaper basket, with cover (large)
II General Maintenance, Interior/Exterior of Building
1. Broom (heavy duty) for external use 1

2. Bucket ă 1 metal, 1 plastic, with flat bottom 2
3. Carpentry tools (see Buildings and Construction)
4. Electrical connecting cable and plug (heavy duty) 1
5. Hardware kit, nails, nuts, latches, sandpaper, screws, hooks, 1
washers, etc.
6. Electric iron 1
7. Ironing board 1

8. Ladder 1
9. Step-on ladder 1
10. Stepping stool (see Basic Equipment Around)
11. Lawn mower 1
12. Light bulbs 12
13. Painting tools, brushes, paints, varnishes, turpentin
(cumulative effects)
14. Water hose
15. Energy tools, 1 set
16. Rake
17. Garden Tools 1
18. Rope, 4‰ to 8‰ 1
19. Spade 1
20. Waste bin with lid 1
21. Trash containers 1
22. Emergency lights 1
23. Rope, cone
III Cleaning Equipment
1. Cleaning and laundry

2. Broom 1
3. Dust pan
4. Bottle 2
5. Counter 1
6. Bathroom 1
7. Cleaning:
Detergent mirror 1
8. Polishing powder 12
9. Cloth for cleaning 6
10. Plate 4
11. Dish washing liquid 2
12. Shelves for drying (fold) 1
13. Dryer (Fly swatter) 1
14. Dust bin with cover 1
15. Iron (see Maintenance) 1
16. Ironing board (see General Maintenance) 1
17. Duster 1
18. Wet tool 1
19. Pail (see Maintenance)
20. Liquid soap 1
21. Soap, dozen 3
22. Soap flakes 3
23. Sponge, various sizes 6
24. Sink strainer 1
25. Toilet paper, carton 5

26. Protective cover, toilet tissue and detoxification package 3

27. Towels:
 Bath towels for each child 2
 Tea Towels 30
 Paper towels 6
28. Carpet cleaners, if carpeted floors 1
29. Carpet cleaning bag (see Basic Equipment Around) 2
30 Sewing Tools:
31. Button, all types 25
32. Cloth, various 2
33. Iron, Ironing board (see General Maintenance In/Out) 1
34. Needles, various packaging 1
35. Pin, roll 1
36. Scissors, various packaging (see Creative Arts)
37. Sewing machine 1
38. Measuring tape 1
39. Thimble 2
40. Thread, black and white (rolls) 2
41. Rope (ball) 1
42. Thread (ball) 2
IV Health and Safety

1. Emergency box 2
2. Emergency cabinet equipped with lock: 2
 An antiseptic soap (Dettol) 2
 Bandage (Band-Aid) kept in a box 6
 Eye bath 1
 Clean linen cloth, box 4
 Clean linen pad, box 4
 Ice pack 1
 Small glass for medicine 1
 Adhesive tapes allergy-free 2
 Emergency book 1
 Tiner scrub in a bottle 1
 Safety pins, pack 1
 Thermometer, 1 oral, 1 rectal 2
 Clipper 1
 Torch light 1
3. Paper handkerchief box 18
4. Shelves 2
5. Rubber mats or plastic kid beds to relax, 27‰  48‰ small hospital size 2
6. Towels from home 24
7. Soap, liquid (see Equipment Cleaners) 2

8. Toilet paper (see Equipment Cleaners) 2

9. Towels, paper, junior size, 150 packets 10
10. Food preparation and service: food and cuisine is considered part of
the education for children and adults, as well as serving nutritious
food. Health rules and regulations must be complied with.
11. Appliance * only recommended for schools serving hot food: 2 sets
 Blender* 1
12. Bottle opener 2
13. Bowl scraper, various sizes 2
14. Bowls:
For meals, non-breakable, various sizes 3
 Soup spice in wrapped muslin cloth 30
 Soup, for special food 3
15. Sugar 2
16. Cake tin, non-breakable 4
17. Container or storage container with cover 6
18. Container opener:
 Electric 1
 Hand 1
19. Coffee mixture 1
20. Condenser 1
21. Biscuit:
Biscuit cutter of various sizes, shapes especially for holidays 12
22. Cake decoration 4
23. Corn drainer, hand and electric 2
24. Cup: coffee for adults 2
25. Flat paper 6
26. Cutting tools 4
27. Fork: plastic, reusable 2
 Salad plate, stainless steel, for children 3
28. Knife: 4
 Cutter knife (bread) 4
 Meat cutter 6
 Stripper blade (paring) 2
 Stainless steel knife, for children 6
29. Spoon 6
30. Plastic cup 30
31. Saucer dish 30
32. Soup bowl, stainless steel 30
33. Teaspoon, stainless steel* 30
34. Double boiler* 1
35. Hand whisker for eggs 1
36. An electric mixer* 1
37. Electric connector code* (see General Maintenance, In/Out) 2
38. Flour siever 2

39. Frying pan: usual or Electric frying pan 6‰, 8‰, 10‰, 12‰ 4
40. Funnels: Large/Small 1
41. Glass, not fragile: large, 10 6
42. Glass, not fragile: small 30
43. Blender* 1
44. Hot pad 4
45. Plate 1
46. Ice cream freezer 1
47. Handkerchief 25
48. Ladle 2
49. Measuring tool:
 Bowl, nesting set, not easily broken 4
50. Cups, non breakable, set 30
51. Serviette 1
52. Pepper grinder 1
53. Pie trays, not easily broken 6
54. Pitcher, not easily broken 2
55. Cream 1
56. Water survey tools: Size pt. 1ă2 size qt. 2
57. Plate 30
58. Pot holders/tin 4
59. Rolling pin, in addition for use 2
60. Salad bowl and server* 1
61. Salt shaker 2
62. Pots, 1 qt., 4 qt., 6 qt., covered 4
63. Serving tools (see Basic Equipment Around) 1 set
64. Sieve: small/big 2
65. Spatula, various sizes 3
66. Container to store food 4
67. Freezer* 2
68. Refrigerator 4
69. Table cloth, plastic, to be used for a banquet or cooking activities 1 set
for each table
70. Desk mats, plastic, if desired 24
71. Tea pot 1
72. Tongs 1
73. Tray, various sizes 6
74. Vegetable cutter/stripper 1
Heating tray, electric
75. Bed/aluminium frame/fabric canvas that can be washed, which 2
can be arranged
76. Cloth blankets, (cotton) (see Health and Safety) 2
77. Rest mats 2
78. Room divider 2
79. Sheets, bed size 2

V Audio Visual Tools
1. Movies (easily obtained) 6

2. *Pieces of the film 6
3. Film projector 1
4. Headphone 4
5. Headphone jack 4
6. Movies and sound projector, 16mm (easily acquired) 4
7. Phonograph tool (see Music) *platter (see Music) 4
8. *Slide projector (easily obtained) slideshow (easily obtained) 4
9. Tape recording 1
10. Tape or cassette for hearing and recording 4
VI Psychomotor Development
1. A balance together with the support 1

2. Balls, rubber, 4‰, 6‰, 8‰, 10‰, 12‰ 4
3. Barrel 1
4. Bean bags 20
5. Bicycle pump 1
6. Board: Ricochet, for normal jump, 2
6Êă8Ê 3
7. Wedge 4Êă6Ê 2
8. Box, large, solid 2
9. Bridges, nesting set, saw from metal 1 set
10. The structure of the climb: old tires, empty drum unit, crawling or 2
cubed electric concrete sewer
11. Tunnel for crawling, large cube 1
12. Basket, box for packaging 1
13. Excavator for digging holes 1
14. Dollies 1
15. Fences, mobile, 6Ê long 3
16. Arc at the front gate, 18‰ to 24‰ diameter 20
17. The rubber pipe, as long as needed 2
18. A light, steady ladder for children, 4Ê to 6Ê 1
19. Net to climb 1
20. Timber, various sizes, to play outside 3
21. Gated platform, ladder, sliding poles 3
22. Play space or storage space 1
23. Frame toy house 1
24. Pulley 1
25. Recordings, proposed rough and fine 2
muscle activities 4
26. Rope, 6Ê to 8Ê long 1
27. Sandbox frame together with the sand (water and a hose nearby) 1
28. Saw, various sizes 2

29. Spades, small but firm 4

30. Slides, mobile or stuck to the climbing structure (long boards that 1
can be used for slides)
31. Steering wheel, which can stick to a block or frame 1
32. Stepping platform, if stairs are not available 2
33. Wooden horses 2
34. Set swing, double seat with canvas or plastic 1
35. Hammock, tires 2
36. Water containers, metal, various sizes 1
37. Mat rolls 1
38. Wands 10
39. Wheeled toys:
Three wheel bike 2
40. Three-wheel trailer 1
41. Wagon 2
42. Strollers 1
VII Development of Perception
1. Beads, wood, cube ó‰ and a variety of shapes, box 1000 1

2. Frame with beads, abacus (see Mathematics)
3. Lace beads 12
4. Counting rod 2 sets
5. Dressing frame 4
6. Game: Cards: animals, geometric shapes, flowers, vehicles, etc. 4
7. Blocks: properties, design, domino, numbers, belongings, etc. 4
8. *Frames: types of bingo and loto (lotto) plus 2
9. Birds, flowers, food, clothing, zoo animals, etc. 4
10. Sakhlat board (see Language Arts) 4
11. Geometric solids, wood (see Mathematics) 4
12. Magnetic board, 18‰  36‰: 2
13. Magnetic figures, 50, set 1 set
14. Mechanical board: bolt, nut, key, etc. 1
15. Nest box or ring, 6 to 8 objects 1
16. Material to smell: spices, food, greenery, etc. In the plastic
bottles that have holes which are sealed tightly.
17. Block parquet (see Building and Construction) 1 set
18. Clamp board (see Mathematics) 1
19. Clamp (see Mathematics) 2
20. Puzzles (see Language Arts) 1 set
21. Design or box separation of accompanying 1 set
panel interchange
22. Cylinder sound, estimated 3‰ tall, 2‰ diameter, 5 per set 2
23. Tactile appliance: sandpaper, cloth, wood, metal, sponge, etc. 2

24. *Taste appliances: sugar, flour, salt, fruit juice, etc. In the plastic
containers where the lid can be moved
25. Tools to consider and measure (see Mathematics) 2
VIII Building And Construction
1. Garbage containers for waste 1

2. Block: Empty 30
3. Parquet set 2
4. Table, select it from the cube, mutually locked, nesting, small 3
normal set with a variety of appliances: wood, plastic, rubber
5. Units, full school set (covered floor space and suitable shelving is 2
important)
6. Small flat boards, 24‰ă36‰ long, used with blocks 4
7. Construction set: (select as follows in the size of the school set
according to adequate quantity
8. Crystal climbing 1
9. Toys examples of Giant tinker toys 1
10. Lego 2
11. Lincoln Logs games 1
12. Rig-a-jig games 1
13. Rising Tower games 1
14. Tinker toy games 1
15. Carpentry: (all adults, not toys)
16. Tools 1
17. Mask (handle made of wood) 10
18. Eye Mask 10
19. Hammer 13oz, 16oz, flat head with hook 2
20. Hand drill and drill set 1
21. Iron measure , measuring tape, ruler, each one 3
22. Nails, various sizes, 1‰ to 2‰, half very long, lb. 5
23. Nut and bolt, mixed, box 1
24. Plier 1
25. Sandpaper, medium fine, packaging 1
26. Sawn timber, crosscut, the blade points 14‰, 18‰, 8 teeth per inch 2
27. Screwdriver, 8‰, 12‰, and Phillips 2
28. Screws, steel, flat head, various sizes in 50 boxes 2
29. Washer, various sizes 1
30. Cloth, cotton 2
31. Rubber piece facings in foam, supplies accumulated 2
32. Glue, tubes 2
33. Lumber:
Various shapes and sizes, soft, (often from waste sites and 2
carpenterÊs shop)
34. Lumber of various sizes, measure the rough feet, 30Êă60Ê 1
35. Puzzle frame/handle 1

36. Puzzle (see Language Arts)

37. String (see the development of Psychomotor) 1
38. Sandbox (see the development of Psychomotor) 2
39. Sand/water play material, not easily broken 2 set
40. Brushes, large 3
41. Container, with a variety of widths 6
42. Plate container 1
43. Toys and floating items 4
44. Funnels: various sizes 2
45. The rubber pipe, small pieces 2
46. Measuring cup 2
47. Measuring spoon 2
48. Mould, various sizes (see the development of Psychomotor) 2
49. Pitcher 1
50. Scoop 4
51. Sieve 2
52. Soap flakes, box 2
53. Portable sand and water box 1
54. Shellac, crystal clear, qt. 1
55. Tube, plastic, wrap 1
56. Rope (see Equipment Cleaners) 2
57. Tongue depressor or wood craft, in the package of 1000 1
58. Tooth picks, coloured box 1
59. The spiral rope (see General Maintenance In/Out) 3
60. Building and vehicle toys, not fragile and in various sizes 6
61. Wheels, wooden disk 6
IX Creative Art
1. Apron, plastic or cloth, home-made 10

2. Beads, and other items to compose 500
3. Brushes, paints, ó‰ă1‰ thick, long handle, 6‰ă9‰ 12
4. Tin, cutter to cut the dough, biscuits, various sizes 4
5. Chalks: Various colours, large, white box, box 1
6. Clay, grey and red, in lbs each 25
7. Cloth: like the old sheets to paint/draw on it, accumulated supplies 1
8. The plastic curtain, one each by desk according to desk
9. A thick cloth (burlap) and/or weight, net for sewing, yards 2
10. Cloth pin to hang artwork 48
11. Collage appliance, such as a sheet of cloth, paper, leather as needed
12. Plastic, old greeting cards, buttons, thread, styrofoam, 20
13. Ribbon, spangles, shiny, beads, etc. accumulated supplies as needed
14. Thread ball, bag 4
15. Container: thread 4
For clay, plastic with lid 2

16. Materials to collage: old boxes, baskets, jugs, etc.

accumulated supplies as needed
17. To paint: a small tin, cut down carton, plastic, covered 10
18. Biscuit cutter, for use with the dough toys 12
19. Crayon, large, various colours, box 10
20. Crayon holders 2
21. Shelves for drying up painting materials, if necessary 1
22. Trusses:
23. Garlic crasher for use with clay 2
24. Glue, white, not expensive (see building materials) 2
25. Puncher 1
26. Furnace (kiln) (available) 1
27. Knives, desk for use with clay and dough (can be long) 6
28. Lace for a suspended sentence (see the development of Perception) 6
29. Weaving appliance, handmade, from cardboard, 6
30. Paper, wood and nails, for easy weaving 2
31. Pen marks, non-toxic 6
32. Stickers, rolls 4
33. Paint: use your finger, (which is allowed) 6
34. Finger (made as required with starch, water, mixture of paints 4
(tempera) and pieces of soap) 4
35. Liquid, various colours, tempera box 10
36. Powder, various colours, tempera box 6
37. Watercolours, box with brushes 2
38. Jars of paint, plastic with cover 16
39. Paper: Brown, wrap 45 rolls plus dispenser-1 2
Paper game (building) colour, 9‰  12‰, pack of 50 pieces 20
40. Coloured paper, 12‰  18‰, pack of 50 pieces 8
41. Crepe paper, 20‰  7 ó‰, Pack 2
42. A cloth strip carving (frieze), next to the shiny and
rough side, 24‰  180‰, rolls 1
43. Manila card for paintings, 12‰  18‰, sheets (reams) 8
44. Poster, coloured, 9‰  12‰, pack of 100 pieces 20
45. Board, medium weight, 24‰  36‰ 10
46. Tissue, 20‰  30", pack 24 pieces 4
47. Newspaper, no print, 18‰  24‰, pack 15
48. Brad bags or binders, box 2
49. Paper bags, the estimated 8‰  14‰ 20
50. Paper clips, box 100 4
51. Paper cutter, points 12‰ 1
52. Adhesive, liquid, half glue 2
53. Jar stickers, 2‰ diameter, 1 ó‰ deep, with lid 10
54. Wood adhesives, hardwood, pack of 500 1
55. Pencils, soft, with thick led, without eraser 12
56. Pencil sharpener 1

57. Pie tin or other containers for children to mix paint 6

58. Pin: safety, medium size, box 100 1
59. Straight (see Housekeeping Equipment)
60. Pipe cleaner, various colours, pack 2
61. Plasticine, per colour, lb. 5
62. Dough toys, can be made or purchased, according to need
63. Wheel Potter (acquired) 4
Printed materials to blend toys, clay, and paints, 4
64. Wide variety: vegetable,cut, puntalan, block, etc. 4
Accumulated supplies as needed
65. Rolling pin for dough toys 4
66. Ruler (see Mathematics) 4
67. Rope, to hang artwork, estimated 12Ê 1
68. Salt, to cook and make dough toys (box) 2
Sand: bags 2
69. Sandbox inside, white, delicate, cornmeal or sawdust in a number
that can be compared as needed
70. Sandbox outside, rough, lb. as needed
For painting, lb. 2
Scissors: Double handled training: child size 2
Scissors: Rounded pair, left hand, child size 8
Half sharp pair of scissors, left hand, child size 8
71. A pair of big scissors, adult size 1
72. Scotch tape, roll 4
73. Soap:
74. Pieces, to rotate for painting (see Equipment Cleaners) 1
75. Liquid, to put in the paint (see Equipment Cleaners) 1
76. Sponge, cut to pieces, estimated 1‰  2‰  2‰ for painting 2
77. Squeeze bottles as needed
78. Stapler 1
79. Staple, (box) 2
80. Starch for mixing paint fingers, box 2
81. Rope and spiral rope, for collages, painting and weaving
(see Equipment Cleaners)
82. Threads, black and white, drum (see Equipment Cleaners) 2
83. Sticker, Mistik, cloth with plastic, 3‰  108‰, roll 1
84. Tongue depressor or wood craft to use with land 1
clay, collage and dough, box (see Building and Construction) as needed
85. Tooth picks, for painting and used with clay, collage and dough
(see Building and Construction) as needed
86. Water colour marker, non-toxic, stirrer, pack 3
87. Wheat sticker 1
88. Pieces of wood for collage and construction, (scrap)
89. Threads for sewing and weaving, collage (scrap)

X Drama Acting
1. Dress form of animals-birds, butterflies, bears etc.: as needed

2. Clothing, home-made model as needed
3. *Figures, small, plastic or rubber in various numbers for use
with toy blocks and sand or water 16
4. *A puppet, various stuffed animals/example, goat skin 6
5. Backpack, from excessive store 1
6. Blanket 2
7. The light beam (see Health and Safety) 1
8. Lantern 1
9. Tent 2
10. Sleeping bag 1
11. Kitchen 1
12. Appliances 4
13. Doctor/Nurse:
14. Bandages/Band-Aids, bags 1
15. Hospital uniform shirt and clothing 2
16. Equipment:
17. Sphygmomanometer for blood pressure 1
18. Stethoscope 1
19. Mirror 1
20. Mask 10
21. Toilet cleaning items: male and female, 2
22. Combs, hair brushes, hair roller, hand mirror, 2
23. Nail brushes, shavers manual without the blade and/or 2
24. Electric shavers with closing plug, brush shave 2
25. Soap 2
26. Management of home and family:
27. Washing: 1
28. Apron, plastic (see Creative Arts) 1
29. Bathinette 1
30. Bottle brush 1
31. Broom, child size 1
32. Washing-up cloth 2
33. Former dish 1
34. Filter 1
35. Dry mops 1
36. Dust container 1
37. Iron, wood or plastic 1
38. Ironing board 1
39. Timber 1
40. Soap, hand (see Equipment Cleaners)
41. Dry cleaning and laundry services
42. Soap pieces, sample box 1

43. Towels:
44. Bath 1
45. Plates 2
46. Hand 2
47. Fabric wash 2
48. Vacuum cleaner, the holder 30‰
49. Washers, dryers, estimated 16‰  16‰  24‰ 1
50. Wet mops, holders of 30‰ 1
51. Cooking and eating appliances, not easily broken:
52. Baby bottle 2
53. Cutlery: fork, knife, spoon, place (serve) setting 2
54. Appliance: cake container, evaporator, pans, ladle, spoon 2
55. Large measuring cup and spoon, mixing bowl 2
56. Pie containers, pot, filters 8
57. *The statue, baby male, female, different race, not broken, washable 10
58. Toy figurines and equipment: 10
59. Baby bottle 2
60. Bed 1
61. Buggy and stroller 1
62. *Clothing, various, male, female, baby, elders, various clasps/plates, 25
exhibition place
63. Puppet houses, open at the side, top can be moved 1 set
64. *Puppet houses, various cultures, flexible,
65. Used also with blocks, toy vehicles, sand/water 4
66. Cooking utensils, for the puppet house 6
67. Home furnishings and accessories 16
*Dress-up properties, male and female: apron, belts, billfolds,
blouses, shirts, hats, socks, jackets, jewellery, pants, purses, scarfs,
scarf, shoes, skirts, bags of clothing, neckties, watches, fake hair, 1 set
(assembled supplies/materials already used)
68. Furniture for home play, very broad and not easily broken 1 set
69. Bed and mattress big enough for child to snuggle on top 1 set
70. Sheet: blanket, pillow, mattress, carpet 4
71. Chair 1 set
72. High chair 1
73. Swing 4
74. Clothing racks and hangers 1
75. Curtains according to temperature
76. Cupboard or bag 1
77. Hat rack 1
78. Mirrors, full, child-height 1
79. Radio 1
80. Refrigerator 1
81. Shelf
82. Sink 1
83. Sofa 1

84. Kitchen 1
85. Table for 4 children 1
86. Phone 1
87. TV frames, (scrap) 1
88. Toilet training seat 1
89. Office and school: Attache case, (leftovers) 1
90. Chalk board 1
91. Chalk board eraser 1
92. A writing desk and chair 1
93. Paper pads 2
94. Pencil and eraser 2
95. Phone (see General Maintenance) 2
96. Typing tools (Typewriter) waste material 1
97. Toy home, outside 1
98. Puppets, family, hands or fingers 4
99. Apron carpentry 1
100. Grass machine, 24‰ holder 1
101. Paint brush
102. Former paint containing coloured soap bubbles 3
103. Push broom 1
104. Appliance sewing: buttons, fabric, decoration (lace, ribbons, beads),
large needles, scissors, threads, thread round weave, (scrap) as
needed
105. Dress-up clothes: hats, uniform, appliances and various 1
types of clothing: Occupation, such as bread toaster, bus driver, 1
craftsman wood, divers, engineers, firemen, pilots, police officers 2
sailors, taxi drivers, train engineers, workers, employees of construction 1
portal
106. Set example: airports, camps, fire engine, space centre,
garage, etc. with proportional buildings, furniture, appliances, vehicles 4
107. *Figures of people, proportional plastic, rubber, wood,
108. Representing a variety of workers 4
109. *A puppet, representing different employees 4
110. Snap train set 2
111. Air, highway, rail and waterway traffic signals 5
112. Vehicles, large, sturdy, half ridable, half carrying blocks:
cars, boats, airplanes, rockets, trains, trucks, tractor
(see Building and construction)
113. Vehicles, iron or plastic, small, wheeled, which can
take unit blocks (see Building and construction)

XI Music
1. Autoharp 1
2. Dancing, costumes: scarf, skirt, long and small, flag
3. Record: Record quality child and permanent collection 1
and may be obtained by others (see Tool View Listen) 1
4. Record player, good but not expensive (see Tool View Listen) 1
5. Beat Equipment: 1
6. Bells, various: ankles, wrists, cattle 1
7. Hands, melody set, accumulated supplies 2
8. Castanets 2
9. Cymbals 1
10. Various: drums, snares, tom-tom, etc. Can be 1
Homemade 2
11. Maracas 4
12. Piano 1
13. Recorder tool wind (wind instruments) 1
14. Wood beat 12
15. Tambourines 2
16. Tone block set 1
17. Triangles 1
18. Tuning Fork 1
19. Wooden block 2
XII Language
1. Sand paper, alphabets, tactile

2. Various sizes
3. *Books:
4. Collection of 30 or more books, and rotating collection of books
from the library. Choose high quality children books with various
cultural aspects and language; non-immoral content.
5. Recommended titles
 Animals
 Children activities
 Community
 Fairytales
 Fantasy
 Holiday
 Mother Goose
 Climate

6. Other soft titles ă appointment, separation, sickness

 Books that are easy to read
 Picture Books, including dictionary
 Poems to be read aloud
 Reference books
 Community, craft ,family geography
 Physical science, space
7. Camera to take pictures of students 1
8. Cassette player
9. Black board, chalk and duster 1
10. Chart paper, big, to share experiences 2
11. Board pieces: numbers, stories, animals, objects
12. Normal and others; pack 50 1
13. Film (see Audio Visual Tools)
14. Film excerpts (see Audio Visual Tools)
15. Easy games and other picture-based games 4
16. Language Expert 1
17. Note book to jot stories 3
18. Set of perception cards 1
19. Pictures and stickers (see Books)
20. Puppet Show 1
21. Puppets (see Drama Acting)
22. Riddles, sticks, 9 to 16 pieces 8
23. Records, (see Audio Visual)
24. Slides (see Audio Visual)
25. Oral Book 1
26. Typewriter 1
27. Stationery: crayon, pencils, pens
XIII Mathematics
1. Abacus 1
2. Attribute blocks, set 1
3. Counter, not fragile: animals, beads, blocks,
buttons, cards, pins, diaper, etc. accumulated supplies
4. Cuisinaire rods, set 1
5. Some controls (Fraction manipulatives) wood
6. or plastic, apples, sweets, pies, etc. 3
7. Cut and divided food
8. Geometric figures, wooden 3 unit, approximately 6 items 1
9. Measuring tools, English and Matrix
10. Dry unit 4
11. Liquid unit 4
12. Tape 1
13. Ruler 2

14. Ropes, twines, cord anchorage (see General Maintenance,

15. Inside/Outside)
16. Thermometer
17. Cooking 1
18. Hand manipulated model 1
19. Inside/Outside 1
20. Money, play, homemade
21. Nesting toys, various boxes, blocks, dolls, unit (see
Perception Development)
22. Numbering games 4
23. Figures, tactile in different sizes and materials 20
24. Board game thongs, 12‰  12‰ 4
25. Thongs, hardwood, 1/8‰ diameter, 2‰ long, box 1
26. Shape, the basic set, tactile, unbreakable, various
sizes and materials, collected supplies
27. Sorting container, unbreakable:
28. Baskets, boxes, cans, glass 3
29. Timers, (bought or used materials), as required for
30. Takwim curriculum:
31. Calendar 2
32. Clock
33. Actuator, hand rotation 1
34. Electricity, wall 1
35. Plywood, together with the hand appliances, mobile 1
36. Egg actuator 1
37. Actuator foods (scoop) 1
38. Wristwatch 1
39. Weight (English and Matrix):
40. Normal balancing container 1
41. Cylinder (Graduated cylinder balance) 1
42. Scales in the bathroom 1
43. Scales in the kitchen 1
44. Spring scales 1
XIV Sciences
1. Water experiment: (Earn as required annually)

2. Balloons 6
3. Bellows 1
4. Bicycle pump (see Psychomotor Development)
5. Foam pipe 20
6. Kites 2
7. Squeeze bottles, collected supplies
8. Straw 24
9. Tubes (tubing), 3‰ long 1

10. Pets: Follow all applicable laws and regulations

health and safety of people, have sufficient
food, medical care, shelter. Select:
Chicks 6ă12
Ducks 1
Fish 4
11. Gerbils (where permitted by law) 2
12. Guinea pigs 2
13. Hamsters 2
14. Insects, silkworms 3
15. Rats 2
16. Parrots 1
17. Rabbits 2
18. Rats 2
19. Snails 5
20. Snake 2
21. Sponges, alive 2
22. Aquarium 1
23. Animal food suitable for any of the above
24. Eggs and its incubators 4ă6
25. Cooking appliances (see Health and Safety)
26. Growth chart, height, weight 1
27. Food and agriculture:
28. The use of food science is important for children to gain experience
in changing situations (see Health and Safety)
29. Apron (see the Creative Arts)
30. ChildrenÊs cookbook 1
31. Containers: bottles, cartons, boxes of flowers, flower pot, propellers, etc.
accumulated supplies
32. Cotton, box 1
33. Dust or dust compartment 1
34. Fertiliser, lb. 5
35. Food:
36. Natural foods, fruits, nuts, vegetables
37. Processed foods/wrap, pack 4
38. Raw materials: flour, salt, soda, spices, sugar, etc. in sealed
containers for each material
39. Garden tools, childrenÊs sizes, hoes, scraper, shovels, set 1
40. Trees, planted and wild
41. Seeds, collected from the surroundings and bought, collected supplies
42. Wood and anchored rope or wire fence
43. Terrarium
44. Watering containers or hoses 2
45. Lamps and Heat:
46. Binoculars, a pair 1
47. Camera (see Language Arts)

48. Electrical: battery, bulb, slogan, common circuitry, supply

49. Collected
50. Flashlight (see Health and Safety)
51. Glass magnifier, hand 2
52. Glass magnifying lens, vertical 1
53. Microscope 1
54. Mirror, unbreakable 2
55. Prisma, assorted 2
56. Liquid and supplies:
57. Ice: Dry, normal pieces 1
58. Oil, ó pt. tin 1
59. Other fluids 1
60. Supply:
61. Containers, plastic, collected supplies
62. Kettles 1
63. Medicine dropper 2
64. Precipitators, etc.
65. Filter, Pack 1
66. Span 2
67. Spray 1
68. Squeeze bottles, collected supplies
69. Bottled water jets, to spray, supplies
70. Collected
71. Mechanics and Physics (see Building and Construction,
and Mathematics)
72. Inclined planes 1
73. Magnet, various shapes and sizes, and goods that can be tested
for lifting 2
74. Nails, nuts, bolts, screws (see Building and Construction)
75. Rubber Bracelets, elastic (see Office Equipment and
76. Recordkeeping)
77. Chiffon 1
78. Take-apart equipment (donated): old watches, typewriters,
79. Vacuum cleaner, etc. collected supplies
80. Wheel 4
81. Minerals Ingredients: Big rocks, small rocks, etc. (See Building
and Construction, Mathematics, Music and Creative Arts)
XV Office Equipment and Recordkeeping
1. Manila envelopes, 2 sizes 36

2. Manila files 36
3. Checker pens (marking pens), various colours 4
4. Microcomputer 1
5. Paper clips, 2 sizes, box 2
6. Paper cutter, (see Creative Arts)

7. Pencils, box 6
8. Pencil sharpeners (see Creative Arts)
9. Pin:
10. Safety box, box (see Creative Arts)
11. Bracelet Straight, and roll (see Creative Arts)
12. Rubber band, various sizes, box 4
13. Rulers (see Mathematics)
14. Stapler and staples (see Creative Arts)
15. Stationery, letterhead and plain, 2 sizes, 24 pieces each one 10
16. Tape:
17. Masking, rolls (see Creative Arts)
18. Mistik, rolls (see Creative Arts)
19. Scotch Transparent Paper (see Creative Arts)
20. Transparent tape dispenser 1
21. Tacks, box 8
22. Typewriter 1
23. Paper stationery, table, lines and without lines, in various
Sizes 8
24. Xerox copier 1
25. Wood measurer 1
Figure 6.1: Suggested teaching equipment and materials for preschool use
Learning Tools
Figure 6.2 shows a list of equipment necessary for learning, while Table 6.2
shows a list of preschool furniture.
1. Large pot 1
2. Board cutter 1
3. Puppet theatre 1
4. Puppet (animal characters) 1 set
5. Drum 1
6 Tambourine 4
7. Double tik tok 2
8. Finger castanet 12
9. Ring bells 8
10. Set of kitchen/cooking tools 1 set
11. Songkok-19ă21-inch 5
12. Prayer outfit 5

13. VCD Allah 1

14. VCD-daily doa 1
15. VCD-how to pray
16. Pictured Mukaddam 15
17. Early Arabic Words ă Edition 1 & 2 15
18. Arabic puzzle 2
19. Smart Kid Preschool series ă English 1 2
20. Smart Kid Preschool series ă English 2 2
21. Brightstart Preschool series ă English 1 2
22. Brightstart Preschool series ă English 2 2
23. My Preschool Moral Programme ă Reader 1 2
24. My Preschool Moral Programme ă Reader 2 2
25. My Preschool Moral Programme ă Activity 1 2
26. My Preschool Moral Programme ă Activity 2 2
27. Siri Tadika Bahasa Malaysia (siri Teladan) 1 set
28. Lessons in The Wood Series (10 series) 1 set
29. Islamic charts (10 poster) 1 set
30. My Big Book 1
31. My Big Book 1
32. My Big Book (Chinese) 1
33. Lacing Animal 2
34. Lacing Bead 2 set
35. Cotton 1 set
36. Counting Button 2 set
37. Linking Colour Cubes 2 set
38. Carpet 1
39. The Aquarium and equipment 1
40. Alphabet Pack 1 set
41. Sunshine Phonic set 1 set
42. Whiteboard
43. Softboard 1
44. Shoe rack 1
45. Hugh Castle equipment 1 set
Figure 6.2: List of equipment for teaching

Table 6.2: List of Preschool Furniture
Number Details Quantity

1. Chart rack 1
Shelf cubby 1
2. Trapezoidal-desk 4
Rectangular desk 2
TeacherÊs desk 1
TeacherÊs chair 1
3. Multipurpose computer desk 1
4. TeachersÊ equipment rack 1
5. Rack equipment for wheeled Learning Aid 2
6. PupilÊs chair 25
7. Student computer desk 2
8. Round table 1
9. Bookcase 4
10. Rack folding equipment 2
6.2.2 Game Equipment

Table 6.3 shows a list of the equipment needed in games.
Table 6.3: List of Equipment for Games

1. Hammock 1
2. Cross bar 1
3. Balancing 1
4. Role play 1
5. Slides 1
6. Tunnel 1
7. Junior basket ball 1
8. See-saw 1

Game Equipment According to Learning Centre

Tables 6.4, 6.5, 6.6, 6.7 and 6.8 show a list of equipment needed according to
learning centres such as the cognitive, physical, art education, literacy and
reading materials centre and finally electrical tools.
Table 6.4: Cognitive Centre

1. Base Ten Blocks 1
2. Chart to number 100 and number cards 1
3. Sempoa and clock 1
4. Junior maths balance and bear counter 1
5. Jumbo logic buttons 1
6. Language Development 2
Ladybird- Keyword 1 a-5 a
7. Ladybird- Keyword 1 b-5 b 2
8. Pocket chart with card scan 2
9. My early reading series 2
10. Stuffed animal/family characters 2
11. SCIENCE CENTRE 2
Microscope
12. Videoscope 2
13. Mini frame 1
14. Magnetic attraction 2
15. Beaker-100,150,200,500 cc 2
16. Easel (Kuda-kuda) 2
17. Magnifying glass (3 units) 2

Table 6.5: Physical Centre

1. Bean Bags 25
2. Hula hoops 12
3. Skittle cones and foam rings (larger) 8
4. Skittle cones and foam rings (small) 8
5. Rubber ball (large) 8
6. Rubber ball (small) 50
7. Jump ball 18 inches
8. Parachute 1
9. Tent and Tunnel 1 set
Table 6.6: Art Education Centre

1. Colour containers that do not spill 3 sets
2. Play-doh 6
3. Finger paint 4
4. Magic scissors 4
5. ChildrenÊs art apron 5
6. Brushes (various sizes) 4
7. Quality colour paper 12
8. Coloured pencils 10
9. Dough cutter 6 sets
10. Stationery: HB Pencils 48
11. Eraser 48
12. Glue 24
13. Manila card 12
14. Pencil sharpeners 10

Table 6.7: Reading and Literacy Materials Centre

1. Grammar chart -English 1
2. ABC Blocks 12
3. Wooden ABC puzzle 1
4. Knob puzzle 1
5. Big book 1
6. Flash cards 4
7. Card scan 4
8. Story books 6
9. Story books 5
10. Picture books 3
11. Picture books 3
12. Educational VCD 3
Table 6.8: Electrical Tools

1. Blender 1
2. Television 29 inch 1
3. Radio cassette 1
4. Kettle 1
5. Toaster 1
6. Vacuum cleaner 1
7. Refrigerator 1
8. Juice extractor 1
9. Liquid hand soap 1

ACTIVITY 6.1
1. Why do you need to be creative in preparing teaching materials?
Discuss.
2. Describe what learning centres are suitable for a preschool.
3. List the learning centers that would assist in a child’s cognitive

development.
 The running of a centre involves input that has to be utilised by teachers in a

creative and effective way. If the implementation of the teaching material,
learning material and all the equipment is left without use, it is certain that
the children will not benefit from all the material and equipment listed.
 The learning centre is organised with certain categories to facilitate teachers

and students in managing learning according to the requirements of the
syllabus. However, in each learning centre, there is a continuity of knowledge
and skills for students.
 Each time after using the teaching materials, teachers need to help children
practise how to store them back safely in place and in good condition.
 The materials used must be safe and non-toxic; sharp things that can hurt
children should be put away. Children should not be allowed to be involved
in any physical fights when using the equipment.
 Actually, teaching materials are necessary in forming concepts and

perceptions in pupils regarding their surroundings. Teachers need to use
equipment carefully, provide motivation and a sense of success to students.
This will make the students enjoy using the equipment.
 Teachers should implement activities prudently without abusing childrenÊs

emotions.

TOPIC 6 FIN
NANCIAL AND PHYSICAL MA
ANAGEMENT  133
Fees Reecords
Funds financial
f Teeaching equip
pment
Invento
ory Teeaching mateerials

Topic  Nutrition
7 Planning,
Health, and
Safety
LEARNING OUTCOMES
1. Describe the challenges pertaining nutrition education for children;
2. Describe how to assist in maintaining childrenÊs health;
3. Identify the health regulatory measures of the staff; and
4 Describe the environment security, emergency safety training and
sensitivity towards safety.
 INTRODUCTION
Topic 7 will discuss on nutrition, health and safety issues of the children in more
detail. Through this topic, you will be exposed to planning, nutritional education
and nutritional problems faced by children. In addition, you will also learn about
the different measures and procedures needed to ensure the health of the
children and staff in the centre. Finally, this topic will explain about safety,
security training, first aid, CPR principles and procedures when dealing with
emergencies.

TOPIC 7 NUTRITION PLANNING, HEALTH AND SAFETY W 135
7.1 NUTRITION
Growing children require energy and nutritious food. The habit of eating
healthily should be cultivated from young age. Children need to be exposed to
the food that is being eaten by the family gradually. If children do not get a
balanced diet, they may have problems of being underweight or obese.
ACTIVITY 7.1
Do you understand the concept of healthy eating? How do you plan on

a balanced diet for children? Discuss.
7.1.1 Child Nutrition Plan

Nutrition plan is very important for children learning process. Children should
get nutritious and healthy food to guarantee their good health. The following are
suggestions on balanced diet:
(a) Eat a variety of food class to obtain sufficient nutrient and energy.
(b) Diversity can be achieved by taking a diet that combines all five food
classes (as shown in Figure 7.1).
Figure 7.1: Food pyramid

Source: http://muslimdietitian.wordpress.com/

136 X TOPIC 7 NUTRITION PLANNING, HEALTH AND SAFETY
Now, let us discuss the five food classes in detail.
(a) Class 1: Cereals, Grain Products and Potatoes

Rice, noodles, breads and potatoes are examples primary source of energy
for children. It is a good source of carbohydrates, vitamin B complex, iron,
phosphorus and it is low in fat.
(b) Class 2: Vegetables and Fruits

These foods are rich in fibre, vitamins and minerals that help avoid illness.
(c) Class 3: Fish, Chicken, Meat and Beans

Meat, poultry, fish, eggs, legumes, tofu and tempe is a source of protein,
vitamins and minerals and only little fat are contained in it. It will build
your body as well as help healing wounds.
(d) Class 4: Milk and Dairy Products

Milk and other dairy products such as cheese and yoghurt provide calcium
which is important to form bones and strong teeth.
(e) Class 5: Sugar, Salt, Fat and Oil

Sugar, fat and oil area source of energy but its intake should be limited
because any excessive intake can cause health problems.
Table 7.1 shows an example of a recommended staple diet for preschoolers.
Table 7.1: Daily Food Serving for Preschoolers
Number of Cups in a Day

Nutritional Group
(4 to 6 Years)
Class 1 Grains/rice/noodles/bread/potatoes
Rice 4 1/3 cups
Class 2 Vegetables (cooked) 3 tbsp (minimum)
Fruit (papaya) 1 sliced (minimum)
Class 3 Meat/fish/eggs/nuts
Fish 2
Eggs 1
Nuts 2 tea spoon
Class 4 Milk 1 to 2 cups
Class 5 Oil 4 tablespoons
Source: Food Unit, Public Health Division Department of Health Federal territory of
Kuala Lumpur (2006)

Refer to Tables 7.2, 7.3, 7.4 and 7.5 for examples of daily menu proposals for
preschoolers.
Table 7.2: Daily Menu Proposal for Preschoolers Week 1
Days Breakfast Lunch

Monday Pau + Milo (malt drink) Chicken porridge and mixed
vegetable + Orange juice
+ Guava
Tuesday Cereal + Milk Fried noodle + Barley drink + Jelly
Wednesday French toast + Horlicks (malt Prawn fritters + Soy drink +
drink) Banana
Thursday Donut + Milo (malt drink) Chinese fried rice + Apple juice +
Yogurt
Friday Cornflake + Milk Soup noodles + Lime drink + Pear

Monday Curry puff + Milo Soto + Grape juice + Honeydew
Tuesday Nestum (oat) + Milk Fried macaroni + Lychee juice +
Custard pudding
Wednesday Biscuit + Horlicks (malt drink) Tuna Sandwich + Soya + Banana
Thursday Malay cake + Milo (malt drink) Nasi lemak + Apple juice + Ice
cream
Friday Cereal + Milk Noodle curry + Lime syrup +
Guava

Monday Donut + Milo (malt drink) Fried rice + Orange juice + Papaya
Tuesday Cereal + Milk Bihun Hailam + Mango cordial +
Jelly
Wednesday Toast and jam + Horlicks (malt Vegetable spring rolls + Soya
drink) drink + Banana
Thursday Malay cake + Milo Fried kuetiau + Pineapple juice +
Yogurt
Friday Biscuit + Milk Chicken rice + Warm water + Pear


Monday Malay cake + Milo (malt drink) Fried noodles + Fruit Punch +
Bread Custard
Tuesday Cereal + Milk Nasi lemak + Barley drink +
Watermelon
Wednesday Biscuit + Horlicks (malt drink) White bread & Beef soup + Lychee
drink + Ice cream
Thursday Curry puff + Milo (malt drink) Friend Macaroni + Sunquick
(orange cordial) + Banana
Friday Nestum (oat) + Milk Tomato rice + Lime drink + Yogurt
7.1.2 Children Nutritional Problems

Malnutrition is a condition that is very tiring to parents and teachers. Currently,
there are 1001 foods that are in the market but there are still issues of
malnutrition among children such as:
(a) Poor appetite;
(b) Picky eater; and
(c) Underweight.
Now, let us look at each of the issues in detail.
(a) Poor Appetite

Growing children will normally have difficulty in eating. There are a
variety of causes that leads to their poor appetite. Among them are:
(i) Worm infection problems;
(ii) Fevers;
(iii) Play too much and lack of sleep;
(iv) Experiencing dental problems;
(v) The type of food served is always the same every day;
(vi) Children are forced to eat;
(vii) Consuming snacks before meals; and

(viii) Children are scolded or threatened to eat; and
(ix) Children are alone or not accompanied during mealtimes.
(b) Picky Eater

Children love to be choosy when it comes to food. This is because they have
their own preferences and taste. There may be several reasons why they
like to choose food such as:
(i) Natural habit of the child to be picky;
(ii) No variation of food since young;
(iii) Food not appetising;
(iv) The influence of advertisements;
(v) Uninteresting food colour; and
(vi) Influenced by friends.
(c) Underweight
Being underweight is a serious condition and immediate action should be
taken. If children lose too much weight, they can get sick and will not have
sufficient to do any learning activities. Parents and teachers should:
(i) Find out the childÊs weight and try to achieve an ideal weight
according to the age group;
(ii) Provide a variety of food for children;
(iii) Ensure that children eat at mealtimes;
(iv) Provide children with food that contains high in energy, i.e. chicken
or fried fish; and
(iv) Provide children healthy snacks in between meals such as fruit, milk
and biscuits.
The effects of being underweight are:
(i) Negative impact on the childÊs intelligence;
(ii) Interference with the physical growth;
(iii) Interference with the child development; and
(iv) Easily infected with diseases.

Here is how to overcome them:
(i) Do not provide snacks before lunch;
(ii) Diversify the type, taste, texture, appearance and colour of the food;
(iii) Always pay attention when children eat;
(iv) Ensure a comfortable and enjoyable time during meals such as

turning on the music;
(iv) Brush teeth after eating;
(v) Training children to eat at the specified time; and
(vi) Provide a balanced meal taking into account food favoured by children.
7.1.3 Child Nutrition Education

Education should begin at home. Parents or guardians can give guidance to
children at home. This responsibility is shouldered by preschool teachers since
parents are at work.
There are a few tips that can be practiced by parents and teachers, namely:
(a) Preparation of food;
(b) A wide range of meals with charming colours and shapes while using
utensils with a variety of colours and shapes;
(c) Make meal time fun;
(d) Avoid scolding or threatening children during meals;
(e) Encourage having meals with friends;
(f) Organise lunchtime;
(g) Children need proper dining tables and make sure the duration between
meals are not too long or short;

(h) When giving snacks, avoid giving meal sessions too close to each other as
not to interfere with children appetite;
(i) Provide nutritious snacks;
(j) Children should be fed four to six times a day which consists of three main
meals. A nutritious snack can be given to children in between meals to
increase food intake; and
(k) Nutritious snacks are snacks that:
(i) Are not too sweet or salty;
(ii) Are not too oily; and
(iii) Contains vegetable and fruit fresh.
7.2 HEALTH
Health is one of the main aspects that need to be treated and assessed by staff of
preschools in particular. Children do not understand how to eat proper food
or play healthy and they will continue to eat and play until they become ill.
Therefore, the role of the preschool teacher is to help children during their stay at
the preschool.
7.2.1 Child’s Health Status

The status of childÊs health is evaluated in terms of the equipment and facilities
used. There are guidelines to use the facilities provided. Facilities and equipment
include:
(a) Water play;
(b) Clay (Play-doh);
(c) Air quality; and
(d) Polluted children water supply.

Now, let us discuss the equipment and facilities further.
(a) Water Play

If teachers are not careful during activities, germs may infect the water and
affect the childrenÊs health. Germs can multiply in warm water very
quickly. There are a few tips that can be used to curb the spread of germs.
Among them are:
(i) Wash and clean the water container by using soap or detergent after
use;
(ii) Children should wash their body before playing in the pool;
(iii) Wash the playground every day by using antibacterial detergent such
as Dettol.
(iv) Use the plastic covering to avoid muddy surrounding.
(b) Clay (Play-doh)

Clay (Play-doh) indeed encourages the breeding of germs. As such, there
are safer types of dough that can be used such as creating dough out of
mixture of flour, salt and water. It is safe to use because there are no
colouring and preservatives dangerous to children. There are tips that can
be used when playing with clay (Play-doh), namely:
(i) Children must wash hands before and after playing with clay (Play-
doh);
(ii) The use of money in clay (Play-doh) kneading is prohibited as
children might swallow it; and
(iii) Keep clay (Play-doh) in airtight containers.
(iv) Clean and wash the table before and after the clay (Play-doh) session.
(c) Air Quality

Ventilation system plays an important role for children to help with the
controlling of the breeding of germs. If the ventilation system is not
optimum or there are too many children in the class, the ventilation system
will be interrupted. Stale air will get stuck and allow the breeding of germs
quickly.

The following are the air quality health guide:
(i) Make sure the temperature of cool air is at 27 degrees Celsius;
(ii) Windows and doors should always be opened to facilitate the flow of
air in and out;
(iii) Ensure that every child is brought outdoors to breathe the fresh air (if
the weather is nice); and
(iv) Change and check equipment such as fans, air conditioning all year
and clean it every three months in order to overcome the gathering of
dust.
(d) Polluted Water Supply

The following are a few guidelines to prevent pollution to water supply:
(i) Classify the number of staff that controls the equipment in a preschool;
(ii) Use gloves and towels to disinfect the excess blood, urine, faeces or
vomit;
(iii) Clean by using disinfectants;
(iv) Wrap or clean the equipment such as gloves and wrap in a plastic
bag; and
(v) Enter pollutants into a second plastic and tie neatly to avoid smells
and breeding of germs.
Assessment of the Health Status of Children

The following are the evaluation of the health status of children:
(a) Children should be fit and intelligent, and interested in the environment;
(b) Rarely get sick. Weight increase according to the growth chart;
(c) Clean skin and no eczema;
(d) No worms (check for bulging tummies);
(e) Muscles should be solid;
(f) Not appear pale or tired;

(g) Good appetite;
(h) No tooth decay;
(i) Not easily upset or lose temper; and
(j) Not sensitive in nature.
7.2.2 Practices that Help with Children’s Health

An important thing in child health care is to provide training in hygiene. This is
to prevent them from contracting germs, parasites, fungi and diseases. There are
four practices that may help childrenÊs health which are:
(a) Hand washing practices;
(b) Diaper change;
(c) The use of the toilet; and
(d) Cleaning and getting rid of germs.
These are important for children to do when they stay at home. Parents should be
aware of the importance of hygiene and to maintain a clean environment and
with no germs.
(a) Hand Washing Practices

This practice is essential to foster awareness of the importance of hygiene in
children. As soon as they know that this may prevent them from disease, it
can become a habit. It will be a routine if teachers set an example of hand
washing routine which will be followed by the children. Teachers are the
best model and children love to follow them. When such becomes a routine,
it would be unseemly to children when their hands are dirty, they would
wash their hands. The following are examples of a hand-washing training:
(i) When:
x Children are with teachers;
x Sent to school;
x Before you eat or drink;
x After examining a sick child; and
x After using the toilet, play equipment and toys.

(ii) Assistant teacher:
x After touching contaminated materials (vomit, faeces, urine);
x Before and after food;
x After cleaning the kitchen; and
x Before/after medication to children.
(iii) How:
x Use tap water that is flowing;
x Use the soap or hand-wash because bubbles can get rid of germs;
x Use both sides of your fingers to wash to prevent germs living in

the cracks between the fingers; and
x Wash hands clean. Wipe hands on a clean towel cloth.
(b) Diaper Change

Use a comfortable place to change diapers. The place must be close to the
sink. Used diapers should be disposed into plastic bags to avoid any risk of
infection. If their clothes are dirty, make sure that it is not mixed with soiled
diaper.
When changing diapers:
(i) Use a flat surface, safe and is 3 feet from the floor;
(ii) Use flowing water before and after changing table;
(iii) Place the diaper away from food products; and
(iv) Make sure the place is safe, clean and waterproof. Use paper bags or
plastics to remove the diapers immediately.
(c) Use of the Toilet

Toilet training is important to train children to be independent. There are
many sizes of children toilets. It should be washed every day. Children
should be told about the importance of washing hands after using the toilet.
To teach children to use the toilet, parents may set up small chairs
resembling toilet for children to learn. Keep it away from food and rinsed
after use.

Procedure for using the toilet:

(i) Wash childrenÊs hands;
(ii) Empty the toilet;
(iii) Flush with water. Clean it after using the toilet;
(iv) Wash hands with soap and tap water;
(v) Flush/pump again and make sure the container is empty;
(vi) Spray with toilet cleaner to avoid germs; and
(vii) Wash hands after washing the last toilets.
(d) Cleaning and Disconnect Infection Germs

It is the best way to get rid of germs. Cleaning with disinfection can remove
stains on the surface. It is always used in bed, kitchen, dressing room,
equipment and toilet. When the child dirties his coat, then the dirt should
be removed immediately.
Regulation of the use of cleaner and disinfection:

(i) Clean the object and the surface with detergent; and
(ii) Rinse the object with a liquid wash or soak object in the liquid and
dry it.
Table 7.6 explains the cleaning and disinfection material spraying.
Table 7.6: Schedule Cleaning and Disinfection Material Spraying
Object/Location Schedule
Changing room for baby x Clean after use.
Toilet, small bench x Spray with pepper spray after cleaning it.
x Clean it every day.
Rooms/beds x Clean it every day.
Kitchen x Mops, vacuum every day using it.
Free play x Dispose of garbage or food immediately.
Place baby x Change the fabric when wet.
Games x Clean and wash all items per day.
x Clean with water and place play water after use
x Remove clay (Play-doh) and clay as soon as possible.

7.2.3 Procedures to Control the Health of Staff

Health control measures are important in managing staff and plan meals. Among
their roles are to manage and plan the menu that contains all the required
nutrients.
7.3 SAFETY
Before we discuss safety issues in detail, let us try to solve two questions in 7.2.
ACTIVITY 7.2
1. What is your opinion about security? Are they important?

Discuss.
2. Can you list the safety aspects in a preschool you know of?
7.3.1 Security Environment

Security is a mandatory aspect addressed in preschool. When security is
neglected, it results in the occurrence of various problems or unwanted accidents
such as falls during play and at times even resulting in death. Negligence and
omission in the aspects of safety may cause parents to doubt the quality of
preschool education.
Basic security in preschool should cover emotional and physical aspects. The
following is an explanation of the relation:
(a) Emotional or Psychological Safety
(i) Children should be free from negative feelings such as nervousness,

fear, worry; doubt and worry during interaction with a teacher or
assistant teacher (see Figure 7.2).
(ii) Teachers should be directly involved in creating a conducive learning

environment and can motivate children.
(iii) Teachers should be cheerful, considerate, friendly, forming manners

and decency of the students, take care of and educate, as a partner
and facilitator to the student.

(iv) Study time should be fun, comfortable and stimulating all the
potential of the child. They should feel that they do not want to return
home because of their preoccupation in preschool.
Figure 7.2: Children are trained to communicate in order to not harbour negative
feelings against teachers and assistants
(b) Physical Safety Aspects

The following are the physical safety aspects:
(i) Ensuring that class and the surrounding areas are safe for children to
play;
(ii) Avoid using furniture made of glass;
(iii) Do not let children play in the water with the corner alone as this may
cause children to fall or drown. Make sure adults are always present
to supervise children;
(iv) Monitor children when crossing the road. Teach them how to cross
the road safely;
(v) Do not store pesticides in drinking bottles or use empty pesticide

containers to store food;
(vi) A sickbay is needed to accommodate children with illnesses until

picked up by a parent or guardian (see Figure 7.3); and

(vii) The school must keep a list of the names of parents or guardians who
send and take their children to and from schools in order to avoid
cases of kidnapping.
Figure 7.3: Beds are provided for children who were sick and water games area
should be covered to avoid any unwanted incidents
Types of Security
There are four types of security in preschool which are the arrangement of the
classroom, food preparation room, toilet area and outside the classroom. Now,
let us look into each of the points:
(a) Learning Space Layout/Arrangement (Classroom)
(i) Division of space must be balanced in order to facilitate the

movement of students in the classroom;
(ii) Ensure there is nothing blocking the teacherÊs view (see Figure 7.4);
(iii) Dangerous equipment such as scissors is stored in a safe place;
(iv) Electrical appliances such as computers, fans and lights are turned off
after use;
(iv) Ensure that the iron grille is always closed;
(v) Make sure the floor is always clean so that students do not fall;
(vi) First aid box should always be complete and ready to be used and
easily accessible when needed;

(vii) Fire extinguisher is in good condition and renewed by the fire

department; and
(ix) Fire emergency plan need to be situated in an area that can be easily
seen. There must be scheduled fire drills.
Figure 7.4: A comfortable layout helps children to move comfortably in the classroom
(b) Food Preparation Room Area
(i) All equipment such as sharp knives, scissors and forks should be
stored in a safe place;
(ii) Each electrical appliance should always be closed when you have
used it and put it in a safe place;
(iii) Floor must be constantly mopped and kept clean;
(iv) Gas containers should always be checked to ensure there is no leakage

of gas channels;
(v) Kitchen door should always be closed (see Figure 7.5);
(vi) Broom and tools for washing should be kept in appropriate places; and
(vii) All food ingredients must be labelled.

Figure 7.5: The kitchen is prohibited for children to be at to avoid danger
(c) Washroom Area
(i) The floor should always be dry and safe to use (see Figure 7.6);
(ii) Any powder cleaner toilets should be kept in a safe place and is
difficult to be accessed by students.
(iii) The toilet must be in good condition.
(iv) A mat must be placed outside the bathroom for children to wipe off
their feet.
Figure 7.6: Bathrooms should always be clean in order to avoid children falling

(d) Area Outside the Classroom
(i) The area outside the preschool must be fenced (see Figure 7.7);
(ii) Drains and other open surfaces must be closed;
(iii) The play area outside the classroom should be covered with sand for
the safety of children should they fall;
(iv) The grass must always be cut short;
(v) Do not keep sharp objects such as steel and wood as well as
dangerous goods in the preschool area; and
(vi) Make sure all external play equipment is safe.
Figure 7.7: The outside area should be fenced to prevent children from leaving the school
compound

7.3.2 Safety Training

Fire drills should be done regularly. This is a preliminary disclosure about
security and how to save everyone during an emergency. There should be proper
emergency in each class for children to follow if fire broke out. Figure 7.8 depicts
an example of SK KotaÊs fire exit path plan.
Drills can develop childrenÊs survival skills when they go to school. This is
because we cannot predict the disaster that may occur in the future.
Figure 7.8: SK KotaÊs fire exit path plan

7.3.3 Measures to be Taken During Emergency

Here are the explanations of how to react during an emergency:
(a) Breathing and Blocked Windpipe
(i) Shortness of Breath

This condition occurs when the air is prevented from reaching the
lungs. It is caused by physical restrictions that prevent the air to get
into the mouth or nose.
Treatment:
x Remove anything that can impede the breathing of the victim such
as clothing that blocks breathing and move the victim to a clean
area;
x If victims are aware, give confidence by encouraging them and

keeping an eye on them. Call the ambulance for follow-up
inspection; and
x If the victim is unconscious, check their pulse and breathing. Call

the ambulance for assistance.
(ii) Choking
This symptom occurs when there is a foreign object stuck at the back
of the throat that causes throat congestion or muscle spasms. This
happens because children are fond of inserting objects into the mouth,
for example marbles, coins, candy rubber, erasers and bones.
Signs:
x Difficult to speak and converse;
x Cyanosis (blue bumps on skin); and
x Signs from the victim ă he/she pointing towards the throat area or
holding the neck.

Treatment:
x Place the child on the lap with his head down. Pat between the
two back bones slowly (see Figure 7.9, 7.10 and 7.11);
x If the victim is a baby, lay him/her on the arm. Pat the back bone
using less strength for babies than for children; and
x If a baby or child is unconscious do a respiratory rehabilitation.
Figure 7.9: Pat between the two scapula bones slowly
Figure 7.10: Grasp both sides of the hand to prop the childÊs body

Figure 7.11: Help children to dislodge objects stuck in the throat
(iii) Asthma
Certain allergen can cause muscles in the bronchial tubes to swell,
making it difficult to breathe. These attacks can trigger allergies or
tense nerves. Relief medicines (for example, Vicks or any other
ointments) that can be inhaled into the lungs are useful in these
situations.
Signs:
x Difficult breathing;
x Asthma;
x Depressed and anxious and unable to speak; and
x Bluish-skin colour.
Treatment:
x Calm the victims and give them confidence;
x Help the victim to be able to sit back and relax and get clean air;
x If the victim has medicine, allow him/her to use it (see Figure 7.12);

Figure 7.12: If children have their own ventilator/inhaler let him/her use it
Source: http://abcnews.go.com/topics/lifestyle/health/asthma.htm?mediatype=Image
x If this is a first attack, dial 999 for emergency assistance; and
x Check and record the pulse rate and breathing of the victim every
10 minutes.
(b) Irregular Blood Circulation
(i) Shock
The blood circulation system serves to circulate the blood to all parts
of the body so that oxygen and nutrients can be sent to all tissues.
When the system fails and tissues do not obtain sufficient oxygen,
then shock will occur. Shock is the main cause of heart attack. It
occurs when the fluid in the body is reduced for example diarrhoea,
internal and external bleeding, vomiting or sunburn. The situation
would be critical if it results in fear and pain.
Signs:
x Rapid pulse;
x Pale grey skin colour (lips, the tip of the nail or cupping ears);
x Clammy and sweaty. Skin is wet as sweat flows;
x Weak and drowsy;

x Thirsty, short and fast breathing and clammy skin due to heavy
sweating than his body; and
x Fast pulse and not fixed.
Treatment:
x Lie the victim down and place his head lower than his body. This
prevents the victim from losing consciousness;
x Do not let the victims move, eat and drink. If thirsty, wet the lips
with a bit of water;
x Loosen tight clothing such as a belts, necktie, chest and waist; and
x Cover victims from cold from top to bottom level. Dial emergency
number to get ambulance service.
(c) Wounds and Bleeding
Types of Wounds
There are generally five types of wounds: straight cuts, rough cuts, blisters,
bruise (bumps) and punctured wound (see Figure 7.13).
Figure 7.13: Various types of wounds

Table 7.7 in turn explains in detail the different types of wounds.
Table 7.7: Different Types of Wounds
Types of Wounds Condition

Straight cuts x Straight cuts and free from sharp objects such as
razors or broken glasses.
x Blood vessels at the edge of the wound will cut off
causing blood to trickle.
x Wounds on the legs and hands can damage the
structure of the bottom layer of the tendon.
Rough cuts x A rough cut due to extreme stress and damage.
x Not much blood flow.
x Many damaged tissues.
x High risk of germ contamination and infection.
Blisters x Superficial wound caused by skin being rubbed or
scratched.
x For example: wounds or burns as a result of falling or
rubbing.
Bruise (bumps) x Any blow or punches causing the blood capillaries to
break under the layer of the skin.
x Cracked skin but not torn.
x A severe bruise is caused by a deeper hidden damage
such as cracks or deep injury.
Punctured wound x A small deep cut can cause deep damage.
x For example, being stabbed by a nail/needle.
x High risk of infection.
(i) Wound on the Scalp

There is ample blood supply at the scalp. When it is damaged, the
skin will crack with a gap. This will cause a lot of bleeding. Wounds
involving the scalp area are considered as serious injury. For example,
fractures in the skull.
Treatment:
x Wear disposable rubber gloves discarded and apply a hot water

cloth;
x Tighten wrapping by using a triangular wrap;

x Lie the victim down with the shoulder and the head slightly
higher. If the victim is unconscious, place in recovery position;
and
x Send victim to the hospital if the wound is serious. Figures 7.14,

7.15, 7.16 and 7.17 show some other ways to wrap the wound on
the head.
Figure 7.14: Place the bandage over the wound
Figure 7.15: Wrap the bandage around the head

Figure 7.16: Strengthen the bandage
Figure 7.17: Pin it up neatly
(ii) The Wound on Hand and Folding Joints

The palms of the hands are supplied with plenty of blood. If injured,
blood will flow profusely. A serious wound can tear off tendons and
cause the loss of the sense of touch or numbness.
Treatment:
x Place a clean sterile bandage over the site of the hand. Ask the
victims to hold it;

x If the victim finds it difficult to hold it tight, ask him to press with
the other uninjured hand;
x Wrap the fingers tight with the bandage. Tie by making a knot at
the top of the fingers; and
x Support arm at heart level and send the victim to the hospital.
Figure 7.18, 7.19, 7.20 and 7.21 show how to wrap a wound at the
elbow of the hurt child.
Figure 7.18: Wrap the wound starting with the elbow
Figure 7.19: Wrap around the upper arm of the hand

Figure 7.20: Do not wrap too tightly because it will prevent blood
circulation
Figure 7.21: Finish off with two straight wraps and pin each end
(iii) Eye Wound

Injuries can occur when sharp objects such as pieces of metal, glass
and stone sets into the eyes. It is a serious symptom. A little friction or
scratches on the surface of the eye (cornea) can carry infection or
scarring resulting in blurred vision. Pierced wounds may damage the
eye balls and allow the contents of the clear liquid (humour) to flow
out.

Signs:
x Extreme eye pain and eyelids become cramp;
x Wounds that is easily visible;
x Red eyes;
x Lost or blurred vision; and
x Blood or clear fluid seeps out from the wound.
Treatment:
x Lie the victim down. Make sure the head does not move and ask
the victims not to move his eyes;
x Close the injured eye with a clean pad and give confidence to the
victims (Figure 7.22);
x Wrap both eyes; and
x Bring victim to the hospital.
Figure 7.22: Close eyes of children by using a clean piece

(iv) Other Small Wounds

A small wound causing bleeding that is easily controlled through
pressure and pressing a clean cloth or gauze and put all limbs higher.
Usually, what is required is just applying a plaster on the wound.
Help is needed if the bleeding does not stop or there is a fear of
infection.
Treatment:
x Wash hands using soap and warm water;
x If exposed, clean the wound with clean flowing water;
x Dry the wound gently using towels and tissues;
x Close the wound using gauze. Clean around the wound with soap
or any cleaner that can remove grease. Use a new pad each time
you wipe the wounds; and
x Wipe the wound until dry and wrap with a plaster.
(v) Foreign Objects in Small Wounds

Foreign objects in the wound, such as fragments of glass, hooks or fine
stones can be removed by gently thorough rinsing using cold water.
ItÊs done before treatment. Never try to remove an object that is
embedded in the wound. This will cause tissue to damage and
bleeding.
Treatment:
x Control bleeding by applying strong pressure on both sides of the

object. Raise the injured limb;
x Close the wound with gauze bandage to reduce the risk of

transmission of germs;
x Wrap around the object without pressuring on the embedded

object; and

x Bring victim to the hospital to remove the foreign object.

Figure 7.23 shows the proper way to remove foreign objects.
Figure 7.23: Remove the foreign object by using a needle bridging or chopsticks
Source: http://shahabudin5022.blogspot.com/2010/09/neena.html
(vi) Bruising
This situation occurs due to internal bleeding that diffuses through
the tissue and produces colour at the bottom layer of the skin. It
happens slowly and appears a few hours later or after a few days of
an accident. Bruising signals internal injury.
Treatment:
x Lift and support the injured part to a comfortable position; and
x Use a cold towel or ice over the bruise.
(vii) Bleeding from the Mouth

Bleeding includes wounds on the tongue, lips or side of the mouth. It
can sometimes occur due to accidental biting. Bleeding from gums can
result in loss of teeth.

Treatment:
x Place the victim with his head raised so that blood can flow out;
x Place a piece of gauze over the wound and ask the victim to press
it with the thumb for 10 minutes (see Figure 7.24);
x If the bleeding does not stop, replace the pad with new and clean
pads. Allow all the blood to drip out because if swallowed, it may
cause vomiting; and
x Advise the victim to drink nothing but hot water for the next 12
hours. If bleeding does not stop bring victims to see the dentist.
Figure 7.24: Give gauze to victims to prevent swallowing blood into the mouth
(viii) Bleeding from the Ears

Bleeding from the ears will damage the eardrums. This can be caused
by inserting foreign objects into the ear, a powerful blow to the head
or loud blasting sound from fireworks and bombs. The victim will
suffer ear pain or even deafness. It would be even more serious if
there is existence of a head injury. This would indicate blood leaking
from around the brain.
Treatment:
x Place the victim in a semi-sitting position and tilt the head in the
direction of the injured ear so that blood will flow out;
x Close the ear with a sterile bandage or a clean pad; and
x Send the victim to the hospital.

(ix) Nose Bleed

This symptom occurs as a result when blood vessels in the nose are
injured caused by a blow at the nose, sneezing or blowing hard. The
flu fever makes the blood vessels in the nose to become weak. High
blood pressure can also cause the nose to bleed. This type of symptom
is dangerous because they cause the victim to lose a lot of blood. Nose
bleeding that is followed by a head injury will result in liquid blood
and not concentrated. This is very serious because there is a leak of
liquid „cerebrospinal‰ from around the brain.
Treatment:
x Make the victim sit with his head raised forward. Do not allow the
victim to tilt the head backwards. Blood may flow to the throat
and cause vomiting;
x Advise the victim to breathe through the mouth (see Figure 7.25);
x Tell the victim not to speak, swallow, spit, cough or sneeze as it

will interfere with the clotting of the blood;
x When the bleeding can be controlled, clean gently around the nose
and mouth with warm water; and
x Advise the victim to rest a few hours to break down energy

consumption especially when blowing the nose, so that blood clots
are not disturbed.
Figure 7.25: Help the victim by massaging the blood out

(d) Sting and Bites
(i) Animal Bites

Germs breed in all mouths of animals and humans. Wounds caused
by animal bites can be deep and can penetrate deep into the tissues.
Wounds caused by bites require first aid immediately. These wounds
can be infected very easily.
Treatment:
x Dress and clean the wound with soap and warm water (see
Figure 7.26).
x After drying the wound, close it up with plaster or sterile small

gauze (see Figure 7.27).
x Advise victims to consult the doctor.
Figure 7.26: Clean the wound using warm water

Source: http://health.allrefer.com/health/wounds-minor-cut-first-aid.html
Figure 7.27: Dry the wound and mount it with small gauze to avoid infection
Source: http://health.allrefer.com/health/wounds-minor-cut-first-aid-2.html
(ii) Insect Stings

Stings by hornets, bees and wasps are usually very painful. Initially
the victim will feel a sharp stabbing pain and this will be followed by
swelling. Sting in the mouth or throat are serious because the swelling
can cause blockage to the airways.
Treatment:
x Bites to the skin
ă Throw away the sting or part of the insect that is stuck on the
skin by using clippers;
ă Put ice or a wet cloth to relieve pain and reduce swelling;
ă See a doctor if the victim is in pain and swelling continues

after one day; and
ă Figure 7.28 gives another example of treatment as a result of

the sting of insects, namely by using a blunt knife.
Figure 7.28: Rub the sting the skin by using a blunt knife
x Bites in the mouth
ă Give victim cold water or ice to reduce swelling (see Figure 7.29).
ă Dial emergency number to get ambulance service. Console him

or her while waiting for help to arrive.

Figure 7.29: Cold water helps to reduce swelling in the mouth

Source: http://cahaya-mulya.blogspot.com/2012/04/berbahaya-eat-while-
minumair-URputih.html
(iii) Marine Life

The sting of marine animals, such as jellyfish is called „nematocysts‰.
The poison is released when its tissues break apart. If we accidentally
step on a weaver fish or sea urchin, its thorns will poke through the
skin and embeds in the foot. It rarely has serious consequences
because marine life by the beach does not contain toxic gasses.
Treatment:
Treatment for the sting of marine life
x Pour alcohol or food vinegar over the wound for a few minutes
to weaken the cell wasps which have not been released (see
Figure 7.30);
x Pat wound with „sodium bicarbonate‰ paste (baking powder) and

water; and
x Sprinkle powder over the wound so that the cells rejuvenate.

Figure 7.30: Pour alcohol on the bitten/stung area

Source:
http://doctor.ndtv.com/photodetail/ndtv/page/3/id/9212/First_aid_for_cuts_and_wo
URunds.html
Treatment for puncture wound caused by marine life
x Soak the injured part of the body in hot water for 30 minutes. Pour
the hot water slowly and gradually (see Figure 7.31); and
x Bring the victim to the hospital to remove the residual thorns.
Figure 7.31: Soak the injured part in hot water for 30 minutes. Make sure the water is not
too hot
Source: http://dinarrestu-gee.blogspot.com/2010/06/hydropuncture-hidropuntur.htm

(iv) Snake Bite

Typically, snake bites usually do not generate serious injury (being
bloody) but it can be alarming. Hence, it is important to calm the
victim as less movement will prevent the poison from spreading.
Signs:
x A pair of holes punctured by the bite;
x Excruciating pain at the bitten area;
x Swelling around the bite area;
x Nausea and vomiting;
x Panting, grasping and sometimes breathing stops;
x Blurred vision; and
x Salivating and sweating profusely.
Treatment:
x Lay the victim down and ask the victim to calm down and not to
move (see Figure 7.32);
x Dress with soap and water; and
x Support the injured part and take the injured victim to hospital.
Figure 7.32: Make sure the head is tilted higher than the foot and leave
the wound exposed

(e) Sunburn and Burns

A burned wound is the effect of dry heat generated by friction and
corrosive materials. It can also occur as a result of extreme cold and through
radiation such as the Sun. On the other hand, burns can be caused by hot
liquids and steam. Table 7.8 explains the causes of sunburn and burns.
Table 7.8: Types of Burn Wounds
Types of Burn
Sources of Burns
Wound
Dry burn wound Flames, hot objects (butts smoking) and friction (accidental
burn wound strings)
Burn Steam, hot water or hot oil
Burn wound by Low-voltage and high currents and lightning
electrical discharge
Cold injury „Frostbite‰ contact with metals that freezes, contact with
steam-steam frozen (oxygen or liquid nitrogen)
Burn wound by Gas scrappers, thinners, soda, herbicides, bleach, oven
chemicals cleaners or any acid and alkali that is dangerous
Radiation by burn The Sun, exposure to ultraviolet rays „sunlamp‰ and
wound exposure radioactive sources
(i) Sunburn
Long exposure to the sunlight or light ultraviolet light can cause
sunburn. It occurs in skin injury.
Signs:
x The skin becomes red;
x Skin burns become as red as shrimps; and
x Suffering from heat stroke.
Treatment:
x Bring the victim to a shaded area;
x Wet the victimÊs skin with cold water or soak into a bath tub;
x Give victim cold drink regularly. Wipe „calamine‰ lotion so that

the skin becomes cool; and
x If burn wound is too severe take the victims to the doctor.

(ii) Burn Wound and Light Burns

This can happen due to negligence and omission when children play
with fire. Immediate treatment can heal the wound and prevent
bacteria from entering.
Treatment:
x Pour cold water on the burned area for 10 minutes to stop the
burning and reduce the pain;
x Cold liquid such as milk or drinks cans can be used if the absence
of water;
x Remove clothing from the injured body part before it becomes

swollen; and
x Wrap the wound with sterile bandage (see Figure 7.33). Polythene
bags or thin plastic can be a good temporary bandage.
Figure 7.33: Wrap the wound by using clean gauze to avoid from any infections
Source: http://health.allrefer.com/health/wounds-minor-cut-first-aid-4.html
(iii) Chemical Burns

Splashing of chemicals may cause the eye to become blind and scarred.
Signs:
x Pain in the eyes;
x Eye cannot be opened;
x Red eye and swelling around and in the eye; and
x Eyes become teary.

Treatment:
x Bring the victim and place him in a position where his eyes are
under flowing water for 10 minutes and make sure both his eyes
are clean (see Figure 7.34);
x Pull the eyelids slowly if the victimÊs eyes are closed due to pain
spasms (see Figure 7.35);
x Close the eye with a sterile pad or a clean thin pad (see
Figure 7.36); and
x Bring the victim to the hospital for further treatment.
Figure 7.34: Position the victimÊs eyes under tap water
Figure 7.35: If the victim suffers spasms, pull the eye petals gently so that water does not
set splash water into the uninjured eye

Figure 7.36: Close the eyes of the victim using a clean sterile thin pad
(f) Irregular Awareness Force
(i) Cramps
Normally children will suffer convulsions at the beginning of an
infectious diseases or infection of the throat and ears. This is related to
high temperature such as fever.
Signs of:
x A significant fever. Red, burning skin and sweating;
x Strained muscle jerks. Fists are locked and body is curved;
x Face wrinkled. Eyes not blinking and focusing;
x Shortness of breath; and
x Saliva trickles from the mouth.
Treatment:
x Remove any clothing that covers the childÊs body. Make sure the
child gets fresh clean and cool air;
x Cool the childÊs body with warm water;
x Place the child on a soft mattress so that gross movements donÊt

cause injury to the child;
x Make sure that the windpipe is always open using the recovery
position; and
x Contact the emergency number to get ambulance service.

(ii) Mild Epilepsy (Seizures)

The disease is known as „mal box‰ or fleeting epilepsy attack. It is an
abrupt interruption to the brain and causes awareness become fuzzy
like a dream during the day. Victims are not aware of what happens
to him during the incident.
Signs:
x Sudden changes, the victim will be blank and disoriented;
x Jerky upward movements of the lips, eyelids or head; and
x Unusual automatic movements such as lips licking, chewing,

making an odd sound or fiddling with a cloth.
Treatment:
x Help the victim to sit in a quiet and calm place;
x Remove dangerous sources such as hot drink;
x Chat with the victim and give him confidence;
x Do not forward any questions to the victims. Wait until the victim
recovers completely; and
x Figures 7.37, 7.38 7.39 and 7.40 show some other methods that can
also be used in treating childrenÊs epilepsy.
Figure 7.37: Keep away from any dangerous objects

Figure 7.38: Remove the childÊs clothing and give him cold air
Figure 7.39: Wipe the childÊs body using warm water
Figure 7.40: Place the child in a state of recovery
(g) Injuries to Bones, Joints and Muscles
(i) Fractures
Fractures or bone fracture is a broken fraction of the bone. The bones
are like a tree that can be twisted or broken. Bones that are diseased
are easily brittle, cracked and lame. Figure 7.41 shows some examples
of bone fractures.

Figure 7.41: Examples of fractured bones

Source: http://health.allrefer.com/health/fracture-fracture-types-2.html
Sources of Fractures:
x Pulling or twisting from a friend;
x Falling headfirst or falling can cause foot sprain or bone frames

cracked; and
x Powerful and accurate blow on the chest bone can crack the frame
bone.

Treatment:
x Support injured parts with your hand;
x Wrap the wound with bandage. Put a clean cloth/gauze to control

bleeding;
x Put the cotton bandage around the wound; and
x Do not wrap too tightly ă blood circulation can be blocked.
(ii) Dislocation
Thumbs, shoulders, fingers and jaws can get dislocated. It could
happen due to a slap, blow or falling and this causes the bone to be in
abnormal positions.
Signs of:
x Pain from an active movement;
x Difficult to move due to illness. Victims crying and seek support

for the injured part; and
x Flat triangular shoulder.
Treatment:
x Place the victim in a sitting position and raise the arm gently;
x Support the injured part with a sling;
x Insert a soft pad on the injured part between the arm and chest;
and
x Send victims to the hospital in a sitting position.

(iii) Injury to Hands and Fingers

These bones are injured due to an exact hit such as being squashed
by something hard. Common injuries are fractured knuckles. For
example, children falling face down when playing.
Treatment:
x Protect the injured with hand a soft bandage;
x Support the injured hand with a sling;
x Bring the victim to the doctor for further treatment; and
x Figure 7.42, 7.43 and 7.44 shows ways of treatment in the event of
an emergency where children suffer from cracked fingers.
Figure 7.42: Put any object such as wood, combs or paper (anything flat and solid) under
the injured finger
Figure 7.43: Wrap along with the adjacent finger to support the injured finger

Figure 7.44: Pin it up
(h) Poisoning
(i) Poisonous Plants

Poisonous plants donÊt cause serious pain or poisoning. Children are
very interested in fruits and colourful flowers. Therefore, they might
be interested in eating them.
Treatment:
x Check breathing and restore windpipe if necessary;
x Call your doctor or 999 ambulance services;
x Identify the plants and parts that have been eaten by the victims;
and
x Keep the samples and other substances that may have been
vomited out by the victim. Bring the victim to the hospital
together with the samples.
(ii) Food Poisoning

Food poisoning can be caused by eating food contaminated with
bacteria or toxins caused by bacteria in the food.
Signs:
x Nausea and vomiting, abdominal pain, diarrhoea, dizziness, fever

and falling.

Treatment:
x Help the victim to relax and lie down;
x Call your doctor for medical assistance.
x Give the victim plenty of water, fruit and tea liquid; and
x If the victimÊs condition worsens, call the ambulance and send the
victim to the hospital.
(i) A Variety of Health Conditions
(i) Fever
When the temperature has reached or exceeded 37 degrees Celsius,
this means that the person has a fever. The person might be suffering
from fever or flu, chickenpox, measles, meningitis swelling or abscess
meningitis. If temperature is above 40qC it can cause stiffness in
children and infants. Hasten to go to the hospital to get treatment.
Signs:
x Temperature under the tongue and armpits taken and look pale
(see Figure 7.45);
x Goosebumps, shiver and teeth chattered;
x Skin red, hot and sweating; and
x Headaches, aches and pain throughout the body.
Figure 7.45: Check temperature

Source: http://healthyliving.msn.com/pregnancy-parenting/kids-
health/parentinghome-remedies

Treatment:
x Get the victims to lie in warm and comfortable areas and have
rest.
x If the fever is too hot, put a warm cloth or warm water using a
cloth towel to lower the body temperature.
x Give paracetamol syrup on the advice of a doctor.
(ii) Ear Pain

Ear pain occurs to children resulting from infection of the middle ear.
There is a possibility that it will be followed by liquid coming from
the ear and followed with flu, sore throat, measles or fever. There is a
possibility of pain occurring resulting from the abscess or boils in the
ear canal, foreign objects in the ear or tooth abscesses.
Treatment:
x Give paracetamol syrup recommended by doctors;
x Cover the victimÊs ear with a bottle heater. Allow the victim to sit
upright because if the victim lies down it will add to the pain in
his ears;
x Bring the victim to the doctor; and
x Figure 7.46 shows another way to treat ears.
Figure 7.46: Tilt the victimÊs head and pour some water into the ear for removing foreign
objects in the ear
Source: http://healthyliving.msn.com/pregnancy-parenting/kids-
health/parentinghome-Remedies

(iii) Toothache
Toothaches are caused when food and drinks are taken too cold or hot
or have excess of sugar. Toothaches are caused by a decayed tooth.
When there is teeth swelling it will cause bad breath.
Treatment:
x Give paracetamol syrup recommended by doctors;
x Stuff a perforated tooth with cotton that has been soaked with
clove oil or wipe a little spirit in the mouth on the sore tooth (see
Figure 7.47);
x Provide a heating bottle to poultice the victim; and
x Lean the victim up on a pillow. Laying down it will add pain to

the sore tooth.
Figure 7.47: Give the victim the cotton soaked with clove oil
(iv) Abdominal Pain

Intestinal bloating can cause severe pain. The victim will moan and
roll on the stomach and vomit. Too much movement can lead to a
leakage into the cavity and the condition can worsen.
Treatment:
x Place the victim in a comfortable place. Prop his body up if his

breathing becomes congested;
x Give the victim a wrapped bottle to be placed on his stomach; and
x If the pain gets worse and does not diminish in 30 minutes, bring
the victim to the hospital.
(v) Diarrhoea and Vomiting

Food poisoning, using contaminated water and eating abnormal food
will cause diarrhoea. When there is continuous purging and vomiting,
there is a risk of dehydration, especially in children.
Treatment:
x Give victims a lot of liquid (glucose isotonic) to drink; and
x When appetite is recovered, only serve porridge for the next

24 hours.
(vi) Cramps
Cramps are sharp muscle spasms, painful and attacks suddenly. This
symptom typically occurs during sleep. It arises from active training
such as running or loss of salt and excess fluids from the body
through sweating. These symptoms can be relieved with massaging
and stretching the muscles that hurt.
Treatment:
x Cramps in Legs
ă Help the victims to stand/tiptoe.
ă When the first spasms has disappeared, massage his leg (see
Figure 7.48).
Figure 7.48: Massage the feet of the victim slowly using your fingers
Source: http://www.chandlerfootspa.com/oriental-foot-spa.html

x Cramps in Thighs
ă Straighten victimÊs knees to relieve stiffness in the back of the

thigh;
ă Raise the feet of the victim; and
ă For stiffness at the front of the thigh, bend your knees and
massage.
x Cramps in the Calves
ă Straighten victimÊs knee. Lift the victimÊs legs with a strong

upward force and towards the shin. Then massage the muscles
(see Figure 7.49).
Figure 7.49: Bend the legs over and massage the back of victimÊs calves
Source: http://kdgungu.blogspot.com/2011/04/merawat-leg-cramps-ketikahamil.
HTML
(vii) Hiccups
Hiccup is a symptom of suction of air over and over again, and makes
staccato and noisy sounds. It stems from the involuntary contraction
of the diaphragm acting against a half-closed windpipe. Usually it
lasts only a couple of minutes. These short attacks interfere with
comfort but if the attacks are prolonged, it can become sore, tiring and
worrying.

Treatment:
x Ask the victims to sit quietly and breathe for as long as possible;
x Place a piece of paper bag at the nose and mouth of the victim.
Ask the victim to breathe again in a few minutes; and
x If hiccup outcasts over several hours, call a doctor for advice.
7.3.4 First Aid

Cardiopulmonary Resuscitation (CPR) is an attempt to revive the victim who has
ceased to breathe using techniques of pressure in the chest (pressure from
outside) and providing respiratory assistance. This technique was first developed
in Baltimore in the United States in 1960. They discovered that breathing
assistance could actually be given to victims. Mouth techniques were discovered
by Dr James Elam and Peter Safar, while the technique cardiac compression was
discovered by Dr Kounwenhoven. Both of these techniques have been combined
as a whole in 1973 and in 1986 it was introduced in Malaysia.
(a) Causes of Respiratory Failure

Among the causes that can lead to respiratory failures are:
(i) Drowning;
(ii) Medicine poisoning;
(iii) Choking;
(iv) Stroke;
(v) Electrical shock; and
(vi) Breathing poisonous air.

(b) Causes of Heart Failure

Here are some causes of heart failure:
(i) Heart attack;
(ii) Electric shock;
(iii) Abnormal pulse and rhythm of the heart; and
(iv) Swollen heart.
(c) Chain of Life

When the heart fails, there is still an opportunity to revive the victim if all
the stages in „the chain of life‰ (see Figure 7.50) are carried out.
Figure 7.50: Four stages in the chain of life
See Table 7.9 for an explanation of the stages:
Table 7.9: Stages of the Chain of Life
Levels Details
Preliminary Get help immediately so that the defibrillation tool can be
assessment brought to the victims.
Early CPR Respiratory rehabilitation techniques should be used when
waiting for the arrival of aid.
Early defibrillation Controlled electricity shock shall be given to victims to move the
heart.
Early advanced The treatment will stabilise the situation of the victims.
treatment

7.3.5 Principles of CPR

The basic principles of CPR can be better known as ABC (see Table 7.10).
Table 7.10: Basic Principles of CPR
Principles Description
A ă Airways x Open airways immediately with the correct positioning of the
victimÊs head.
x Tilt the head back and lift the chin upwards.
x Lift the tongue and epiglottis from the back of the throat. This
will open the airways.
B ă Breathing x Respiratory aid granted if the victim is not breathing.
C ă Circulation x Chest pressure maintains blood circulation to the lungs, brain,
coronary artery and other important organs.
x When placing pressure on the chest breathing mouth to
mouth resuscitation should be done simultaneously.
Recovery Position x If the victim starts breathing and his pulse is back during or
after resuscitation, we need to put the victim in the recovery
position.
7.3.6 Emergency Procedures

Performing CPR is the same on children one to eight years as it is with adults
except in the four following areas:
(a) If there is no assistant involved in the rescue, give CPR for only one minute
before calling for emergency treatment;
(b) Use the base of the hand to give pressure in the chest;
(c) Press the sternum to a depth of 1 to 1 ó inch; and
(d) Give 100 pressures per minute and 1 pressure breathing assistance for
every 5 pressures.

Figures 7.51, 7.52, 7.53, 7.54, 7.55 and 7.56 show the steps to do CPR on children
aged one to eight years.
Figure 7.51: Pat childrenÊs shoulder to see if the victim reacts
Figure 7.52: Tilt the chin by using two fingers
Figure 7.53: Keep the position of the chin when giving respiratory aid
Figure 7.54: Listen to and see if there are signs of breathing from the victim
Figure 7.55: Press down using the base hand site
Figure 7.56: Place the childÊs body (as shown in the picture) in a state of recovery

See Table 7.11 for further details on the correct procedure of CPR.
Table 7.11: CPR Procedures for Children One to Eight Years
Procedures Description
A ă Airways x Evaluation: Confirm that the victim gives no response. Move the
shoulder slowly and called „what happen?‰
x Call for „Help‰
x Turn victim upright carefully, support the head and shoulder if
there is fear of laceration.
x Open the Airways: use techniques up right-head-lift-chin.
B ă Breathing x Rating: make sure that the victim is not breathing.
x Put your ears to his mouth.
x Keep an eye on his chest, see, hear and feel if there is any sign of
air
x Ensure an open airway channel.
x If the victim is still breathing and has no trauma, put the victim in
a recovery position.
x If victim is not breathing, give 2 respiratory assistance, use mouth-
to-mouth resuscitation (1ă1 ó seconds per breathing).
C ă Circulation x Evaluation: determine the heart pulse.
x Use 2 or 3 fingers to feel the carotid pulse while tilting the head
with the other hand.
x Start to press the chest.
x Use the base of the hand to give pressure in the chest. Press the
sternum up to 1 to 1 ó inches. Give 100 pressure per minute and
1 pressure breathing assistance for every 5 pressure.
x Do 20 cycles of stress and respiratory assistance.
x Get emergency assistance by calling 999 (JPAM).
x Check the pulse.
x If there is no pulse, give 1 respiratory assistance and continue
breathing and chest pressure assistance.
x Check the pulse every minute.
x If the pulse recovers check for spontaneous breathing.
x If there is no breathing, give respiratory assistance every 3 seconds
(20 respiratory assistance per minute) and constantly monitor the
heart.
x If the victim starts breathing, lay the victim in a recovery position
and make sure that the airways are always open and monitor
breathing and pulse.

The Arrival of the Second Rescuer
(a) Introduce yourself, state your purpose to help including making an

emergency call if necessary and check the heart;
(b) If there is no pulse, the second rescuer takes over the duties of the first
rescuer; and
(c) The first rescuer monitors, while the second rescuer:
(i) Keeps an eye on the movement of the chest when assistance is given;
and
(ii) Checks the pulse during chest compression.
7.3.7 First Aid Kit

First Aid Kit must be made available at all residential premises, and industrial
and educational institutions.
(a) This box should always be easily obtained and contain items depending on
the purpose of the premise.
(b) Check and replenish the kit from time to time at least once a month to avoid
any possibility of disaster.
(c) Keep it in a dry area away from the bathroom or where children can find
them.
(i) Basic Ingredients-aid Box
x 10 gauze (plaster);
x 3 medium size sterile bandage;
x 1 large sterile;
x 1 the larger bandage and sterile;
x 1 sterile eye pad;
x 2 triangle bandage;
x 2 rolls of fabric crepe; and
x 6 stick safety pin.

(ii) Type of Bandage

Figure 7.57 shows three types of bandages in the first aid box. While
Figure 7.58 shows the different types of splinting.
Figure 7.57: Three types of bandages

Source:
http://bengalsurgicals.co.in/http://www.indiamart.com/http://woundcar
e.healthcaresupplypros.com/

Figure 7.58: Types of splinting

Source: http://www.jantraindonesia.com/http://www.industry-
medical.com/http://annelacrosse.blogspot.com/http://www.northern-pet-
equestrian.co.uk/

(iii) List of First Aid Equipment

Figure 7.59 shows some example of equipment in the first aid box.
Figure 7.59: First aid box

Source: http://warisancemerlangbarusdnbhd.blogspot.com/
The following are among the equipment that needs to be available in

the first aid box:
x Elastic;
x Liners;
x Roll bandage (crepe) ă use this bandage for strengthening liners

and provide support at joints;
x Gauze pad (cloth applicator finger) ă use this as liners or as an

extra layer over the liners;
x Open bandage;
x Self-adhesive tape;
x Tube-shaped bandage ă use this specifically to bandage bones and

joints;
x Triangle bandage (cloth, paper) ă made of thick strong cloth, used

as bandage sling;

x Sterile bandage (medium, large, extra large) ă appropriate for

emergencies and can be used quickly;
x Sterile eye pad ă use for any injury to the eye, requires sterile
bandage protection;
x Pin clips and tape ă used to pin or stick bandages;
x Cotton wool ă do not place this type of cotton over the wound.
Use it as an absorbent layer or as a lining; and
x Bandage stickers (fabric, waterproof, crystal clear, heel and toes) ă

used for small lesions. Sterile waterproof type is the best for
wounds on hands.
ACTIVITY 7.3
1. Explain what CPR is.
2. Do you know how to administer a CPR procedure? By using your

own words, summarise how to administer CPR procedure on
children between 1 to 8 years.
3. Specify five important equipment that should be available in the

first aid box.
x Growing children need to eat food that is healthy and nutritious. The food
pyramid is a good guideline.
x Five food groups in the food pyramid are:
ă Class 1: Cereals, grain yield and tapioca;
ă Class 2: Vegetables and fruits;
ă Class 3: Fish, chicken, meat and beans;
ă Class 4: Milk and dairy products; and
ă Class 5: Sugar, salt, fat and oil.

x Three major problems in nutrition among children are:
ă Poor appetite;
ă Picky with food; and
ă Underweight.
x Apart from teachers, parents or guardians should also be introduced to the

child nutrition education.
x Health is also important to child growth. As a parent or guardian, we need to

give guidance to them so that they do not easily become sick. Especially for
children who are in care centres such as nurseries or kindergartens which are
often exposed to outdoor environment.
x Therefore, training should be used to practice of hygiene to avoid infection of

germs and fall into diseases.
x In addition, security issues should also be emphasised. This is so that we can

avoid accidents.
x Security should include aspects of the emotional, psychological and physical.
x There are four types of safety aspects at preschool:
ă Learning layout space;
ă Food preparation room;
ă Washroom area; and
ă Spaces outside the classroom.
x Among the things that are necessary in security are:
ă Breathing and a blocked windpipe;
ă Irregular blood circulation;
ă Wounds and bleeding;

TO
OPIC 7 NUTR
RITION PLANNIING, HEALTH AND
A SAFETY W 201
ă S
Sting and bites;
ă B
Burn wound and
a burns;
ă Irrregular awarreness force;
ă In
njuries to bon
nes, joints and
d muscles; and
d
ă P
Poisoning and
d a variety of health
h condittions.
x Carddiopulmonary y Resuscitatioon (CPR) is the attempt used to reco over the

victim
ms when they y cease to breeathe using teechniques of pressure in the
t chest
(presssure from ou
utside) and resspiratory assiistance.
x Princciples of CPR,, or better kno

own as ABC are:
a
ă A ă Airways;
ă B ă Breathing; and
ă C ă Circulation
n.
x First aid equipment should alw

ways be replen
nished.
Cardiop
pulmonary Resuscitation (CPR)
( H
Health
Food py
yramid N
Nutrition
First aid
d Saafety
First Aiid Kits

Topic  Assessment,
8 Records, and
Reports
LEARNING OUTCOMES
1. State the meaning of assessment;
2. Identify the different types of assessment for children;
3. Explain the purpose of the assessment, authentic assessment
methods and test standards;
4. Identify the different types of records; and
5. Elaborate on the Regulations Act 308.
 INTRODUCTION
Topic 8 will discuss assessment, record and report in greater depth. Through this
topic, you will be exposed to the different types and purpose of assessment of
children, authentic assessment, test method standards, types of records and
regulations Act 308 and Act 550 in preschool.
8.1 ASSESSMENT
The Ministry of education has stated in the Education Act 1998 and has stipulated
in regulations of education (Preschool, 1997) as shown in the following
paragraph:
Every kindergarten shall make continuous assessment in the development of the

domain of cognitive, affective and psychomotor.

TOPIC 8 ASSESSMENT, RECORDS AND REPORTS  203
Referring to the statement, assessment of their studies in the cognitive domain is

based on the studentsÊ ability to achieve objectives based on the requirement of
the curriculum. In terms of the affective domain, pupils are evaluated from the
teacherÊs observation on how they respect teachers, tolerate, mingle with peers,
have strength, overcome weakness, wanting to try and have the initiative in
coping with the situation and their daily experience.
Where else in the assessment of the psychomotor domain, pupils are evaluated
on fine motor and gross motor skills, physical movement activities, sports,
games, competitions, Potential Day such as dancing, games, and comply with
game rules. During an assessment, teachers are actually making interpretations
on a childÊs learning progress.
What is assessment?
Assessments are:
(a) Continuous Evaluation;
(b) Using various methods;
(c) Allow teachers to take the follow-up actions; and
(d) The process of collecting information on the progress of students.
According to Dogde (1994), assessment is a process to set information about a

person based on the assessment that has been designed in the interest of the
studentÊs progress education. The assessment of students is to focus on one
process as follows:
The process of observation, recording, and otherwise documenting the work

children do and how they do it as a basis for a variety of educational decisions
that affect the child.
(NAEYC, 2002)
It was explained that observation and evaluation is important to the assessment

of pupils in preschool. Observation and evaluation moves simultaneously in the
interpretation of children education development. Teachers cannot administer
assessments without indirectly observing the progress of students. StudentsÊ
learning evaluation that was administered based on indirect observation can
be used to identify strengths, weaknesses and imbalances of the curriculum
adopted.

204  TOPIC 8 ASSESSMENT, RECORDS AND REPORTS
Assessment of preschool pupils are complex. Assessment needs the assistance

and cooperation from the parents, sharing practices of teachers and parents. A
more meaningful partnership of assessment is how to help a student to reach a
level of development and ability to work in parallel with the age and mental level
of the students involved. The concept of giving the right to parents to make an
assessment of their own child is called a baseline assessment which is adopted in
Britain (Dogde, 1994). This assessment takes into account student self-evaluation
on the level of development according to the components required in the
preschool syllabus. Students are given the opportunity to display areas/
assignment that they came up with as follows:
(a) A task that students can perform the best;
(b) A task that students need more attention from the teacher;
(c) A task that students need help from both teachers and parents.
(d) A task that children can focus on according to their interest;
(e) A task that children choose based on learning what they love; and
(f) A task that students can produce creative work.
This process requires support and practical help from the teachers and the
parents and family. Teachers need to be accountable towards childrenÊs
assessment. Assessment of preschool children is not done to compare the level of
achievement of children with their peers but instead, to identify the capabilities
and progress accordingly. Teachers cannot underestimate children when making
assessment they do not know how or do not want to show off what they were
told to do. Instead, teachers should be responsible for ongoing assessment and
assist children when they are unable to follow/comprehend.
Principles of Assessment
Preschool teachers have professional evaluation ethics, namely the confidentiality
of children assessment where teachers are not allowed to disseminate children
assessment with other counterparts avowedly to compare and contrast the
performance score in the evaluation unless identified through praise dialogue.

However, there is an indirect assessment that can be made by the teacher on

the children by exhibiting without mentioning or comparing scores. The key
principles that must be held by preschool teachers in assessment is how teachers
help pupils to move forward on par with the development of the individual as a
whole in terms of physical, mental, emotional, social and spiritual principles of
balanced development and growth of preschool pupils based on development
and growth of children.
The most important principle to be considered in teacherÊs assessment are the

need to appreciate the children under their care with their ability to respect and
take care of them with love. Indirectly, teachers also give appreciation to parents.
TeacherÊs appreciation to parents can be displayed through behaviour such
as shaking hands with parents when they send their children to preschool,
motivational words to their children and administering daily activities. Parents
cannot be excluded in the education of their children because education in
schools is the continuation of education at home and vice versa. Preschool
teachers need to be careful when making preschool assessment, such as:
(a) Evaluation is wholesome and complete;
(b) Sensitive to authentic assessment purpose;
(c) Avoid burdening/giving homework;
(d) Specialise in assessment techniques;
(e) Review the results of works such as writing, painting and scrap projects;
(f) Do not focus on academic achievement alone;
(g) The assessment covers the main domain: cognitive, affective and
psychomotor; and
(h) Compliance with the rights of the child, not to abuse and there is no
element of cruelty.

Figure 8.1 sets out a model preschool assessment.
Figure 8.1: Preschool assessment model
Planning to Define Learning Outcomes

In the process of planning assessment, teachers need to identify students to be
evaluated. The teachers must also determine the learning outcomes to be
mastered by the students. Teachers will then plan appropriate instruments to
evaluate the students. This will be followed by the aspects to be evaluated such as
cognitive, affective and psychomotor skills. In this assessment, teachers also
determine the period of time to be specified in the assessment. An ideal place
needs to be taken into account during the planning exercises. Teachers who want
to plan the assessment must identify:

(a) Which requirement needs to be prioritised?
(b) What are the needs of the children?
(c) Where is the assessment documented?
(d) ChildrenÊs background that needs to be assessed?
(e) The extent to which the programme is effective and meets the needs of the
children.
(f) Are parents satisfied with the assessment of their child?
(g) Can the assessment plan/predict the future of the children? Is it able to
identify strengths and weaknesses of the children?
Teachers need to be sensitive when planning assessment for children. This is

because many factors may influence the assessment of preschool children
(Sciarra, 1994). Among the aspects are:
(a) Nutrition (nutrition);
(b) The health of students;
(c) The childÊs attendance in school;
(d) Cultural background of the children;
(e) Achievement norm;
(f) The behaviour of parents;
(g) Positive and negative developments in the variables;
(h) The effect of childrenÊs development; and
(i) There should be a benchmark in the assessment of the programme prior to

the current assessment.

8.1.1 Types of Assessment

The following are the different types of assessment:
(a) Diagnostic Assessment

How teachers assess pre-schoolers should be the main practice of teachers.
Experts in this field have suggested various techniques for preschool
children assessment. One popular technique is the technique of diagnostic
assessment or prescription (Gonzalez 2001) or performance-based
assessment. This method involves a pencil and paper or oral test. This
assessment is done periodically, for example, it is done every three months.
The main motive is to see where the studentsÊ achievement levels are and
the current level of they are at so that weaknesses can be overcome
immediately. However this technique has many flaws as the child is
assessed based on what they do not know and not what they know. This
technique is used to test students and not observing their development.
(b) Teacher Observation Assessment

Teachers carrying out observations use observation forms that were
prepared according to the components of the preschool curriculum.
Teachers need to fill out the form during the process of observation. There
are three ways of observing children (Sciarra, 1995):
(i) Anecdotal Records

Anecdotal observation records are entered in the log book. The teacher
will use this observation instrument to assess specific objectives of
the specified component. After observation, teachers will have the
sufficient input to make any individual statement of the children.
Although the method of assessment is subjective in terms of data but
this can be done if the teachers have the skills as an observer to track
the childrenÊs achievement in the preschool.

(ii) Checklist Records

Subsequent instruments that can be used by teachers to assess
students are the checklist. Statements used in the checklist unveil
whether the desired behaviours have been mastered or not by
individual students. For example, a child can complete the task after
he is taught a specific skill. Teacher will check the answer in the
appropriate box. Usually the answer is „yes‰ or „no‰. The checklist
instruments will give answers to the kind of guidance that needs to be
given to the child, for example, see Table 8.1:
Table 8.1: Example of Checklist for Practical Life

CHILDÂS NAME: _________________________________________
No. Assignment Details Yes No

1 Self-management: /
• Can button the shirt
2 Able to tie shoe string /
3 Greet and answering greetings /
4 Appreciation: /
• Can say thank you
5 Comb hair neatly
6 Smile and wave hands when parting with parents
7 Wash and wipe hands
8 Be patient when waiting for their turn
9 Store things after use
10 Tidy and organises personal things such as stationery in
container and also in the bag
A teacher who uses this checklist should make reviews on the behaviour shown
by the pupil. Further guidance can then be given to weak children.

Refer to Table 8.2 for an example of checklist for cognitive assessment.
Table 8.2: Example of Checklist for Cognitive Assessment

CHILD NAME: _______________________________________________
Follow-up
No. Components Learning Outcomes Yes No
Activities
1 Mathematics Say the numbers 1-10 / Recognise
numbers and
spelling
2 Identify • Identify the shape of / Write numbers
Numbers the number on the sand,
• Identify the quantity starch, coloured
of numbers flower, writing in
the air, drawing,
• Pronouncing the using dough and
number using a rope
• Write the numbers
• Matching numbers to
quantity
• Ascending numbers
• Descending numbers
• Odd numbers
• Even numbers
3 Identify • Adding one number / Using coloured
Addition digit rubber game,
• Identify the operation congkak,
marbles, and
• Use concrete objects buying and
• Fill in the blanks selling role play
• Adding
• Identify operational
symbols

(ii) Rating Scale Instrument

Another form of assessment record is the rating scale. Teachers can
also use the Likert scale in order to give her own perception of a
pupilÊs behaviour based on the teacherÊs observation. The Likert scale
is based on the following numbers (see Table 8.3):
Table 8.3: Example of Rating Scale Instrument

CHILDÊS NAME: _____________________________
No. Socio-emotional Components 5 4 3 2 1

1 Chat with friends
2 Extend greetings to friends
3 Smiles when father fetches
4 Invite friends for meals
5 Singing, dancing to beat
6 Feeding the fish/stroking
7 Play toys with friends
8 Sorting toys properly
9 Like to boss friends around
10 Like to work alone
11 Like to interrupt friends when they are
playing
In this instrument, the numbers in the Likert Scale is given meaning,

for example:
• 5 – excellent
• 4 – good
• 3 – average
• 2 – poor
• 1 – not seen

Before implementing the Likert scale, teachers must build the instrument
according to appropriate facts. Items built shall comply with the following
criteria:
(i) Clear item;
(ii) Measurable;
(iii) Meet what is to be assessed; and
(iv) Each item only measuring one skill only.
Implementing the Assessment

According to Smith and Godwin (1997), practical assessment should be able to
tap into what students know, what students can do and what students are
interested in. Isenberg (2004) identified four aspects of the implementation of
assessment which are:
(a) Identify students who require a special programme in preschool;
(b) Manage the teaching strategies that are appropriate for every individual or
group of students;
(c) Measure the effectiveness and quality of teaching and learning;
(d) The situation that allows teachers to communicate with children while
implementing the assessment.
The assessment should be used to optimise the process of learning and improving
preschool learning practices. Among the questions that need to be considered by
preschool teachers while performing the assessment are:
(a) What can students achieve?
(b) When children learn something new, and when should it be assessed?
(c) What are the behaviours that can be documented for each assessment based
on selected instruments?
(d) In which situation that will allow children to showcase what they have
learnt? What can be used to highlight childrenÊs ability to achieve the
developmental level of each component in the preschool syllabus?
All of the above questions are important when implementing assessment of

children in preschool.

Assessment Record
Recording children assessment is a challenge to teachers as they have a limited
time to record 25 pupil records per day. Assessment records are based on
observation, anecdotal records and checklist records. Each assessment is holistic
and comprehensive. This would depend on the speed and precision of the
teachers. Children assessment record is needed for the teacher to identify their
strengths and weaknesses. After recording, teachers need follow-up action for
weak children. Teachers need to try new strategies through teaching easier skills
or techniques so that learning outcomes can be at least achieved by the children.
Teachers can use different ways of recording the assessment as follows:
(a) Time Sampling (Time Samples and Event/Incident Report)

This record is used to record the observation on the behaviour of pupils
identified within a certain period.
(b) Unstructured Observations (Running Records Observations)

It is not a complete structured observation that can assist teachers to see in
depth how students interact, see their interests and inclinations, feelings
and behaviour.
(i) Storing, Analysing Information and Report

Keeping records of assessment is based on the requirements of the
Curriculum Development Centre (CDC) and keeping to the needs of
parents. For teachers, the tasks of recording, storing, analysing
information and reporting on the assessment of preschool children
should be done quickly and thoroughly. Teachers are forbidden to
keep a fake record and giving evidence simply wanting to make
parents happy.
(ii) Children Mastery

„My son can read‰. This speech is common among proud parents
when their children can read while still in preschool. Nordin (2000),
states that assessments in preschools are more focused on passing or
failing childrenÊs based on pencil and paper tests, rather than
measuring the childrenÊs academic achievement. Cognitive aspects
which become the main focus are reading, writing and counting. The
ability to read is the main aspect in language. Paper and pencil
assessment are being scrutinised more by parents and teachers, as
well as the administration. Authentic assessment administration is
less focused, since teachers are busy looking to provide answers to
the question whether children have already mastered what they have

learned based on their cognitive-mathematics (computation) and

language (writing, counting and reading) abilities. No matter what
happens, the preschool assessment system is dominated by the
cognitive domain which gives an overview of the childÊs future, which
begins with the ability to read.
The practice assessment which focuses on cognitive aspects is less

agreed upon by experts in the field of the development and education
of children (Sciarra, 1994). Thus, with the full realisation that the call
for authentic assessment should be emphasised so that unhealthy
elements and forms of abuse can be avoided. Assessment based on the
base assessment used in Britain should be well practiced in Malaysia
so that the assessment is done to children not to put children in a
certain place in the class but to be used to identify whether a child can
achieve a level of development which should be achieved by students
at his age.
(iii) Follow-up
If the student has not reached the prescribed learning outcomes, then
teachers should provide guidance and follow-up in the field of
development that need to be evaluated. Wolfendale (1990) suggests
that teachers use the development checklist guidelines when
assessing. Based on the assessment, it can further cover another eight
key aspects as follows:
• My hobby;
• Health;
• Aspects of speech;
• Play and learn;
• Physical development;
• Feelings;
• How do I behave; and
• Making something for myself.

(iv) Action Guidance

Continuous observation means preschool teachers cannot stop from
assessing children. Assessment of pre-schoolers is based on lesson
objectives or what is called as informative assessment (Arthur, 1997).
Chandler (2000) pointed out that guidance can be implemented
based on observation over children in the classroom. Continuous
observation to assess students are as follows:
• Personality of students;
• Psychomotor skills;
• Tendency to cognitive skills;
• Clear speech/speech problems;
• Obeying the rules;
• The willingness of children to learning preschools (kindergarten);
• The frequency of context in parental involvement;
• Question and answer with teachers and how to answer;
• The frequency of disturbance during the activity;
• Conformity to the curriculum and children development;
• Teacher who is active in playing her role in preschool activities;

and
• Maturity to manage behaviour. For example, not hitting a friend,

not always frowning but always smiling.
Learning is complex. Experience is based on learning by doing (John to Dewey

Decimal, 1970). Learning can be of interest to students in a variety of surprising,
impressive, new experiences, which are the key to track the success of students.

(a) Skills/Learning Outcomes

Skills to be achieved are based on preschool curriculum issued by the
Curriculum Development Centre, the Ministry of Education. Teachers need
to ensure that students have mastered skills as a whole or not. Effective
assessment is dynamic and continuous. This process helps educators to be
able to identify what steps next to do to assist individual pupils under its
custody. Assessment process and observation is based on elements that
could strengthen the level of children development and success.
(b) Year One Primary School

Preschool transition programme to year one is a programme that aims to
help pupils face changes from preschool education to formal education in a
primary school. Assessment of readiness and ability of preschool children
are to build thinking skills to actively work in group activities and
willingness to give mutual help showcasing a smart mind. Teachers who
can nurture the spirit and childrenÊs interest will continue to increase
childrenÊs spirit from time to time through activities available without
giving rise to any problems to their parents later.
8.1.2 Types of Children Assessment

There are several types of assessment for preschool students but teachers need to
think what suitable assessment to each childÊs development is. The different
types of assessment are as follows:
(a) Performance test;
(b) Readiness test;
(c) Intelligence test;
(d) Formative assessment
(e) Diagnostic assessment;
(f) Summative assessment; and
(g) Norm assessment or comparative scores between students.

Evaluation that is suitable for preschool children is formative assessment (see

Figure 8.2).
Figure 8.2: Summative assessment
Formative assessment is compatible with children development. If children are

unable to master the skills taught, teachers can continue to provide support and
trace their problems. Teachers can obtain feedback and continued observations to
help these children.
8.1.3 The Purpose of Assessment

What is the purpose of assessing preschool children?
The answers are:
(a) Track the effectiveness of teaching;
(b) Detect progress from time to time;
(c) Detect overall development;

(d) Identify a range of potential students as a whole;
(e) Carry out appropriate actions immediately;
(f) Plan teaching activities according to the needs of children development;
(g) Feedback to teacher;
(h) Feedback to parents; and
(i) Feedback to the Ministry of Education.
The following are the main explanations for the need assessment of preschool
children:
(a) Feedback to Improve Teaching and Learning (Learning Materials)

Every teacher needs information on the effectiveness of teaching methods,
learning activities and materials learned. Teachers will be more successful if
they have help and always update the assessment and restructure and plan
for the benefit of the students.
(b) Improve Learning

Teachers, the school and parents need to identify how children learn.
Children also need to identify the extent of their achievement. Teachers
would need to identify the learning goals and then the capabilities of the
children before steps can be taken to ensure the success of the children.
(c) Content Assessment

Before teachers teach, they need to set clear and precise learning outcomes
on that dayÊs lesson. Teachers need to set appropriate learning objectives in
accordance to the set time and components that are selected based on the
syllabus. Next the teacher would need to find an approach and strategy.
Teachers need to asses during and after lessons. If the observation indicates that
assessment is unsatisfactory and objectives are not achieved then teachers need to
change the teaching strategies until the objectives are met. If the result of the
assessment is still poor, then the teachers would need to repeat it again and
before moving on to a new topic. Teachers must ensure that the topic has been
mastered by students, before moving on to another topic. Teachers can see
whether children have mastered a topic through observation, this is called
mastery learning assessment. Teachers can assess through interaction and
observation to ensure children have mastered the content in the subject.

SELF-CHECK 8.1
1. Briefly, describe the different types of assessment used in

assessing children.
2. Describe three child assessment techniques.
3. Describe the purpose of assessing children.
8.1.4 Authentic Assessment

Assessment method that is most suitable for preschool children is authentic
assessment. This assessment is assessment carried out as part of the teaching and
learning process and it is not separated from the process. This type of evaluation
is as stated in the national preschool curriculum (2001).
Authentic assessment is carried out through observations of childrenÊs behaviour,

speaking, interaction of children and work. All information received will be kept
in a portfolio containing the personal records of children, to see the progress of
their work. This assessment is a record assessment through the use of a portfolio
and is conceptualised as a comprehensive assessment (Grace, 2005). This
assessment is a continuous assessment and is not periodic. Assessment portfolio
is considered authentic and is also identified as appropriate to childrenÊs
development.
Authentic assessment is recorded and kept in the studentÊs portfolio. This record
contains observation assessment documents through the process of observation
and continuous works (Gonzalez-Mena, 2000; Grase, 2000). Example of an
observation assessment document is as follows:
(a) Anecdotal Records

The teacher writes events of developments with accuracy, clear and
significant happenings that occurred to an individual student. Information
available in the record is the name of the student, date, time, place, events,
reviews, and recommendations from teachers. An example of anecdotal
record is as follows (see Table 8.4):

Table 8.4: Example of Anecdotal Records

NAME OF PUPIL: Arlina Ashad
Date Time Place The events Review of teacher

2.1.2008 actions/things to be
done to increase the
ability of students
10.10.07 8.00 In the Can mention early Provides an
morning classroom letters and match with opportunity to mention
objects for example: the initial letters and
• C – chair match with objects
outside the classroom
• W – wood
Examples:
• H – horse
• S – ship
• W – wing
• C – cat
9.00 At the field A child crying and • The teacher asks the
morning screaming child to explain the
reasons, but child
just keeps silent
• Teachers allow the
child to rest
• Other children say
„Sofia beats‰
• Teacher rearrange
sitting position for
Sofia and Arlina
(b) Observation with a Checklist (Checklist or Inventory)

This checklist is used as a checking tool at the time of observation for the
each individual pupil. There are two types of checklists, namely:
(i) Developmental Checklist

Checklist assesses the development of cognitive, affective and
psychomotor domain. Refer to the Tables 8.5 and 8.6 for examples of
fine psychomotor domain checklist and gross psychomotor.

Table 8.5: Example of Fine Psychomotor Checklist
Has Not
No. Details Already
Been
1 Pressing and shaping figures 1−10 with dough /
2 Cutting paper and collage /
3 Beading beads and make bracelets/chains /
4 Mat weaving with banana leaves /
5 Tearing paper letter picture and mixing with glue to /

form letters
6 Write letters in sand with index finger /
7 Tying shoe lace /
8 Wash socks /
9 Mix flour to make biscuits using a variety of mould /
Table 8.6: Gross Psychomotor Checklist Example
Has Not
No. Details Already
Been
1 Walking slowly toward the right or left /
2 Walking forward and backward /
3 Walking on balancing rope /
4 Climb stairs /
5 Climb Monkey bars /
6 Ride the bike and stop accurately /
7 Swim /
8 Skip rope /
9 Hop Scotch /

(ii) Environmental Checklist

It is based on the theme of environment involved, for example the
theme home, orchard, zoo, paddy fields, playing cooking, jungle, sea,
road safety etc. Checklist of road safety is shown as follows (see
Table 8.7):
Table 8.7: Sample Checklist for Environment (Road Safety)
No. Details Already Mastered Yet to Master

1 The colours of the traffic lights
2 Meaning of „red‰
Meaning of „orange‰
Meaning of „green‰
3 Demonstrate crossing the road,

looking left and right
4 How to queue to get on a bus
8.1.5 Standard Test

The standard test is the test that needs to be done by the teacher to determine
the level of development of the students. The standard test is as follows (see
Table 8.8):
Table 8.8: Sample Test Standard
Name of Student:
Date of birth: Picture
School: of
Teacher Name: student
Group: here
Date:

2
5 4 3 1
Statement Has Not
Consistent Frequent Beginning Comment
Mastered
Autonomy
Initiatives
1. Expand the idea to
other people
2. Develop and
submit their ideas
in activities
Confidence
1. Expression of ideas
2. Expressed concern
(verbal)
3. Be prepared to face
new experience
4. Showcasing feeling
satisfied
Freedom
1. Choose your own
activities
2. Comfortable to part
with parents
3. Can take care of
cleanliness
(bathrooms and
dressing)
4. Pay attention, can
help when
requested
Responsibilities
1. Keep materials/
material well
2. Can clean an area
3. Keep material
games and
stationery that
belong to self

Selected activities
Can adapt the selected
activity
Development of socio-
moral
1. Chatting in class
2. Obey the rules of
class
3. Discuss problems
in class
4. Participate in class
activities
5. Take part-in class
Nature of cooperation
1. Willing to wait for
turn
2. Respect the rights
of others
3. Controlling anger/
frustration
4. Play together
5. Abide by the rules
of playing
6. Invite others to
play with
7. Assertive
behaviour and able
to overcome
conflicts
8. Moral dilemmas
(for example, lack
of a snack but
many people)
9. Respond when
someone else
invites to play
10. Consider the
opinions of others

11. Happy in
competition and
can accept losing
12. Helping a friend
cope with conflict
(scramble goods/
bully)
Interactions in group
1. Call a friend by
name
2. Identify the friends
who are absent
3. Take and give
tissue to friends
4. Prepare a snack for
my friends
5. Express empathy
6. Interested what
was told by a friend
7. Participate in the
voting process.
Skills: Writing
1. Able to write letters
2. Spell the word
3. Write his own
name
4. Imitate letters and
figures
5. Writing simple
word
6. Write from left to
right
7. Write from right to
left
8. Write a message
with friends
9. Write your own
belongings
10. Write to
communicate with
partners

Skills: Reading
1. Hear a story
2. Read story books
3. Pretend to read
4. Hold the book
properly
5. Separating writing
and picture
6. Identify own
writing name
7. Identify the font
names
8. Identify objects
beginning the
letters
9. Read own writing
10. Identify words
11. Match the font
letters
12. Identify the letters
13. Identify the word
sounds
14. Erase handwriting
with a picture
15. Give meaning to
the sign (e.g. a toilet
signage)
16. Identify the first
same letter sounds
the (w-wood,
w-water)
17. Reading from left
to right, front to
back, top to bottom
18. Read story books

Speaking skills
1. Speak clearly
2. Feedback question
(why?)
3. Conversations
4. Speaking with
various tones
Understand language
(interested in topics to
be discussed)
How to ask questions-
who, what, when, and
how
Cognitive development
Autonomy
1. Select own toys
2. Think about new
ideas
Physical activity
1. Water can exit if
there are holes
2. Identify the water,
sand, painting
tools, pendulum,
3. The way objects
behave (birds, cats
catch mice)
4. Identify exchange
objects (small to
big, Caterpillar to
Butterfly, tadpoles
to frog)

Logical-Mathematics
1. Count-1 to 1
2. Know the sequence
of numbers
3. Count odd
numbers
4. Identify the end
number
5. Identify the total
number
6. Add/subtract
operations
7. Compare numbers
with more quantity
8. Compare numbers
with less quantity
9. Relate numbers and
quantity
10. Compare the
quantity of
numbers (5 more
than 3)
11. Compare numbers
and less quantity
and more
12. Think about space
(spatial)
13. Games that has its
own space (snakes
and ladders)
14. Games according to
space (chess,
checkers)
15. Games according to
space that follows
the target (by
arrows)

16. The position of

objects (up/down,
in/out)
• Identify before
• Identify after
• Identify in
between
• Identify second
position
• Identify second
in-between
position
• Identify
similarities and
differences in
the game (the
game dam snake
and chess)
• The concept of
objects and
words (card
game scan)
Rules
1. Routine in class
2. Time to change
routine
3. Identify the day of
today
4. Identify now
5. Identify the next
day
6. Identify tomorrow
7. Identify events that
happened
8. Identify the first
9. Identify the day
yesterday

Shapes
1. Creative shapes
2. Modifying or
deleting the shapes
3. Identify the shapes
4. Modifying or
deleting a set of
numbers and
objects
• 1–3
• 4–6
• 7–12
The standard test set out is one of the standard tests that should have been
obtained by preschool children. Teachers can implement the standard in
continuous assessment. However, the test standard is in accordance with aspects
of cognitive development of the students.
SELF-CHECK 8.2
1. Explain authentic assessment and give examples.
2. Specify the purpose of a standard test.
8.2 RECORD
A variety of information can be kept by the preschool teachers so that the
information can assist teachers in planning and implementing daily activities.
Preschool teachers must keep at least two records which are:
(a) Children personal record; and
(b) The progress of the children. Both these records will be discussed further in
the following subtopics.

8.2.1 Types of Records

(a) Student Personal Records
Student personal records are very important to be kept by the teacher.
Anyone in authority can request for the record. Teachers should be able to
find and present the personal record in less than five minutes. Children
personal records must be stored in a locked closet and in a safe place, where
it cannot be stolen, eaten by termites and get wet. Usually the records are
kept in the preschool room close to the preschool teacherÊs desk. Children
personal records contain details such as name, address of parents, parentsÊ
phone and other document certified by someone in authority.
Children personal records should be written neatly and easy to read.

The information should be true and accurate. This is to prevent
misunderstandings and wrong items and cause problems to certain parties
in the event of the inevitable. Preschool teacher has the responsibility and
accountability of the personal record. An example of a complete personal
record is stated as follows (see Table 8.9):
Table 8.9: An Example of a Personal Record
Student name
Place studentÊs
photo here
Gender
Date of birth
Age
Home address
FatherÊs name
FatherÊs age
MotherÊs name
MotherÊs age

FatherÊs job
MotherÊs job
Number of siblings
Position in the family
FatherÊs phone
• Mobile:
• Office:
MotherÊs phone
• Mobile:
• Office:
How do you go to school
• Bus: Bus Contact Number
• Own car
• FatherÊs car/MotherÊs
registration car number
Who send you if using own car
Distance from school
Note when the mother and/or
father comes late to take children
in preschool
ParentsÊ marital status single
mother/father/single/divorced
Orphanage/adopted
Financial aid/scholarship
assistance
Stay in orphanage/
grandfather/grandmother/
guardian
Stay in stepfather/stepmother
Injury suffered (Injury history)
Other information(s)

(b) Student Health Records

Teachers need to keep children health records in order as they need to be
sensitive to the needs of the children when planning activities. In the event
of an emergency, teachers must act immediately, namely by calling/
notifying parents immediately. Refer to Table 8.10 for an example of
children medical record, while Table 8.11 shows an example of a physical
record.
Table 8.10: Example of a Medical Record

ChildÊs Name: ____________________________________________
Name of Disease Yes No Remarks

Asthma
Chickenpox
Fig
Measles
Yellow fever
Hole in the heart
Allergies
Left-handed
Fall badly
Other diseases
Food allergies
Allergen (smoke)

Table 8.11: Example of Physical Record

ChildÊs Name: ____________________________________
Report:
January Date of Report: June-
Details Record Levels October-
Entry to Preschool July
November
Height
Weight
Teeth Good
Need attention
Focusing Good
Need attention
Sight Good
Need attention
Hearing Good
Need attention
Speech Good
Stuttering
Need attention
Stuttering Fit
Less fit
Too fit
Others
TeacherÊs observation is required when recording data. Write down the

dates and types of problems that need attention as well as the appropriate
action needed to tackle the problem in question for example: tell parents/
guardians or get help from the hospital. Teachers are prohibited from
giving medication to students.

(b) Progress Record of Students

There are a variety of ways to carry out assessment and record keeping of
children progress. TeacherÊs observation plays an important role in the
evaluation of preschool children. The teacher always observes a change in
habits or behaviour of children. Information shall be recorded as soon as
possible. Such information can help teachers prepare progress reports at
any time. Teachers record in terms of knowledge and skills and attitudes.
Individual progress record are described as follows (see Table 8.12).
Table 8.12: Examples of Individual Progress Record
Name of student AMIN B. ALI

StudentÊs Picture
here
Date of Birth 10.10.2006

Age 7 years
Group Melur group
Date (According to Cognitive Attitude

Skills (Skill)
No. the Achievement Aspects (Affective)
(Example)
Witnessed) (Example) (Example)
1 Pronouncing the Line up Always present
letters
2 Read letters greetings Sharing toys
3 Write letters Prayer Listen to the
instructions
4 Read simple Lagu Negara ku The interaction
words kv + kv
5 Mention the School song Prepare for
number morning routine
6 Descending State song Listen to
number morning talk
Ascending
number
7 Write numbers Read calendar Ready for group
activity

8 Matching Attentive to The spirit of

numbers to personal safety cooperation
quantity
9 Identify sing Not yet ready to
numbers on the group activities
clock
10 Identification Zapin dance Sensitive to
number on the hygiene
calendar
11 Addition Reading Help serve food
12 Subtraction Sort books in Prayers before
closets meals
13 Drawing Watering Update my
number flowers dining room
14 Arrange Make a collage Cleansing of
numbers teeth
15 Identification of Weaving Can a smile
more and less
16 Number by Beading beads Sour face
quantity
17 Picture number Make the Kissing hand
Ribbon mother
18 Early numbers Binding strap Thank Assistant
shoes
19 End numbers Buttoning shirt
20 Others
While the teacher fills out individual progress record, the teacher needs
to consider the observations and works on display from a wide variety
of child-centred teaching strategies and learning inside and outside the
classroom, including visits.
(c) Cognitive
Teacher observed children behaviour while playing, talking, mingling with
friends and perform routine tasks. Daily plan allows students to acquire a
variety of preschool skills such as drawing patterns, storytelling, acting,
collect things that are similar, classify different objects, sing a song, beading
beads, make a collage and other aspects of cognitive science, mathematics,
and languages.

8.2.2 Regulations and Directives of ACT 308 and

Relating to Preschool Assessment
Rules and Act 308 explains that:
Act 308 (15) (1) states that:
(a) Setting minimum equipment;
(b) Children welfare to be managed properly;
(c) Apparatus and equipment need to be complete as safety measure from fire;
and
(d) The provisions of this Act are complied with.
Act 308 (14) States:
(a) Availability of tools;
(b) Structure, health and hygiene are maintained;
(c) Register, record, schedule, menus, and account books are properly
maintained;
(d) Adequate Surveillance taken against fire or other hazard that is likely to
endanger the life or health of the child; and
(e) The Health and well-being of children or employees in the centre is

satisfactory.
Act 308 (23) States:
(a) The fixing of minimum equipment;
(b) Health care and nutrition of children cared for in the child centre; and
(c) The establishment of the minimum requirements for kindergarten children

to use upon admission and the provisions for minimum hygiene
requirements, water supply and other matters of health in relation to the
building.

ACTIVITY 8.1
1. Specify the different types of records used and give some

examples.
2. The rules stipulated in Act 308 and Act 550 is said to be closely
related to the assessment of children in preschool. Discuss how
both these Acts can affect the assessment of preschool children.
• Evaluation, records and reports are important in the management of children

in the preschool.
• Teachers play an important role in the transparency and determination to

guide children in preschool in order to showcase the potential of children in
terms of cognisance, skills and attitude, though takes time and concentration
and focus.
• At the time of assessment, the teacher needs to be alert and attentive to the
individual differences as children are unique from different aspects such as
breed, growth, backgrounds, thoughts, culture, and experience varied.
• There are also students who are experiencing stressed family life, orphans,
children abandonment by the mother and father, death, chronic diseases and
other strains that need more attention, in which case, teachers need to be
fairer to students.
Act 308 Record

Act 550 Report
Assessment Standard test

Topic  Communication
9
LEARNING OUTCOMES
1. Discuss the importance of building a strong bilateral relationship
between parents and teachers;
2. Explain the rules of effective communication in creating good
relationships; and
3. Describe the types of communication in terms of advantages and
disadvantages.
 INTRODUCTION
Working in a situation involving not only children but also parents and families
of children brings with it the possibility of obstacles occurring in bilateral
relationships. Not all parents are positive-minded and like working together with
teachers and caregivers. In reality, there are some parents who are constantly
looking for mistakes in the conduct of teachers and caregivers. Such parents are
considered a challenge to the personnel working in the centre. Parents may also
have certain parenting styles as opposed to the way teachers interact and
communicate with children. Whatever the reason, as educators we need to build
a strategy to help improve interaction with parents who are difficult to handle.
The key is effective communication.

240  TOPIC 9 COMMUNICATION
ACTIVITY 9.1
Before you start reading, please specify what you understand by the
term „communication‰.
9.1 BUILDING A STRONG BILATERAL

RELATIONSHIP
A healthy relationship is based on strong communication. Friendship, marriage
and parent-child relationships need frequent, continuous and effective interaction
to make these relationships strong. This situation is also true for parents and
teacher relationships. If teachers and parents often communicate either orally or
in writing, their relationships will grow and become strong.
Two Way Support

When we think about adult friendships, we find that the spirit of giving and
receiving plays an important role in keeping the relationship going. Strong
friendships require bilateral support if it is to stay healthy. If we work with
parents as partners in the educational process, we will view this interaction as
providing support to one another.
A creative teacher can find ways to use this support. It is important for teachers
to support parents such as in sharing parenting information with parents who are
concerned about their children, hearing their distress or helping them in times of
sadness and finding resources in the community to help those in need. By doing
this, the teacher provides valuable help, thus, establishing a healthy relationship
and good interaction with parents. This does not mean teachers can meet all the
needs of the parents. However, by helping parents find resources available in the
community, teachers are already taking the first step towards creating good
communication between the school and parents.

TOPIC 9 COMMUNICATION  241
An important element that can create alliance between parents and teachers is
communication. An effective understanding and positive interaction is a result of
spending time together to get to know each other through thoughts and effective
communication. Effective collaboration requires six strategies such as, parenting,
volunteer work, home study, decision making, collaboration with community
and effective communication.
ACTIVITY 9.2
1. As a parent, have you ever met with your childrenÊs teacher? State
the reason for meeting the teacher.
2. As a teacher, how many parents have you met within this school
year?
(a) When did the parents come to see you?
(b) Why did you contact the parents?
9.2 EFFECTIVE COMMUNICATION

Due to the importance of quality interaction between teachers and parents, it is
critical for teachers of early childhood education to be aware of the existence of a
variety of ways to communicate and find out the advantages and disadvantages
of each form of communication. There is no one specific technique that can meet
all the requirements of communicating with parents. A variety of methods can be
used to build and maintain a long-lasting collaborative relationship between
teachers and parents (see Figure 9.1).

Figure 9.1: Methods of effective communication between parents and teachers
Now, let us discuss the different communication methods used:
(a) Phone Call

Teachers can call parents in case of an emergency such as when a child has a
fever in school. In this situation, it is important to get immediate feedback.
The phone is the fastest and most effective communication tool used by the
teacher. It is not just in emergency situations that teachers may call parents;
teachers can also call parents to inform them of their childrenÊs positive
behaviour in the classroom. Parents like to hear positive messages from
teachers.

This method of communication is very inexpensive and is two-way. Parents

may feel comfortable when teachers contact and talk to them in the comfort
of their homes. However, the weakness of communicating through the
phone lies in the difficulty in communicating negative news or events as
non-verbal responses cannot be seen.
Sometimes, teachers cannot determine if the call made was at a suitable

time or not. Sometimes, teachers need to provide their home phone number
to parents but there are also teachers who are uncomfortable with talking
about work matters at home. However, if the teacherÊs phone number is
given to parents, teachers can also inform them of a suitable time to make
the call.
(b) Written Communication

Teachers often write letters as a way of keeping in touch with parents. The
letter is a document that can be used as evidence if anything happens which
requires further action. For example, if you want to organise an outing to
bring preschoolers to visit interesting sites, a letter requesting permission
from their parents can be submitted at least one month before the date of
the visit.
In addition, teachers can also contact parents by using the following

methods:
(i) Notification Letters
 Notification letters can be sent to parents to inform them about

holidays such as semester holidays, public holidays or special
events.
 Notification letters can also be given to children to inform parents

of items that they might need to bring to school the next day.
(ii) Meeting Notification Letter
 Meeting notification letters are crucial in inviting parents to attend

formal meetings at the school.
 The letter will provide details such as date, time, place of the
meeting, the agenda and key people that will attend the meeting.
 Minutes enclosed in the letter will provide information on the

upcoming meeting.

 The notification letter informing parents of the meeting will need

to be sent in advance so that parents can make early preparation to
take leave in order to take care of their children due to cancellation
of child care services due to the scheduled meeting.
 The notification letter must be submitted at least one week before

the date of the meeting.
 A reply slip will be attached to the letter to confirm attendance.
(iii) Invitation Letter or Card
 An invitation letter or card often invites parents to the preschool to

attend sports day, school concerts, graduation day, canteen days
and family days.
 A reply slip will be sent together with the card to confirm

attendance and the number of family members who will be
attending the event on that day. This is to assist the school in
estimating the allocated fund for the event.
(c) Communication through Technology

Teachers can use technological facilities in accordance with the present
situation. Information delivery through the use of technology is quick and
easy especially when the facility can be found in the school premises as well
as in childrenÊs homes. Information can be given through the following
facilities:
(i) E-mail
Teachers would need to know the e-mail addresses of parents. The
cost of using e-mail is much cheaper than the phone. An e-mail
can fit a variety of information and provide immediate feedback.
Communication via e-mail is also effective because detailed
information can be attached to the e-mails.
(ii) Website
Schools can create a website to enable information about the school to
be placed on the website for the benefit of the public. The website can
also create a space or forum to facilitate fast communication between
teachers and parents via the Web. This can create a hotline
communication channel where current important news can be
included in the Web such as emergency leave and instant homework
(homework hotline).

(d) Visual Communication Tools

Two examples of visual communications tools that can be used in
communication are as follows:
(i) Newsletter
Teachers can use newsletters to deliver the latest news to parents or
document preschool education news in respective premises, for
example, the names of registered committee members, names of
preschool teachers, phone numbers or e-mail addresses respectively.
This will allow the parents to keep in touch from time to time.
(ii) Bulletin Board

The bulletin board is the preschool effort to document events on a
daily basis, for example the annual sports day, family day and
Independence day where preschoolers are involved in the event. The
bulletin will answer questions such as what happened, who was
involved, why, when, where and what happened during the event.
Pictures taken during the event will be posted on the bulletin board.
The pictures will be stored, and remembered for the future.
(e) Meetings with Parents

Involvement can be defined as a joint effort or mutual understanding
between two parties. This involvement can be achieved through face- to-
face communication at meetings. Parent involvement contributes to a
special relationship with their children allowing parents to help their child's
development. They may hold face-to-face discussions at a determined
venue, date and time or indirectly.
Prior meetings can also give opportunities for teachers to identify what
affects the performance of the children such as an illness or other childrenÊs
problems, divorce of parents or death in a family. This information can help
teachers understand the emotions and needs of students. When the mother
or father speaks directly to the teacher concerning her child, it might help
the child's development as a whole.
Emotional disorders, which often hit children nowadays, are the result of
immense pressure from parents. When these problems are discussed in
person at meetings between parents and teachers, stress can be reduced.
Parents can also speak directly with teachers about their childÊs discipline.
In this way, of course, discipline problems can be reduced and there may be
a further increase in the childÊs determination to learn. Appropriate

methods may also be used to solve childrenÊs problems who are in need of
action from both parties, that is, parents and teachers. With this, parents
will better understand the actions of teachers and conflict can be reduced.
(f) Conference with the Parents

Conferences with parents can be done in the classroom where teachers
invite parents to their children's class to discuss their progress, and
problems faced by children in the classroom. Teacher-parent conferences
have the strength to act as tools of communication. If done well, the
conference would be able to build positive relationships between teachers
and parents when discussing the child's strengths, progress and room for
improvement. Furthermore, if it is done in the classroom, parents can see
their childrenÊs work and understand what their child is learning in school.
This is a good experience for teachers and parents.
(g) Home Visit

The best way to get acquainted with parents is by visiting their home.
Through this visit, teachers are able to see if the childÊs home environment
is either positive or negative. The child may be excited to show their
teachers around their homes such as their own room, parents' room, kitchen
and other rooms. Teachers may also take this opportunity to share about
their own home. Communication constituted by the home visit is friendly
and personal in nature. However, a few things need to be taken into
account when planning to do a home visit.
(i) Make an appointment in advance with the parents and explain the
purpose of the visit. You may discuss the appropriate time to visit.
(ii) Set the duration of the visit for half an hour or an hour so that parents
can make appropriate arrangements.
(iii) Think carefully what is appropriate to wear during the visit. The first
impression is important to parents as what you wear may indicate
their professionalism.
(iv) Avoid writing notes during a visit because parents may feel
suspicious.
SELF-CHECK 9.1
1. Discuss an effective method of communication that can create a
good relationship between teachers and parents.
2. Recommend other communication methods.

Parental Interaction with Teachers and Children

The interaction between parents, teachers and children depend on the needs of
the children who are involved. Teachers need to be more sensitive to the needs of
children under their care. Teachers should also inform parents about their
childrenÊs development so that parents can take action on their childrenÊs
behaviour. The following are some guidelines to consider:
(a) Observation
(i) Observe the beginning of the school session, when parents bring their
children to the preschool classroom.
(ii) Observe the verbal and nonverbal interaction between parents and
teachers (greetings, nodding, smiling, shaking hands and others).
(iii) Observe oral and nonverbal interaction between parents and child (a
spoken word, facial expression, holding hands, hugging and such).
(iv) Observe oral and nonverbal interaction between teachers and children
(words pronounced, facial expressions and such).
(b) Reflection
Think and respond to the questions as follows:
(i) How many per cent of parents actually physically bring in their
children into the class when sending them to the kindergarten?
(ii) What can you assume after observing the parent-child relationship?
(iii) Is the child more independent or dependent on the parents?
(iv) If a situation like this occurs, do you feel you are welcome to this child
care centre?
(c) Application
(i) Take into account the strategies appropriate to apply to a child of a

specific age.
(ii) Provide independent activities and allow greetings with parents.
(iii) Share parenting information such as start a support group where

parents can share ideas in handling young children.
(iv) Help children feel welcome by giving friendly greetings such as

calling their names or say something positive like: „Amy, today you
are wearing a beautiful shirt!‰

 Healthy human relationships are based on strong communication.
 When working with parents as partners in the educational process, we have

to focus on interaction as providing support for one another.
 It is important for teachers to support parents such as sharing parenting

information about caring for their children, hearing their distress or helping
to find resources in the community for those who need them.
 An important element to create cooperation between teachers and parents is

communication. Effective understanding and positive interaction is a result of
spending time together to get to know one another through thinking and
quality communication.
 Because of the importance of quality interaction between teachers and

parents, it is critical for teachers of early childhood education to be aware of
the existence of a variety of ways to communicate. Other than in emergency
situations, teachers can also call parents to inform them of their childrenÊs
positive or good behaviour in the classroom.
 Parents like to hear positive messages from teachers.
 Writing a letter is the method always used by teachers to keep in touch with
parents.
 Teachers can use technological facilities in accordance with the present

situation. Information delivery through the use of technology is quick and
easy especially when the facility can be found in the school premises as well
as in the childrenÊs home.
 Teachers can use newsletters to deliver the latest news to parents or

document preschool education news in respective premises. Communication
through meetings can give teachers opportunities to identify what affects the
performance of children such as a childÊs illness or problems, divorce of
parents or death in the family.

 Meeting with parents in the classroom, enables parents to see their childrenÊs
progress and problems faced by children in the classroom.
 Home visits are the best way to get acquainted with parents. Through these
visits, teachers are able to see if the childÊs own home environment is either
positive or negative.
Bilateral relations Parent-teacher meeting

Effective communication Team work
Parent-teacher gathering

Topic  Quality
10 Improvement
LEARNING OUTCOMES
1. Explain the quality of education and care in the early stages of
childhood;
2. Explain the goals of a quality early childhood programme; and
3. Describe the characteristics of a model quality preschool.
 INTRODUCTION
There is significant variation in terms of the provision of the basic needs of
teachers of early childhood education. Previously in government schools,
teachers needed to be trained in colleges or universities to attain certificates,
diplomas or degrees in early childhood education to qualify to teach or to become
caregivers for children in early childhood centres. However, in preschools funded
by private companies, teachers mostly did not need a diploma to become teachers
or caregivers. Nowadays, with the emphasis on education and upbringing, all
preschool teachers must be better prepared if the quality of early childhood
education is to be a priority. Different payment sources directly impact the
financial resources available for the programme. Care centres that take in
children from affluent families may actually impose higher fees, thus, the given
programme is also of better quality.
ACTIVITY 10.1
Before you start reading, please specify what you understand by the
term „quality‰. Discuss.

TOPIC 9 QUALITY IMPROVEMENT  251
10.1 THE QUALITY OF EDUCATION AND CARE

Although there is debate about the quality of education and care that should be
given to children, several factors can be identified in providing care and
education for children and families.
(a) Developmental Needs

Quality education and care can provide for the needs of the children at
every stage of their development. For example, the baby requires good
physical care and love so as to stimulate their instincts that are still in the
stage of development. Children who are about to learn how to walk require
a secure environment and opportunities to explore their surroundings.
Additionally, they need a caregiver who can provide support and
encouragement for them to be active in this way.
(b) A Safe and Secure Environment

The physical environment of a child care centre needs to be comfortable and
secure as it is important for child development at any age. The
neighbourhood should be free from traffic and chaos, play areas should be
fenced up and well-kept; with child-sized toilet equipment, child-sized
furniture and an area to showcase the childrenÊs work such as finger
drawings and clay models. The environment should be attractive,
comfortable and clean with good air ventilation and must be cheerful
(please see Figure 10.1).
Figure 10.1: Example of a good centre

Source: http://ddyt.wordpress.com

252  TOPIC 10 QUALITY IMPROVEMENT
The centre should provide more than just physical facilities. Caregivers
should provide love and affection to children to meet all aspects of their
needs (see Figure 10.2). Therefore the quality of the education and care are
the main expectations of parents, family, society and the community.
Figure 10.2: Teacher educating children in kindergarten

Source: http://pama.karangkraf.com
(c) Caregiver: Child Ratio

The caregiver-child ratio should be adequate to give individual care and
attention needed to each child. The ratio between caregiver and children is
1:3 or 1:4 for the infants; 1:3 or 1:4 for toddlers; 1:8 to 1:10 for preschoolers
depending on the number of children in the child care centre. Studies show
that if these rates are met, training and education for these children will
give good results. Analyses also show that poor quality child care
regardless of how many children being cared for by a caregiver at the care
centre or taken care of by family members show that children are less ready
for school and their language skills were low. On the other hand, other
studies also show that the quality of childcare is not related to childrenÊs
social behaviour.
(d) Programme Accreditation

The establishment of child care centres must obtain accreditation from the
agency responsible for programme quality control. The following criteria
need to be taken into account in an accreditation:
(i) Interaction between staff and children;
(ii) Curriculum used in the programme;

(iii) Interaction between staff and parents;
(iv) Administration of the child care centre;
(v) Staff qualifications and development;
(vi) Physical environment and safety;
(vii) Nutrition and feeding service; and
(viii) Assessment programme.
(e) Appropriate Programmes

Programmes need to be written out, based on the curriculum to meet the
needs of children. Programmes also need to specialise in children activities
that can be used by caregivers to stimulate independent growth, and
cognitive and language development. All programmes should include
education that meets the social, emotional and cognitive needs of children.
Indeed, quality programmes use developmentally appropriate practices in
implementing curriculum to achieve the early childhood objectives.
(f) Education and Family Support

Parents and family members need to understand the centreÊs programme.
They also need to know if the programme is compatible with the growth
and development of their children. Parents need to be encouraged to make
the centre programme a part of their lives and not be separate from them.
Professionals at the child care centres need to show their efficiency to
parents in terms of delivering a good programme that enhances children
development, nutrition in planning and implementing the curriculum.
Teachers also need to convince parents that they will always update them
on their childrenÊs progress. In addition, professionals and parents must
agree to the disciplinary procedures and guidance used in centres.
(g) Training and Staff Development

All professionals need to engage in an ongoing programme in terms of
training and development. Child Development Associate (CDA) National
Credentialing Programme is a good start for staff education in early
childhood to be efficient and to attain the required skills. Programme
administrators must have the background and training in children
development and early childhood education. Knowledge about the
childrenÊs growth and development is required for caregivers.

ACTIVITY 10.2
1. Why is the quality of early childhood programmes important?

Discuss.
2. How was your preschool experience in the past? Discuss.
10.2 THE GOALS OF A QUALITY EARLY

CHILDREN PROGRAMME
Experts in the field of early childhood education have described the characteristics
of a quality early childhood programme. The following components need to be
taken into account in determining the quality of the programme:
(a) The Curriculum

According to Bowman, Donovan and Burna (2000), a quality curriculum is a
balanced curriculum that takes into account the development of the child as
a whole. To achieve this balance, learning experience should include
content of reading materials, Mathematics, Science and activities such
as Music, Art and Drama. A balanced curriculum should also include
additional aspects such as skills used in the broadening of childrenÊs
understanding of the world. Children should be given the opportunity to
build and apply knowledge in a meaningful way.
Here are some elements that need to be considered when developing a

curriculum (as cited in Wortham, 2002).
(i) Teaching and learning will be more effective if it is built on the basis
of existing knowledge and understanding of children.
(ii) The main concept involves each learning domain such as early
reading, learning numbers and fractions of numbers, and the physical
world should be in line with the information and mastery of skills.
(iii) Development of metacognitive skills allows children to learn

more effectively. The curriculum should encourage children to reflect,
predict, ask and make hypotheses. For example: What is the amount
when two is added to the existing number? What will happen next in
this story? Will it sink or float? This learning is effective involving
cognitive learning of children in particular.

(iv) All types of learning strategies are used in a balanced curriculum.

There are opportunities for child-initiated activities and completing
activities that are directed by the teacher.
(v) Children are also given the opportunity to learn from colleagues and
also from the environment.
(b) The Training and Licensing of Teachers, Staff and Administrators

One way to reduce the differences in training teachers of early childhood
education is by setting the level of training and licensing. It was also
proposed to create a license for the assistant educator (associate educator)
and administrators for early childhood settings. The level of an assistant
educator requires a minimum knowledge on early childhood development
with practicum experience and a certificate in emergency (first aid)
paediatrics.
A licensed administrator needs an administrator with a first degree or

Master's degree including 15 hours involved in children administration. It is
also proposed that facilities in preschool and child care centres need to be
licensed.
In the upgrading of staff training, it is necessary for state licensing bodies,

colleges or community organisations and other institutions to collaborate
with the training and developing of the curriculum and, take into account
the knowledge content and pedagogy needed by all professionals of early
childhood education.
(c) Assessment and Accountability

Quality programmes function to assess the children carefully. It is
important that each programme measures the success of the education
programme outcomes on children and the programme as a whole. How is
assessment a problem? Programme planners need to set clear objectives and
expected outcomes for the purpose of assessment and accountability.
However, a successful strategy that is suitable for early childhood is
difficult to construct.
Since children under the age of six years old undergo a rapid and uneven
development, the result obtained from a standardised test cannot be used
to represent the actual learning of a child. This poses a challenge for
administrators in implementing the early childhood programme. Therefore,
quality early childhood programmes use a variety of assessment approaches
on preschool children such as teacher designed assessment as well as

observation and selection of standardised tests that is meant for specific

purposes that can be beneficial to children and improve programme
planning (Wortham, 2002).
(d) Relationship between Teachers, Pupils and Parents

A quality programme encourages and supports relationships with parents
and children. Parents can be effective partners in early childhood education
if there is regular communication and interaction between the school or
child care centre. The programme can support parents and help them to
participate in beneficial tasks with children; on the other hand, parents can
provide valuable information and support to early childhood programmes.
The centre can be a place to welcome parents with resources and a place
with learning opportunities for children. Parents should be treated as
partners and be involved in the administration of the programme.
(e) Knowledge on Child Development

The basic framework for early childhood education is the understanding
and application of how children learn and grow. Curriculum and learning
experience should be based on the principles of child development. Not
only should teachers use knowledge about childrenÊs maturity and
cognitive changes but they must also pursue research on children that can
provide authentic information for future programme planning.
Understanding child development includes the differences in development

in terms of individuality, culture and the environment. Children personality
differences and cultural expectations impact the rate of development in
children. Quality programmes take into account these differences and
ensure that learning opportunities are given according to the individualÊs
needs.
(f) Adequate Funding Sources

If available funding to implement the programme is insufficient, new ideas
must be thought of to find new funding sources, such as from private
agencies related to early childhood education, corporate agencies, the Social
Welfare Department, The National Development Centre, PERMATA, those
travellers who are interested in early childhood education, contributions
from parents and others. Activities from the child care centres can also
produce additional funds.

ACTIVITY 10.3
Suggest activities that can generate funds for the school.
10.3 FEATURES OF A QUALITY MODEL

PRESCHOOL
The definition of a quality preschool programme is a programme that provides a
range of experiences that can improve children learning at the preoperational
stage. The following are features of a quality early childhood education:
(a) Inclusive Class

A quality programme takes into account the differences in abilities among
children at the beginning of their development. Children with disabilities
should also be included in the main stream just like other children. Support
services may be provided by special education teachers in quality
programmes where planning is done to modify the curriculum, teaching
and learning environment to cater for the needs and abilities of children
with disabilities.
(b) Class that is Responsive to Culture

A quality early childhood programme is sensitive to culture at home, and
the childrenÊs family. The curriculum should be planned in accordance with
the cultural diversity of children.
(c) Integrated Classes

An integrated class is a class that integrates all domains of development to
the curriculum content and learning. Dewey agrees that learning is more
meaningful if various domains of knowledge are integrated to produce a
quality programme.
(d) Role of the Teacher

The role of the teacher is to use the environment and teaching activities to
facilitate learning. Learning activities should be child-centred, giving
children opportunities to take initiative, make decisions and actively
responsible for their own learning.

(e) Role of The Environment

Classroom environment is arranged with learning corners to enable
children to make the selection and carrying out their own learning. Example
of corners suitable for preschools are the Drama and Role Play corners,
Mathematics, Science, Art, Music and Movement corners.
(f) Function of Play

Play is the hardest aspect for many educators and parents to understand in
terms of its benefit to children development and learning. This is because
parents and teachers associate learning with children sitting down silently
and listening to teachers or to do work given by the teacher. On the other
hand, play provides opportunities for active exploration, social interaction
and physical activity necessary for children learning and development.
SELF-CHECK 10.1
1. Discuss the different models of quality early childhood

programmes such as the High Scope and Reggio Emilia approaches
and make comparison of their strengths and weaknesses.
2. Explain why play is important in the learning and development

of children.
 There are several factors identified as important in providing care and

education to young children such as:
ă Family involvement in schools;
ă Organising a safe environment that is developmentally appropriate;
ă Sufficient staff-child ratio;
ă Accredited programmes; and
ă Family support and trained staff.

 Experts in the field of early childhood education have described the

characteristics of a quality early childhood programme. The following
components are taken into account in determining the quality of a
programme:
ă Curriculum;
ă The training and licensing of teachers, staff and administrators;
ă Evaluation;
ă The relationship between teachers, pupils and parents;
ă Knowledge in child development; and
ă Resources and sufficient funds.
 The concept of a preschool model should have the following features:
ă Inclusive classes;
ă Be responsive to different cultures;
ă Integrated classroom;
ă Teachers play an important role;
ă The environment is developmentally appropriate; and
ă Play plays an important role.
Curriculum Quality programme

Preschool Role of the environment
Quality of care TeacherÊs role
Quality of education The role of parents

260  REFERENCES
References
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FACULTY OF

Copyright © Open University Malaysia (OUM)

Second edition 2023 (CS)

Developed by Centre for Instructional Design and Technology, OUM.

Copyright © Open University Malaysia (OUM), HDPS2303

Topic Acts, Rules, and Regulations of Establishment 1

Topic Environment and Children 22

2 2.1 Child Development and Education

Topic Professionalism and Qualification 42

Copyright © Open University Malaysia (OUM)

Topic Organisation Management 53

4 4.1 Interior Planning

Topic Organisation of Activities 81

5 5.1 Preparation of Activities

Topic Financial and Physical Management 102

6 6.1 Financial Management

Copyright © Open University Malaysia (OUM)

Topic Nutrition Planning, Health, and Safety 134

Topic Assessment, Records, and Reports 202

Copyright © Open University Malaysia (OUM)

Topic Communication 239

Topic Quality Improvement 250

Copyright © Open University Malaysia (OUM)

As an open and distance learner, you should be able to learn independently

Copyright © Open University Malaysia (OUM)

Figure 1: Student Learning Time

COURSE LEARNING OUTCOMES

1. Explain the different aspects of management and administration of early

2. Discuss the acts and policies in the administration of early childhood

3. Identify quality early childhood educational programme.

Copyright © Open University Malaysia (OUM)

Table 1: Synopsis for Each Topic

2 Focuses on the fundamentals of early childhood education.

3 Discusses professional qualifications of administrators, managers, and

4 Describes organisational management of an early childhood education

5 Describes the organisation of activities in terms of setting-up the necessary

6 Introduces learners to the techniques, logistics, preparation, and

7 Discusses nutrition, health, and safety of children.

8 Introduces learners to assessments and record-keeping in early childhood

9 Explains how to build strong bilateral relationship between parents and

10 Discusses improvement to enable learners to become teachers who are

Copyright © Open University Malaysia (OUM)

TEXT ARRANGEMENT GUIDE

(a) Learning Outcomes

Copyright © Open University Malaysia (OUM)

(e) Key Terms

Malaysian Qualifications Agency. (2014). Programmes standard: Early childhood

Copyright © Open University Malaysia (OUM)

TAN SRI DR ABDULLAH SANUSI (TSDAS)

Figure 2: Among the Online Databases Available at TSDAS Digital Library

Copyright © Open University Malaysia (OUM)

1.1 CHILD CARE CENTRE ACT 308

Copyright © Open University Malaysia (OUM)

1. Short title, commencement and application

4. All child care centres to be registered

5. Categories of child care centres

6. Prohibition of unregistered child care centres

8. Terms and conditions to be imposed

10. Inspection of the register kept

11. Certificate of registration

12. Cancellation of registration

Copyright © Open University Malaysia (OUM)

13. Appointment of officers