PART A

1.0 The Aim of the Study

According to the explanation that contributed by the author, early childhood is an important
period whereby many factors influence the development of lifelong eating habits of an
individual. On the other hand, certain eating habits like eat foods that are high energy density,
especially foods that are high in fat and sugar. For the example, the studies that presented by
Pang et.al (2003) show that 90% of Malaysian preschoolers like to eat sugary confectionaries,
Western fast foods, ready-to-eat grains and flour based foods. But, they don’t like to eat
vegetable. Due to that, the aim of the study that been presented in the article was to access the
eating habits of Malaysian preschoolers and the association of these habits with their body
weight status as well as nutrition knowledge. In other words, the research that been carried out
aim to assess the nutritional status of young children and to determine factors related to eating
habits. Entire results of the research will be explained in detail in this paper and supported by
using various kinds of example.

2.0 The Background of the Children Involved in the Study0.5

As for the carried research, the involved children are preschoolers from kindergartens in Klang
Valley. The children are 5-6 years old and come from various races like Chinese, Malays and
Indian. On the other hand, based on an estimated 3.3% of overweight from a study of
preschooler in Subang Jaya, the sample size calculated was 919 children with a confidence
interval of 95% and relative precision of 3.5%. In other words, total 992 children aged 5-6 years
attending kindergartens that participated in the Bright Start Nutrition Programme in Klang
Valley will participate in this particular research or studies.
3.0 Findings From the Study

Generally, there are four major findings from the studies that been discussed in this article. These
four findings will be explained in detail in this part of that paper. Various kinds of examples will
be used to support the discussion.

(A) Demographic and Socio Economic Background

As explained in the article, there are 484 boys and 508 girls participate in the research. At the
mean time, the preschoolers were from all three main ethnicities in the Klang Valley, with 42.2%
Malays, 43.9% Chinese, 12.3% Indian, and 1.6% others. Apart of that, the findings from the
research also shows that boys had significantly higher mean weight and height compare to girls,
while mean triceps and subscapular thickness of girls were significantly higher than those of
boys.

(B) Prevalence of Malfunction

The results that been presented in the article shows that the problem of overweight and obesity
was more prevalent than that of under nutrition among the population of preschoolers in the
Klang Valley. The prevalence of under nutrition was higher amongst boys than girls, with the
prevalence of thinness significantly so. Apart of that, the prevalence of obesity was significantly
higher amongst boys at 12.2% compared girls only at 6.6%. As for age group, there is no
significant different between the prevalence malnutrition between 5 years old and 6 years old. As
for ethnic group comparison result, it shows that Indian preschooler had the highest prevalence
of all the indicators for malnutrition except stunting while Chinese preschooler had the lowest
prevalence for all the indicators of malnutrition except overweight.
(C) Nutrition Knowledge

As explained in the article, the mean percentage scores of nutrition knowledge among the
preschoolers and mothers were at the moderate level. The results also show that the mean
percentage score of the Chinese children was significantly higher than that of the Malay as well
as Indian Children. However, the comparison between mothers show that Malays had the highest
mean percentage scores for nutrition knowledge then followed by Chinese and Indians, with a
significant different found between Malays and Indians. Lastly, the results also proved that there
is no significant correlation between preschooler’s nutrition knowledge and the nutrition
knowledge of their mothers.

(D) Food Intake Patterns among Preschoolers

Overall, the majority of preschoolers consumed the three main meals which are breakfast, lunch
and dinner daily. However, there are 10% of the targets (children) skipped their breakfast and
2% of the children did not take their lunch. The children who skipped their breakfast tend to have
lower concentration and poorer performance in Mathematics. On the other hand, tea – time
snacks were consumed daily by almost three quarters of the preschoolers but only slightly more
than a third of the preschoolers had their supper daily. The major reason causing the children
skipped their breakfast was lacking of appetite during morning time. Apart of that, the results
also show that majority of the preschoolers liked to eat fruits, snacks, fast foods, and milk.
However, only 65.1% of preschoolers liked to eat vegetables. When analyze in detail, the
explanation in the article show that the preschoolers’ favorite fruits were apples, oranges and
watermelon, and their favorite vegetables were spinach, cabbage and carrots. Favorite snacks
reported were biscuits, ice cream and cake, while pizza, burgers and fries were their favorite fast
foods.
PART B

“Indoor and Outdoor Safety in My School”

1.0 Introduction

According to the explanation that provided by Marotz, L. R., Cross, M. Z. & Rush, J. M (2001),
the indoor and outdoor safety in preschool should be top priority for the management. It is
because poor indoor and outdoor safety in preschool compound can lead to the injury of the
children who study here. It was agreed by Persatuan Pediatrik Malaysia. (2003) and he also
mentioned that the management of preschool should take responsible to establish a conducive
and safe learning environment for the children. Under Malaysia Education Ministry, all
preschool operators must get the written permission and certification from Health Department of
Malaysia as well as Fire and Rescue Department Malaysia before can start to operate the
preschool. For the example, KEMAS preschools have been using the National Preschool
Curriculum since 2003 and emphasizes on reading, writing and arithmetic, developing individual
potential, instilling moral values, building character and self awareness; and developing physical,
health, cleanliness and safety skills. Due to that, an intensive observation and study will be
carried on one of the preschool in Miri, Sarawak to investigate and determine the indoor as well
as outdoor safety of the school. The review results will be discussed precisely in the paper and
supported by various kinds of examples.
2.0 Indoor Safety in My School

Generally, the discussion that will be done in this part of the paper will focus on the indoor
safety in one of the preschool that operate in Miri, Sarawak. The review results on the indoor
safety of the school will be presented in this part of the paper and supported by various kinds of
example.

As explained by Poh Bee Koon, Nik Shanita Nik Safii, & Suhaina Sulaiman (2010), having
adequate indoor space and utilizing it efficiently would contribute to more conducive learning
environment for students. According to the observation outcomes, the door equipment, materials,
furnishing as well as play areas are sturdy, safe and in good condition. The preschool
management will do the maintenance at least once a month to ensure it will not harmful for the
children. There are no toxic paints coated on the furniture, sharp edges or looses and rusty parts
around the preschool compound.

On the other hand, the observation outcomes also show that all chemical, cleaning products, as
well as other dangerous substance properly stored away in closed cabinets or stored in areas
which students have no access to. It is important to ensure the students were safe and away from
the dangerous elements. As observed, the targeted childcare centre using extension cords for the
power supply in order to ensure they do not pose as a potential safety hazard. However, we also
noticed that some of the extension cords run under carpets, through doorways in the center. It is
something that needs to be improved and rectified in the future to improve the safety of the
centre itself for the children.

At the mean time, the bathing facilities in the centre have a conveniently located grab bar that is
mounted at a height appropriate for the children to use. In the observation, there are non skid
surface provided in all showers. It is typically important to avoid the children skidding during
taking bath in the shower rooms. Then, it might potentially hurt the children in the centre.
On the aspect of ventilation, observation that been carried out show that all classroom in the
centre well – ventilated by means of window that can be opened, working air – conditioning
system / coolers or fans. It was noticed that every classroom has minimum 1 window, 1 working
air – conditioning system or fans. As for kitchen and toilet, the management of the centre did
using exhaust fan to improve the ventilation in these two major areas. Due to that, the ventilation
system of the researched centre is well appropriated.

Besides that, the explanation that contributed by Smolin L. A., & Grosvenor M. B.(2003) shows
that the quality and quantity of light did influences the mood and feeling of students as well as
staffs within the environment. Therefore, the observation will be done on the lighting in the
targeted center. As observed, there are sufficient windows with blinds / curtains installed in the
classroom in order to allow sufficient light go into the respective rooms. Therefore, it will ensure
a good lighting in the classroom for the respective centre.

Apart of that, the wall in the classroom also had been painted by using light color in order to
enhance the lighting effects. Among the color that been use to paint the wall in the classroom are
white and silky yellow. It also gives a comfort and smooth feeling for the children who learn and
play in this classroom. All of the classrooms were well equipped with LED lighting system
whereby it is brighter than the fluorescent lamp. It will definitely not causing the students /
children feel sleepy during the activities time.

Then, the observation that been done also show that first aid kits were well placed in the
staffroom office and the items in the first aid kits were arranged systematically. It is important to
ensure the small injuries that happened on the students can be eased effectively in the shortest
time. However, there are no smoke detectors equipped in the classroom and it is something
should be improved in the future as smoke detector is very important to detect the smoke (during
fire) and shower the water to stop the fire. But, there are 6 fire extinguishers were placed in order
all around the centre.
According to the management of the centre, the supplier of the fire extinguisher will come to
check and do the maintenance works once in a month. It is important to ensure the fire
extinguisher always in good condition and workable. Usually, the fire extinguisher or hose reels
placed at prominent places within the centre and made readily accessible as well as functional.
The indicator on the fire extinguisher will be in the green zone at all times and the servicing label
will reflect a valid date.

On top of that, the fire evacuation plan is clear and comprehensive in its instruction. For the
example, the fire evacuation sketch map did show the escape routes and assembly points clearly.
Then, the emergency phone numbers such as General hospital, civil defense, police, fire station
and ambulance were displayed properly at prominent places in the centre and near a phone.

Usually, the school management will conduct the fire evacuation drills once a year and the centre
will ensure that all staffs as well as students briefed regularly and are familiar with the
emergency evacuation procedure as well as the route. Obviously, the fire evacuation drills are to
take place at different times of the day and the “fire” is to be started at different places. It is to
ensure the staffs and children are well trained to face the unexpected fire in a day.

Lastly, all fixtures, fittings, furniture, gross motor equipment and toilets will be well maintained
and always in a good working condition. The management also using the lamination made of non
– toxic materials to selves and cabinets for ease of cleaning. It will be replaced whenever
necessary from time to time. The tables, chairs and cubby holes that used in the classroom
suitably sized for students’ use. Apart of that, the shelves that used for toys, books, and materials
will be made easily accessible to the students in the centre.
3.0 Outdoor Safety in My School

As for the discussion in this part of the paper, the focal point will be on the outdoor safety in one
of the preschool that operate in Miri, Sarawak. The review results on the outdoor safety of the
school will be presented in this part of the paper and supported by various kinds of example.

First at all, there is an appropriate playground for the children in the researched centre. The
playground was well equipped with various kinds of infrastructure like skidding ladder and
others for the children to play. Obviously, the playground was located at the back of the centre.
The floor around the playground was fully covered by the carpet grass. It is important to avoid
the children injury during playing in the playground.

Apart of that, the designated outdoor area is adequately maintained and all play / learning
equipments are in safe working condition. For the example, should a playground be used for
outdoor activities, there are no any broken, missing or worn out components in the playground
equipment. Besides, the observation that had been carried out also show that all parts stable with
no apparent sign of loosening. They also have own systematic inspection and maintenance plan
in order to ensure that the playground is safe for the children.

At the mean time, the floor around the centre was fully tile and the surface of tile was rough and
not skids. It is important in order to avoid the children will not skidding when playing or walking
around the centre. Then, the management of the centre also will ensure the floor always in dry
condition and they will swept away the water on the floor in order to prevent the children from
slipping during taking part in the outdoor activities.

Basically, a proper supervision will be provided upon the arrival of students and throughout the
day. The activities areas (for both indoors / outdoors) will be arranged such that the students are
within the visual range and accessibility of supervising adults (teachers). It is important as the
explanation that contributed by Stephen Sim & Loh Hui Ming (2011) shows that maintaining a
visual view helps to prevent injury and abuse.
On the other hand, during departure, there is a system to ensure that the students return home
with only authorized personnel. The centre will make an appropriate arrangements (like getting
the contact of the alternative or appointed person who bring the children from the parents) if the
parent / authorized person fail to make it on time to fetch the student home. It is to ensure that
the safety of the students is not compromised. In fact, the staffs of the centre maintain an open
communication on its policies in order to minimize compromising the student’s safety in the
centre.

On the other hand, the observation also had been done on the drains at surround the compound of
the centre. As observed, all the drains that surround the compound of the centre were properly
covered to avoid the students from slip down to the drain. But, the grill that been used to cover
the drain looks a bit rusty and it should be painted or replaced. It is because rusty grill and not
affect the hygiene of the children in the school if they touch it. Apart, the rusty grill might not be
strong enough to sustain the weight of the children who step on it. At the end, it will possible
causing the students fall in the drain. Then, the observation that been done also found that there
are some clogged in the drains and it should be removed from time to time in order to ensure the
hygiene of the drains.

Lastly, the school management also ensure the gate and grills are always closed during school
time (7.30am – 11.30am). The parents who send their children late to the school need to press the
ring bells and the management will come out to open the gate door for them. In other words,
there is no one can go in or go out during the school time before get the permission from the
management of the school. It is typically important to ensure the security and safety of the
children was fully guaranteed.
4.0 Conclusion

Overall, the safety and hygiene of the research school for both outdoor and indoor were in
satisfactory level. It is because the observation that had been done found that the management of
school try their best to establish cozy, conducive, and safe learning environment for the
students / children. As for indoor, the lighting and ventilation system is good and fulfill the
requirements that been set by Ministry of Education Malaysia. Apart of that, the furniture,
teaching resources and other equipments that been used in the process of teaching and learning
also appropriate and do not hurt the students in the classroom. As for the fire / emergency /
precautionary aspect, all the fire extinguishers available in the school valid and functional. The
school also organized the fire drills once a year to ensure everyone in school alert and know how
to react during the fire. As for outdoor, the management of school also establish a safe
environment for the children to participate in various kinds of outdoor activities. At the mean
time, teachers will be appointed to monitor the children in the process of participate in outdoor
activities. Lastly, the security and safety of the children in school always the focal concern of the
management. Therefore, the gates and grill door will be closed after 7.30am until 11.30am.
There is no one can access the school without the permission from the management.
5.0 Recommendation

As mentioned and discussed in last section, the security and safety of children both indoor and
outdoor are in satisfactory level. However, there are some weaknesses were identified during the
process of observation that carried out in the school. Due to that, the discussion in this part of the
paper will contribute some recommendation in order to improve the safety level of both indoor
and outdoor of the targeted school. The discussion will be supported by using various kinds of
example.

First at all, some of the extension cords run under carpets, through doorways in the center. It is
something that needs to be improved and rectified in the future to improve the safety of the
centre itself for the children. The extension cord should not run under carpets and through
doorways in the centre. It must be placed aside and corner of the wall. It is to ensure the children
will not fall down due to miss kick the extension cords. Apart of that, there are no smoke
detectors equipped in the classroom and it is something should be improved in the future as
smoke detector is very important to detect the smoke (during fire) and shower the water to stop
the fire. Therefore, the management of school was suggested to install at least one smoke
detector in each of the classroom and other activities room.

As for the outdoor, the grill that been used to cover the drain looks a bit rusty and it should be
painted or replaced. It is because rusty grill and not affect the hygiene of the children in the
school if they touch it. Therefore, the management of school will be suggested to replace the
rusty grills or paint it to avoid the rusty happened again. Lastly, the observation that been done
also found that there are some clogged in the drains and it should be removed from time to time
in order to ensure the hygiene of the drains.
6.0 Reference

Marotz, L. R., Cross, M. Z. & Rush, J. M (2001). Health, safety and nutrition for the young child
(5th ed.). New York, NY: Thomson Delmar Learning. 

Persatuan Pediatrik Malaysia. (2003). Safety of Childcare Centre. Persatuan Pediatrik Malaysia
dan Persatuan Pemakanan Malaysia.

Poh Bee Koon, Nik Shanita Nik Safii, & Suhaina Sulaiman. (2010). Penilaian taraf pemakanan
dan kesihatan. Kementerian Kesihatan Malaysia.

Smolin L. A., & Grosvenor M. B.(2003). Nutrition: Science and application (4th ed.).

Hoboken, NJ: John Wiley & Sons.

Stephen Sim & Loh Hui Ming (2011). The Safety of Child. Geneva: World Health Organization.

Zulkifli bin Ismail. (2005). Childcare and Safety. Positive parenting, 47-48.

PART C

LESSON PLAN

Subject : Science
Day & Date : 14 June 2017 (Wednesday)
Class : Genius 2
Time : 8.30am – 9.00am
Topic : Breakfast Preparation (Protein)
Learning Outcomes: By the end of the lesson, pupils will be able to:
 Understand and naming the high protein food.
 Able to understand the concept of balance meal

Teaching aids: sandwich, margarine, boiled egg, carrot and plastic container.

Procedures :
Step1:
 Teacher will ask the children whether they already take the breakfast. Example, “Kids,
are you eat any breakfast this morning?” / “what food you ate this morning?”
 Students will answer the question spontaneously whether they already taken breakfast or
not as well as food that been ate this morning.

Step2:
 Teacher will bring the children to activities rooms and introduce various ingredients to
make a sandwich. Among the ingredients are sandwich, margarine, boiled eggs and
carrot. Then, the teacher will instruct the students to read and name each of the
ingredients.
 Students will follow the teacher to speak and name each type of the ingredient.
Step 3:
 As in this step, the teacher will tell the important of balance meal in the daily life. Then,
the teacher will use the graphic card to show different kinds of categories of food that
required by the body (carbohydrate, protein, fat and vitamin)
 Children will listen to the explanation that been given by the teacher.

Step 4:
 Teacher will demonstrate how to make an egg sandwich by using boil egg and carrot.
 Student will see the demonstration that been performed by the teacher in making an egg
sandwich.

Step 5:
 Teacher will monitor the children to make their own egg sandwich by using the prepared
ingredient.
 Student will make their own egg sandwich accordingly by using the prepared materials
like boil eggs and carrot.

Step 6:
 Teacher instructs the students to cut the sandwich into two portions and arrange in the
plastic containers that prepared for them.
 Students will cut the sandwich into two major portions and arrange it in the plastic
containers that prepared for them.

Step 7:
 Lastly, teacher will tell the students the important of the balance meal and instruct the
students to enjoy the sandwich that been made by their own. Teacher will also asking the
children on their feeling on eating the sandwich that made by their own.
 As for the student, they listen to the explanation that contributed by teacher and give their
own opinion on today activity.
Closure :

As a conclusion, the whole set of activity was organized and conducted accordingly in school to
show the important of balance meal to the children. As observed, the children very enjoy making
their own sandwich in the classroom. It is because most of the students / children never made
their own sandwich in house. It can be proved by the active participate and lots of questions been
asked along the process of making sandwich. On the other hand, it was found that students can
name most of the ingredients that need to make the sandwich. Lastly, they seem like very happy
with the sandwich that made by themselves. Due to that, it can be concluded that the whole
process of learning and teaching is considered success.