C S S R 0 8’ 0 9 14 - 15 March 2009

C O N F E R E N C E ON S C I E N T I F I C & S O C I A L R E S E A R C H

Quality Malaysian Public Pre-schools

Without Quality Physical Environment?

Mohamed Yusoff Abbas1,2, Mansor Othman3, Puteri Zabariah Megat Abd Rahman4
1
Dept. of Architecture, Faculty of Architecture, Planning & Surveying (FSPU), UiTM, Malaysia.
2
Head, Centre for Environment-Behaviour Studies (cE-Bs), UiTM, Malaysia
3
Dept. of Interior Architecture, FSPU, UiTM, Malaysia
4
Early Child Education specialist,Universiti Tun Abdul Razak (UniTAR)
myusoff801@salam.uitm.edu.my, mansorothman62@yahoo.co.uk, pzabariah@yahoo.com

ABSTRACT

Malaysia is determined to ensure her pre-schools are of quality and at par to those in the more
developed countries. However, the government seemed to focus too much on just the non-physical
aspects of pre-schools. Quality international pre-schools treat both the physical environment and
non-physical aspects with equal importance and emphasis, in attaining quality education and
development for their children. What is the current status on the quality of the physical environment
of Malaysian public pre-schools? Thus far no post-occupancy evaluation study had ever been
conducted on those aspects. This paper is believed to be the first to reveal the status. Based on part
of a pilot study, data were collected from thirty-one questionnaire respondents who are currently
active teachers from twenty-four public pre-schools, with 75% of the respondents being based in
non-urban locations in Selangor. In relation to the teachers’ perception, the findings revealed they
were well aware on the importance of the physical environment-behaviour relationship towards not
only children’s education and development, but also the children’s actual physical development due
to their very tender age. In relation to the physical environment of pre-schools and the classrooms,
much need to be done to improve further the quality at both urban and non-urban areas, to be at par
with international standards.

Keywords: Post-occupancy evaluation, Quality pre-schools, Physical environment, Rating scale

1. INTRODUCTION

Malaysia is advancing to becoming a developed nation by the year 2020, with the emphasis on both first-
class infrastructures and first-class mentality. The most critical element identified towards the
achievement of the national mission is on the quality of her human capital (Economic Planning Unit,
2006, p. vi). That is why quality human capital development is a key thrust in the 9th Malaysian Plan
(9MP, 2006-2010), currently being implemented (Economic Planning Unit, 2006, p. 237).
.In producing quality human capital development, the nation is currently focusing upon every level of
education, starting from pre-schools as emphasized by the Deputy Prime Minister (Utusan Malaysia,
2007) who is also Chairman of the Malaysian Council in Policy Coordination for Early Childhood
Intervention Centre. In fact the government is considering a national plan to implement the early
childhood intervention policy for children (The Star, 2008). Currently there are already fifteen early
childhood intervention centres or Permata, nationwide. Many more shall be built in the future.
Considering the success of Permata, the curriculum used in Permata shall be adopted in all public pre-
schools in 2009 (Utusan Malaysia, 2008).
In the 9MP, the government intends to strengthen all national schools to be the school of choice
amongst Malaysians, in particular. The emphasis is on the quality of education and training to be at par
with international best practices (Economic Planning Unit, 2006, p. 237, 254). But international best
practices also include quality of the physical environment of pre-schools, which were not mentioned in the

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9MP. Does this mean that Malaysia’s pre-schools are already of first-class infrastructures – as noted
earlier, in Malaysia’s mission to be a developed nation by 2020 ?
What are the ingredients of a quality pre-school? Would emphasis just upon quality curriculum,
quality training and on quality child psychology development – the non-physical environment aspects –
alone suffice? Those seemed to be the focus of the 9MP and in our local literatures, such as by Sharani
(2006), Raja Harun, et. al., (2005), and Majzub (2003), apart from Hashim & Che Lah (2004), but then
only just minimal.
What about the physical environment aspects, such as environment for human comfort, quality
furnishings and finishing, spatial quality, conducive environment, etc.? Are not those factors of equal
importance towards generating quality pre-schools? Such concern was similarly echoed by Morrow
(2007) where she stressed that the importance in pre-schools should not only concentrate on lesson
planning but of equal importance the spatial arrangements or physical environment.
Based on the local literatures reviewed, and information gathered from those amongst the early child
educators, thus far, no post-occupancy evaluation (POE) study pertaining to the physical environment
aspects has been done to evaluate the physical environment status of the pre-schools in Malaysia. This
paper, based on part of a pilot study conducted in Selangor is believed to be the first of such a study in
Malaysia which attempted to unveil the current status of the physical environment aspects of Malaysian
public pre-schools. It aimed to identify items/factors/issues if any that could be improved further towards
the creation of quality pre-schools.
Being a pilot study in nature, obviously findings of the present study cannot be regarded as
conclusive. Hence, the main objective being to identify the indicators if any, so as to justify a full-scale
nationwide study. This then shall be much more conclusive.

2. LITERATURE REVIEW

The importance of quality education towards producing quality human capital had been stressed by many,
locally and abroad. For example, locally by our Deputy Prime Minister’wife, who also chairs the Permata
Policy Working Committee (The Star, 2007). In fact, pre-school education are critical years and formed
the basis for further education in ensuring success of an individual (Raja Harun, et.al., 2005). In the West,
formal pre-schools contributes to cognitive development amongst Western children which leads to greater
intellectual competence and cognitive maturity (Weinstein and David, 2005).
The influence of the physical environment upon childrens’ behaviour and development had been
recognized for decades. For example, Greenman (2005) cautioned that the hearts and minds of children
would be destroyed if schools are mindless, joyless, rigid and petty. Interestingly, the direct impact of the
physical environment is not only upon the children but also amongst adults as revealed by Abbot (2001).
Studies which concerned the physical and spatial environment of pre-schools had involved both the indoor
and outdoor environment, as revealed by several studies conducted.
In relation to the indoor spaces of pre-schools, studies had been conducted pertaining to the main
aspects of human spatial behaviour (Abbas, 2000) – personal space / proxemics, territoriality, privacy and
crowding. For example, Maxwell (2003) found that the girls' academic achievement was negatively
affected by less space per student. The boys' classroom behavior was negatively affected by spatial density
conditions, as they naturally required larger personal space as shown by many earlier studies, such as
Sommer (1969). Still on the issue of space requirements and crowding, Kantrowitz and Evans (2004)
found that the ratio of children to the number of activity areas in the classroom is positively correlated with
off-task time. There is also a marginal, negative correlation to engagement in constructive play. Han, et.al.
(2008) study on territorial behavior of the children demonstrated the advantages of being on one’s own
turf. Ahrentzen and Evans (1984) reported that students in classrooms with amenities for private study
actually report lower levels of privacy than those students without such classroom amenities. This
unexpected finding may be due to limited access to these amenities even when present in the classroom.
The children prefer to be in secluded study areas or corners when they wanted to be alone.
Other studies of the indoor environment included implications of the volume and wall colour,
equipment, playroom arrangement, environment comfort, maintenance and safety. For example, Read,

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et.al. (1999) found that differentiation in ceiling height or wall color were related to higher levels of
cooperative behavior among pre-school children. On the issue of space perception, Stankovic and Stojic
(2007) reported that if some space is constructed and equipped in the right way, the development of a
child's increased abilities gets supported, and that allows a child to confirm itself at the existing level of its
capacities.
Pertaining to playroom arrangement, Legendre (1999) found that the type of furniture arrangement did
not change the joint use of play areas and the social interactions for the peers whose relationships were
weak. In contrast, for children showing an emerging relationship, the playroom arrangement affected the
quantity and the quality of their social interactions. The presence of major visual obstacles also markedly
hindered their joint use of adult-distant areas, except for some children showing a particularly tight
relationship. Ornstein (1997) studied on the satisfaction levels of occupants (teachers, students, and
employees) which involved functional factors, environmental comfort, maintenance, and safety regarding
fire and crime. Knowledge of these performance environments during their use will lead to a database
comprising project guidelines and parameters for preventive maintenance programs.
Implications of the physical environment on to children competency, and development had also been
studied. For example, Maxwell (1996) developed a rating scale to assess the physical environment’s role
in children’s development of cognitive and social competency. He found that the physical environment is
related to measures of competency. Mashburn (2008) examined associations between quality of social and
physical environments in pre-schools and children's development of academic, language, and literacy
skills, and the extent to which pre-school quality moderated the associations between child risk and
development. He found that high-quality social environments were positively associated with children's
academic and literacy skills at the end of pre-school. He also reported that although the quality of the
physical environment was not associated with children's outcomes at the end of pre-school, however,
higher quality physical environments moderated the negative associations between income and academic
development and between non-White race/ethnicity and literacy development
Studies conducted on implications of the outdoor environment included on the type of outdoor setting,
and provisions in the play ground. For example, Taylor, et.al. (2001) found that children function better
than usual after activities in green settings and that the "greener" a child’s play area, the less severe his or
her attention deficit symptoms. Thus, contact with nature may support attentional functioning in a
population of children who desperately need attentional support. Boldemann, et.al. (2006) opined that the
physical qualities of outdoor environments are important to trigger healthy behavior in children. Spacious
pre-school environments with trees, shrubbery, and broken ground trigger physical activity and yield sun
protection in outdoor play. As many children attend pre-school, access to such environments is
recommended in community architecture. Stankovi, et.al. (2006) investigated how physical activity levels
are influenced by environmental factors. They found that the quality of architectonic design, that is, the
quality of organization and materialization of the designed physical environment of the premises
correlates with the positive developmental results of the children. Brown and Burger (1984) found that
playgrounds with more contemporary designs did not necessarily promote greater amounts of
educationally desirable social, language, or motor behaviors. There were differences in children's
behaviors on various playgrounds, but not strictly according to the extent to which they reflected
contemporary design suggestions. They found that the most important design characteristics seemed to be,
zoning,, encapsulation, and the provision of appropriate materials (vehicles appeared to be extremely
valuable).
Thus, it can be deduced that consideration for the physical environment aspects is highly relevant
towards generating quality pre-schools.

3. METHODOLOGY

The methodology for the present study involved questionnaire responses adapted from Moore’s (1994)
Early Childhood Physical Environment Rating Scale (ECPERS) – claimed to be the only available rating
scale to assess the quality of the physical environment of pre-schools - had been successfully tested in
Australia, United Kingdom, and United States of America. However they openly admitted that thus far,

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the subjects involved only Westerners (Sugiyama & Moore, 2005). In this regard, the present study
scored another first, as it involved the first Easterners as subjects.
Moore’s ECPERS questionnaire adapted is divided into two main sections. The first section
concerned the respondents’ background. The second section, divided into three parts, investigated the
teachers’ perception on the physical environment aspects. The first part concerned the teacher’s awareness
/ appreciation towards the physical environment in general. The second (Code 905) and third (Code 908)
parts focused on the physical environment aspects of their pre-schools and classrooms, respectively.
Respondents were requested to provide ratings on items in the questionnaires. The five-point Lickert
scale was used in all the three parts of this section. For the first part, the scale ranged from Totally Agree
to Totally Disagree. For the second and third parts, the scale ranged from many to least. Details about the
items in the questionnaires for each section were as follows:-

The respondents’ awareness/appreciation towards the physical environment was based on nine items:-
(a) general awareness
(b) appreciation
(c) recognition of the influence of physical environment,
(d) efforts in relation to teaching facilities
(e) efforts in relation to spatial physical environment
(f) satisfaction of current layout and planning
(g) need for guidelines
(h) space allocated
(i) time available for preparing the spatial physical environment

Code 905 concerned ratings of the physical environment of their pre-schools based on the following
fifteen items:-
(a) availability of spatial exposure
(b) availability of spatial separation
(c) availability of visual relationship
(d) availability of spatial wideness
(e) availability of circulation zone
(f) separation of teachers’ working area
(g) availability of isolation/private space
(h) variety of seating space
(i) appropriateness of the surfaces
(j) outdoor/indoor visual connectivity
(k) flexibility of the learning spaces
(l) appropriateness of the scale
(m) appropriateness of the storage, and
(n) appropriateness of the children’s’ eye-level; item
(o) visibility of the entrance to the activity centre.

Code 908 involved ratings for the perception on the physical environment of their classrooms based on ten
items as follows:-
(a) exposure and definition level of the activities
(b) visual non obstruction level
(c) appropriateness of size of space for activity centre
(d) appropriateness of size of space for storage
(e) focus level of teaching and learning materials
(f) softness level of spatial surface
(g) level of spatial flexibility
(h) variety level of seating/working areas
(i) quantity of teaching and learning resources
(j) separation level of activity areas from circulation.

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Aided by staffs of the Selangor State Education Department (SSED), the questionnaires were
distributed to currently active teachers teaching at public pre-schools, immediately after they concluded a
special meeting regarding books for the pre-schools organized by the SSED. The thirty-one teachers who
participated in responding to the questionnaires represented twenty-four pre-schools, in the state of
Selangor.

4. RESULTS AND DISCUSSIONS

4.1 Respondents Background

Out of the overall total of thirty-one respondents, seven (25%) represented four urban pre-schools while
the remaining twenty-four (75%) represented 20 non-urban pre-schools. Majority of the pre-schools at
both locations were with:- two classrooms, a capacity of 21-25 children, one teacher, and one assistant
teacher as shown in Table 1.1.

Table 1.1: Profile – Summary

No Particulars Urban Non-Urban Majority Majority

Similar Differ
1. Location 25% 75% ■
2. Numbers of classrooms /
pre school:-
a) 1 - number 29% 43 %
b) 2 - numbers 71% 52% ■
c) 3 - numbers 0% 5%
3. Classroom capacity:-
16-20 numbers 0% 19%
21-25 numbers 100% 81% ■
4. Teachers (numbers):-
1 number 100% 86% ■
2 numbers 5%
3 numbers 9%
5. Asst. Teachers
(numbers):-
1 number 86% 86% ■
2 numbers 14% 5%
3 numbers 9%

Again at both locations, majority of the children were females, of Malay race, and between the ages of
5-6 years old. Majority of the teachers were females, of Malay race, between the ages of 24-29 years old,
possessed Diploma – level qualifications, and with between 3-4 years of teaching experience. Majority of
the assistant teachers were females, of Malay race, possessed Certificate-level qualifications, and with
between 1-2 years of teaching experience. The only difference is that while majority at non-urban
locations were between the ages of 24-29 years old, majority at urban locations were between 24-more
than 35 years old, as shown in Table 1.2.

4.2 Respondents Perceptions

4.2.1 Awareness / Appreciation Towards Physical Environment

From the findings, it seemed that majority of respondents at both locations were aware, appreciated and
recognized the importance of environment-behaviour relationship as shown in Table 2.1. Majority also

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initiated efforts towards making a more conducive physical environment. While majority seemed to be
satisfied with the current layout and physical planning of the environment, majority also were in need of
guidelines for planning the physical environment. However majority between both locations were in
disagreement on two items – space allocated, and time available for preparations. On both items, while
majority at urban locations were satisfied with the present situation, majority of those at non-urban
locations were not satisfied with the space allocated, while unsure with the time available for the
preparations.

Table 1.2: Children and Teachers Profile- Summary (Majority)

N Particulars Urban Non-Urban Major. Major.

o Similar Differ
1. Children:-
a) Gender Female Female ■
b) Race Malay Malay ■
c) Age Group 5-6 yrs 5-6 yrs ■
2. Teachers:-
a) Gender Female Female ■
b) Race Malay Malay ■
c) Age Group 24-29 24-29 yrs ■
yrs
d) Qualifications Diploma Diploma ■
e) Experience 3-4 yrs 3-4 yrs ■
3. Assistant Teachers:-
a) Gender Female Female ■
b) Race Malay Malay ■
c) Age Group 24->35 24-29 yrs ■
yrs
d) Qualifications Certifica Certificate ■
te
e) Experience 1-2 yrs 1-2 yrs ■

Table 2.1: Awareness / Appreciation on Physical Spatial Environment. – Summary (Majority)

No Particulars Urban Non- Major. Major.

Urban Similar Differ
a) Aware Importance Agree Agree ■
b) Existence of Environmental-Behaviour Agree Agree ■
relationship
c) Good phy. planning could influence positive Tot. Agree ■
behaviour Agree
d) I rearrange teaching facilities after each session Agree Agree ■
e) I rearrange spatial physical environment at least Agree Agree ■
once/term
f) Satisfied with current layout & physical planning Agree Agree ■
of enviro.
g) Guidelines required for planning physical Agree Agree ■
environment
h) Space & physical enviro. ample for 25 children Agree Disagr. ■
i) Ample time for preparing spatial physical enviro Agree Unsur ■

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4.2.2 Code 905: Physical Environment of Pre-schools

Out of the overall 15 items, results revealed agreement in 8 items and disagreement on the remaining
items between the pre-schools at the two different locations. Majority of the respondents at both locations
agreed there were less availability in spatial exposure, isolation space, variety of seating space, appropriate
surfaces, visual connectivity between outdoor and indoor spaces, appropriate storage, and visibility from
entrance to the activity centre. Disagreements between majority of the respondents from the different
locations involved items on the availability of spatial separation, appropriate spatial wideness, availability
of circulation zone, separated teachers’ working area, flexibility of the learning spaces, appropriate scale,
and appropriate eye level of the children’s work displayed, as shown in Table 2.2.

Table 2.2: Code 905 - Pattern Scale: Physical Environment of Pre-schools - Summary (Majority)

No Particulars Urban Non- Major. Major.

Urban Similar Differ
a) Spatial exposure:Availability Less Less ■
b) Spatial separation: Availability Many Mixed ■
c) Visual relationship: Availability Many Many ■
d) Spatial wideness: Appropriate Many Less ■
e) Circulation zone: Availability Many Less ■
f) Teachers working area: Separated Mixed Less ■
g) Isolation space: Availability Less Less ■
h) Seating space: Variety Less Less ■
i) Surfaces: Appropriate Less Less ■
j) Outdoor/Indoor space : Visual connectivity Less Less ■
k) Learning spaces: Flexibility Less Mixed ■
l) Scale: Appropriate Less Many ■
m) Storage: Appropriate Less Less ■
n) Eye level of childrens work displayed: Many Less ■
Appropriate
o) Entrance to activity centre: Visibility Many Many ■

4.2.3 Code 908: Physical Environment of Classrooms

Majority of the respondents from both the different locations were in agreement on eight out of the ten
items. Apart from the much availability of visual relationship, the rest of the other items involved
deficiencies such as on activities spatial exposure and definition level, visual non-obstruction level, size
appropriateness level for 1-4 children and an adult, spatial appropriateness level for storage / surface /
exhibits, focus level of teaching and learning materials, spatial surface softness level, spatial flexibility
level, and separation level of activity areas from circulation. However, in disagreement between majority
of the respondents from the different locations involved two items – variety level in seating and working
areas, and quantity of teaching and learning resources, as shown in Table 2.3.

The main objective of the present study was to identify items/issues if any, pertaining to the physical
environment aspects of Malaysian s. Despite the disproportionate representations between the s at the two
different locations – urban and non-urban, nevertheless since the provisions and facilities at both locations
were almost similar, hence they were comparable.
In relation to the general awareness / appreciation towards the physical environment, majority of the
respondents at both urban and non-urban locations seemed to be in agreement on seven out of the nine
items in the questionnaires which concerned the importance and influence of the physical environment
aspects towards the children’s’ behaviour and development. In addition, though majority of the

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respondents at both locations were satisfied with the current layout and physical planning of the
environment, however, they were in need of guidelines on those matters. This is understandable as matters
pertaining to the physical environment were not included in their college training.

Table 2.3: Code 908 - Physical Environment of Classroom – Summary (Majority)

No Particulars Urban Non- Major. Major.

Urban Similar Differ
a) Activities spatial exposure & definitionlevel Less Less ■
b) Visual non-obstruction level Less Less ■
c) Size appropriateness level for 1-4 children + 1 Less Less ■
adult
d) Spatial appropriateness level for Less Less ■
storage/surface/exhibits
e) Focus level of teaching & learning materials Less Less ■
f) Spatial surface softness level Less Less ■
g) Spatial flexibility level Less Less ■
h) Seatings & working areas variety level Many Less ■
i) Quantity of teaching & learning resources Many Less ■
j) Separation level of activity areas from Less Less ■
circulation

There seemed to be issues pertaining to the ampleness of the space provided for the children, and the
time available in preparing the spatial physical environment for those located in the non-urban areas,
unlike their counterparts in the urban locations. In relation to the issue on ampleness of space, perhaps
children in urban locations were more adapted to the ‘crowding’ situation as compared to those in the non-
urban locations (as revealed by various studies on crowding). Future studies on personal space
requirements between children in urban and non-urban locations possibly could shed some light on that
issue.
As regards to the physical environment aspects of their pre-schools, there was agreement amongst
majority of the respondents from both locations in slightly more than 50% of the 15 items posed. All the
agreed items, apart from the many availability of visual relationship, involved the deficiencies in relation
to items which could lead to a much better physical environment.
Further deficiencies on the physical environment aspects were revealed in the assessment of the
classrooms. Majority of the respondents at both locations agreed in 80% of the overall ten items posed,
which involved deficiencies on items such as the lack of activities spatial exposure, visual non-obstruction
level, spatial requirements, surface finishes, spatial flexibility, and separation of activity areas from the
circulation area.

5. CONCLUSION

In conclusion, this pilot study seemed to indicate that teachers at both urban and non-urban locations were
well aware and positive about the importance and influence of the physical environment towards the
generation of quality pre-schools. This study also revealed that there are many issues pertaining to the
physical environment of both the s and the classrooms which need to be addressed, towards attaining a
much more conducive environment for the children. Those serious indicators pertaining to the current
status of the physical environment of public pre-schools justifies and warrants a full-scale nationwide
study for a much more conclusive study, and rectifications so as to attain the ‘first-class infrastructure’
aspired.

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6. FUTURE RESEARCH

Perhaps future research should be based on an equal proportion of respondents from both the urban and
non-urban locations, rather than the present 1:4 ratio for much fairer findings. Nevertheless, the present
authors have embarked on another part of the pilot study which focused on the relationship of the physical
environment of pre-schools towards children’s behaviour (including the children’s personal space
requirements). This involved studying the children’s behavioural pattern in relation to the physical
features such as spatial / furniture layout, fittings and finishes, and ambience in terms of lighting and noise
levels. It is anticipated that the findings could compliment outcome of the present study.

ACKNOWLEDGEMENT

This study was made possible by the FRGS award received from the Ministry of Higher Education.

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