ASSIGNMENT/ TUGASAN

________________________________________________________________________
_
HDPS1103
PERKEMBANGAN PENDIDIKAN AWAL KANAK-KANAK/
DEVELOPMENT IN EARLY CHILDHOOD EDUCATION
SEPTEMBER 2021 SEMESTER

SPECIFIC INSTRUCTION / ARAHAN KHUSUS

1. Answer in Malay or English. /

Jawab dalam Bahasa Melayu atau Bahasa Inggeris.

2. Number of words: 2500 – 3000 words excluding references /

Jumlah patah perkataan : 2500 – 3000 patah perkataan tidak termasuk rujukan.

3. Submit your assignment ONCE only in a SINGLE file.

Hantar tugasan SEKALI sahaja dalam SATU fail.

4. Submit your assignment ONLINE. /

Tugasan ini dihantar secara ONLINE.

5. Submission date : 3 DECEMBER 2021

Tarikh penghantaran : 3 DISEMBER 2021

6. This assignment accounts for 60% of the total marks for the course. /
Tugasan ini menyumbang sebanyak 60% dari jumlah markah kursus.

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 SOALAN TUGASAN

TUJUAN:
Tugasan ini bertujuan untuk memperkenalkan pelajar kepada kajian literatur dan
pemikiran reflektif pada topik-topik yang berkaitan dengan pendidikan awal kanak-
kanak.

BAHAGIAN 1: (1500 perkataan)

Anda perlu membincangkan teori dan strategi yang digunakan dalam gambar di
atas.
Perbincangan anda perlu merangkumi komponen berikut: -
i. Pengenalan kepada strategi yang digunakan dan tujuan tugasan.
ii. Huraikan teori dan strategi yang berkaitan serta implikasinya terhadap
kanak-kanak.
iii. Kesimpulan.

BAHAGIAN 2: (1500 perkataan)

Kanak-kanak perlu melalui proses peralihan ketika memasuki tadika kerana
persekitaran dan rutin yang berbeza dari rumah. Mereka perlu menyesuaikan diri
sehingga mereka merasa selamat dan selesa terutama di tempat atau persekitaran
baharu. Huraikan secara terperinci strategi yang guru perlu lakukan agar kanak-kanak
merasa selamat, dan selesa ketika berada di tadika.

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Tugasan ini perlu merangkumi:
Pengenalan tentang transisi.
Isi kandungan: Peranan guru, persekitaran, rutin dan peraturan, interaksi dan aktiviti.
Kesimpulan.

[Jumlah: 60 Markah]

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 ASSIGNMENT QUESTION

PURPOSE:

This assignment aims to introduce students to literature review and reflective thinking on
topics related to early childhood education.

PART 1: (1500 words)

You are required to discuss the theories and strategies used in the above picture.
Your discussion should include the following components;
i. Introduction to the strategy used and the purpose of the assignment.
ii. Describe the theory and the strategy involved and their implications to children.
iii. Conclusion.

This theory is an important and frequently used concept, much discussion exists about its
conceptualizations, appearances, and usefulness. Scaffolding was found to be useful in
teacher child interactions. Scaffolding represents the teacher providing children with a
temporary support system to assist them in completing a task. Scaffolding techniques are

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gradually scaled down as students become more comfortable with each new activity, just
as scaffolds disappear from a construction site as the project nears completion. Finally, the
student can do the work without the assistance of the teacher. The teacher offers a lot of
help at the start of the process. That assistance is then gradually eliminated. The process is
defined by the steady decrease in the level of support. This technique gradually instils
confidence and proficiency with the new concept or talent. The zone of proximal
development of a child is determined by the learner's current developmental level and
potential developmental level. Scaffolding is relevant to this possible developmental level.
The teacher focuses on the student's zone of proximal development to assist him or her
acquire a new task or topic. That entails beginning with what the learner can do, the
student's current developmental level and gradually decreasing help as the student gains
knowledge and independence.

Scaffolding is a four-stage process that develops from teacher-led activity to independent

learning. The teacher introduces the subject and performs a task relevant to that subject in
the first stage. During this time, they connect previously taught content to material that is
about to be introduced and demonstrate how to execute a newly acquired activity. This is a
time when children may watch and afterwards mimic the teacher's conduct. Following
that, the teacher might request that the entire class participate in a similar exercise. During
this time, the teacher solicits comments from the class on what steps to do next in
finishing the work. Some exercises may lend themselves to the teacher making a list of
these suggestions and attempting each one. Whether or not a list can be made, the third
part of the instruction includes getting groups together to fulfil tasks. Children in groups
can engage and use peer instruction to assist guide each other through the task. The lesson
concludes with teachers letting children to accomplish a similar task on their own. At this
point, the teacher takes down the scaffolding and lets the kids to work alone. Building on
what they've learned in the previous three steps, they can handle a comparable situation
more successfully on their own. Of all, even with a four-stage approach, some children
may not have comprehended the lesson completely. This fourth step is critical because it
allows teachers to not only assess children development but also determine how effective
their scaffolding approach was. It should be emphasized that, while the four-stage process
provides a framework for teachers to follow, it should be viewed as a loose framework
rather than a strict structure. For example, the teacher operates largely as a presenter
during the first stage and excludes some of the previously stated introductory tasks, such

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as the building of mind maps. The first stage of a teacher's teaching, on the other hand, can
be quick and blended into the second stage, with children completing out activities while
the teacher introduces concepts and completes associated tasks. The class can then divide
into groups to complete tasks before moving on to solo work. The four-stage approach
gives an overview from which teachers may learn, but they should feel free to compress it
or lengthen some phases if the topic is exceptionally complicated.

There are few common strategies whereas the teacher begins by presenting children with a
simpler version of a lesson, assignment, or reading and progressively raises the
complexity, difficulty, or sophistication over time. To meet the objectives of a certain
lesson, the teacher may divide the lesson into a series of mini-lessons that gradually bring
children toward greater knowledge. For example, a difficult task challenge may be divided
into many components that are taught sequentially. The teacher checks to see whether
students comprehend the topic between mini-lessons, gives them time to practice the
problems, and explains how the abilities they are gaining will help them answer the more
difficult issue (questioning students to check for understanding and giving them time to
practice are two common scaffolding strategies). This overall strategy may be referred to
as guided practice in some circumstances.

Secondly, to assure understanding, the teacher discusses or demonstrates a subject,

problem, or procedure in a variety of ways. A teacher may orally describe a concept to
children’s, use a slideshow with visual aids such as images and graphics to further explain
the idea, have several children’s illustrate the concept on the whiteboard, and then give the
children's a reading and writing task in which they must articulate the concept in their own
words. This technique takes into account the many ways in which children learn such as
visually, orally, kinesthetically, and enhances the possibility that students will grasp the
idea being taught. And also, children are offered an example or model of a task that they
will be required to complete. The teacher outlines the qualities of the sample task and why
the various parts constitute high-quality work. The model offers children with a realistic
example of the learning objectives or output they are supposed to generate. Similarly, a
teacher may model a process, such as a multistep scientific experiment, so that children
may see how it is done before being asked to perform it themselves (teachers may also ask
a child to model a process for her classmates).

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Furthermore, before reading a challenging material, children are required a vocabulary
lesson. The teacher goes through the words that are most likely to stump children, use
metaphors, analogies, word-image correlations, and other tactics to assist students
comprehend the meaning of the most difficult words in the text. When the children read
the task, they will feel more confident in their reading abilities, will be more engaged in
the subject, and will be more likely to comprehend and retain what they have read. The
objective of a learning activity, the directions children must follow, and the learning goals
they are expected to attain are all clearly described by the teacher. The teacher may
present children with a handout containing step-by-step directions to follow, as well as the
scoring guide or rubric that will be used to evaluate and mark their work. When child
understands why they are being asked to do a task and what they will be assessed on, they
are more likely to appreciate its value and be motivated to attain the task's learning goals.
Similarly, if children properly grasp the procedure they must follow, they are less likely to
become frustrated or quit up because they haven't fully comprehended what is expected of
them.

Last strategy that the teacher expressly states how the current lesson builds on the
information and abilities that children were given in a prior lesson. The teacher shows
children's how the concepts and skills they already learned will help them with the new
task by connecting a new lesson to a lesson they previously completed, teachers may
describe this general strategy as building on existing understanding or connecting to
previous knowledge. Similarly, the teacher may create explicit links between the lesson
and the children' personal interests and experiences in order to promote understanding or
involvement in the learning process.

In conclusion, scaffolding may be time-consuming to use in the classroom at first, and it

can be especially difficult for inexperienced teachers to comprehend. It is, nevertheless, a
strong tool for helping kids acquire new concepts and remember new knowledge more
quickly. Teachers lay the groundwork for learning new concepts by connecting existing
ideas to new ones. Teachers can then gradually push children to successfully cope with
these new concepts on their own by gradually moving toward independent practice.

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PART 2: (1500 words)
Children have to go through a transition process when entering kindergarten because the
environment and routines are different from home. They need to adapt until they feel
safe and comfortable, especially in a new place or environment. Describe in detail the
strategies teachers need to do to make children feel safe and comfortable while in the
kindergarten.
This assignment should include:
I. Introduction to transition
II. Content: Teacher role, environment, routines and rules, interactions and activities.
III. Conclusion

(Total: 60 Marks)

The process of transformation is referred to by the term transition. It entails transitioning

from one circumstance to another. For a small child, it might be smooth and gratifying or
lumpy and terrifying. While the kid is the one who is immediately affected by the
transition, other groups of individuals are also engaged. The attitudes and actions of
people who are directly engaged can have a significant impact on whether or not the
transition to kindergarten is a happy or negative experience for a young kid and his or her
family. The following are some of the implications that the kindergarten transition may
have on the many categories of individuals who are affected by it. The home to school
transition can be challenging for many children and their families but, with the purposeful
use of particular tactics, this change can be made simpler. Teachers can utilize the
practices with children and their families to assist reduce possible transition issues. When
teachers and families work together to create tailored transition plans, it increases
children's comfort and prepares them for a successful day of learning.

Routines are an essential component of family life and functioning in families with young
children. Dinnertime, bedtime, and waking activities are important organizers of family
behavior and may be beneficial to children and families at times of change, such as
kindergarten enrollment. Although the majority of families stated that their children had
regular daily routines, parents predicted that their children's daily routines would
significantly modify following kindergarten admission, including changes in children's

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sleep patterns. Significant changes in child and family habits have been linked to difficulty
adjusting to kindergarten. The findings of this study are explored in terms of matching
family daily routines to kindergarten expectations. Role play structure and regular
routines, implying that they aid in the development and learning of children in the school
setting. Children feel more at peace and less worried when they are aware of their routine
and know what is going to happen. Teachers can reinforce routines with students by acting
out the home-to-school transition. This is done with or without the participation of the
children's classmates in the classroom. The teacher, for example, might guide students
through certain transition procedures, such as waving through the window. The role-
playing allows the teacher to communicate to the children about their feelings in a
nonthreatening and relevant way. Reinforcing what happens each morning and discussing
each step with the children may boost the likelihood of a favorable outcome the following
day.

The more casually you explain this transition, the more at ease your children will become.
Encourage parents to help their children prepare for kindergarten by taking them to the
school so they may meet the kindergarten teacher and get a sense of what kindergarten is
actually like. Make an effort to expose children to more than one sort of classroom
activity, such as seatwork and free choice time. Show them where the restroom and
cubbies are. Second, figure out what will happen at midday. If the youngsters are to eat
school lunch, they may need to learn how to open different types of containers. Then, read
kindergarten-related books and answer children's questions about what they will do in
kindergarten in a straightforward manner. Inform children that they will be listening to
tales, doing counting exercises, having group time, and playing outside. In addition, find
out how long the kindergarten day will be and what the daily schedule will be like. They'll
want to know what will be the same and what will be different from home. If the children
are attending a school with greater diversity than they are used to, talk to them openly
about racial and cultural differences, as well as impairments. Furthermore, if children are
travelling the school bus for the first time, you will need to go through school bus safety
guidelines with them and reassure them that they will be picked up from
kindergarten every day. Teachers might pick a favorite book, relatively short story from
home or school to assist their child feel at ease entering the educational setting without
extending the transition period. It may be beneficial to read the same book on a daily or
weekly basis, as well as at home, to maintain consistency and familiarity. Books provide

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the message that the family loves the children and will return after school. Teachers might
urge family members to say good-bye to the kid after reading the book, so the child has
closure from home and is ready to start the school day. Finally, ensure that your pre-
kindergarten children have fundamental kindergarten "readiness" abilities.

Teachers can also play a significant role in engaging with the parents of new kindergarten
students, especially before the first day of school. A smooth transition not only means that
kids feel supported when they enter kindergarten, but it also means that parents feel
welcomed and equipped with the knowledge they need to assist their child have a
successful kindergarten year. Teachers can contribute to this by organizing activities such
as parent information sessions prior to the start of the school year, during which teachers
meet with parents to help them gain a better understanding of the academic and social
expectations of kindergarten, learn about the family, and understand parents' goals for
their children. Once teachers know who is in their class, they may begin to make children
and parents feel more at ease. Most classroom teachers, for example, are given a class list
at least a few days before the start of school. Even if there is no school-wide home visiting
programme, teachers might phone the parents of incoming students to welcome them to
class and ask about their child's objectives for the coming year. These early, casual
interactions can help teachers and parents establish a reservoir of goodwill, laying the
framework for a trusting relationship. As I prepared for the first day of school as a
kindergarten teacher, these interactions provided me with essential, and sometimes
surprising, information. When I questioned parents about their kid's "hopes and goals" for
the following year, I frequently found things I would not have thought of on my own, such
as a wish for a child to be more forceful with peers in social settings.

It is concluded from the transition process that family and teacher engagement should be a
vital element of transition policies and programmes that are implemented. The advantages
of including families and teachers in their children's education show that families and
teachers are an important partner in ensuring continuity when children migrate between
systems of care and education. The extent to which families are active in their child's
educational experiences appears to be determined by teachers' attitudes regarding such
participation. In turn, teachers' attitudes and conduct can be heavily impacted by their
supervisors' opinions. As a result, strong leadership in building transition and practices
that include family participation components, as well as communicating them to teachers

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and families, is critical to good transition. Teacher education should contain a component
of family participation and should extend from the preschool and child care systems to
elementary school. Finally, the development of a school and programme transition team
can help children and families make a smooth move to a new school. These teams, which
include parents, can work together to ensure that family members become active and
lifelong participants throughout their child's school transitions.

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 ATTACHMENT
ASSIGNMENT RUBRICS

HDPS1103 PERKEMBANGAN PENDIDIKAN AWAL KANAK-KANAK /SEPTEMBER 2021

*Q Excellent/ Good/ Fair/ Poor/ Unsatisfactory/
Weight/ Max
N/ CL Criteria/ Cemerlang Baik Sederhana Lemah Tidak memuaskan
Pembera Mar
*N O Kriteria
t 4 3 2 1 0 ks
S
Bahagian 1/Part 1
Pendahuluan Pengenalan yang Pengenalan dan Pengenalan dan Pengenalan yang Tidak ada
terperinci dengan objektif tugasan objektif tugasan tidak relevan pengenalan
objektif tugasan yang jelas dengan yang ringkas kepada tajuk atau
yang jelas. Terdapat sokongan literatur tidak ada objektif
sokongan literatur yang terhad tugasan
yang sesuai
1 2 Introduction 1.0 The introduction The introduction The introduction The introduction No Introduction 4
was comprehensive and assignment and assignment was not relevant
with clear objectives were objective were to the topic or
assignment clearly written with briefly written there was no
objectives. Has limited literature objective
good literature support
support
Teori & Strategi Teori & strategi Teori & strategi Teori & strategi Teori dan strategi Tiada
yang betul telah yang betul telah yang betul telah yang dibincangkan perbincangan
dibincangkan. dibincangkan. dibincangkan. adalah tidak betul.
Perbincangan jelas, Perbincangan yang Perbincangan yang Perbincangan
terperinci dengan jelas tetapi kurang ringkas dan tidak tidak relevan
sokongan literatur mendalam dan ada sokongan
yang baik sokongan literatur literatur
yang terhad
1 2 2.5 10
Theory & Strategy Correct theory & Correct theory & Correct theory & The theory and No discussion
strategy was strategy was strategy was strategy discussed
discussed. discussed. discussed. was incorrect.
The discussion was The discussion was The discussion was Discussion was
clear, clear but lacked brief with no irrelevant
comprehensive with depth. limited literature support
good literature literature support
support
1 2 Implikasi kepada kanak-kanak 2.0 Perbincangan yang Perbincangan yang Perbincangan yang Perbincangan yang Tiada 8
1
 jelas dan jelas dan dengan ringkas dan tidak mengelirukan perbincangan
komprehensif sokongan literatur ada sokongan
dengan sokongan yang terhad literatur
literatur yang baik
Implication to children Clear and Clear discussion Brief discussion with Confusing No discussion
comprehensive with limited no literature discussion
discussion with literature support support
good literature
support
Kesimpulan Kesimpulan sangat Kesimpulan Kesimpulan Kesimpulan tidak Tiada kesimpulan
baik, menyimpulkan memuaskan tetapi jelas, jawapan
menyimpulkan semua bahagian tidak berakhir begitu
semua bahagian pengenalan, dan menyimpulkan sahaja.
pengenalan, dan kandungan bahagian
kandungan diringkaskan pengenalan, dan
diringkaskan dengan baik kandungan
1 2 1.0 4
dengan baik

Conclusion The conclusion is The conclusion links The conclusion is There is no clear No conclusion
very good and links the introduction, satisfactory, but conclusion, the
the introduction, and content is well does not link with paper ends
and the content is summarized the introduction abruptly.
well summarized and content
Petikan dan rujukan Terdapat lebih Empat petikan dan Empat petikan dan Kurang daripada Tiada petikan dan
daripada empat rujukan diberikan rujukan diberikan lima petikan dan rujukan diberikan
petikan dan rujukan dan semua sumber tetapi tidak rujukan diberikan dalam tugasan ini
diberikan dan petikan dan rujukan mengikut gaya APA
semua sumber mengikut gaya APA
petikan dan rujukan
mengikut gaya APA
1 2 Citation and reference 1.0 More than four Four citations and Four citations and Less than five There is no citation 4
citations and references provided references provided citations and or reference
references provided and all citations but not according to references provided in this
and all citations sources and APA style provided assignment
sources and references
references according to APA
according to APA style
style

2
 Bahagian 2/ Part2
Pendahuluan Pengenalan yang Pengenalan dan Pengenalan dan Pengenalan yang Tidak ada
terperinci dengan objektif tugasan objektif tugasan tidak relevan pengenalan
objektif tugasan yang jelas dengan yang ringkas kepada tajuk atau
yang jelas. Terdapat sokongan literatur tidak ada objektif
sokongan literatur yang terhad tugasan
yang sesuai
2 3 Introduction 1.0 The introduction The introduction The introduction The introduction No Introduction 4
was comprehensive and assignment and assignment was not relevant
with clear objectives were objective were to the topic or
assignment clearly written with briefly written there was no
objectives. Has limited literature objective
good literature support
support
Isi Kandungan: Peranan Guru Perbincangan yang Perbincangan yang Perbincangan yang Perbincangan yang Tiada
jelas dan jelas dan dengan ringkas dan tidak mengelirukan perbincangan
komprehensif sokongan literatur ada sokongan
dengan sokongan yang terhad literatur
literatur yang baik
2 3 1.5 6
Teacher’s Role Clear and Clear discussion Brief discussion with Confusing No discussion
comprehensive with limited no literature discussion
discussion with literature support support
good literature
support
Persekitaran Perbincangan yang Perbincangan yang Perbincangan yang Perbincangan yang Tiada
jelas dan jelas dan dengan ringkas dan tidak mengelirukan perbincangan
komprehensif sokongan literatur ada sokongan
dengan sokongan yang terhad literatur
literatur yang baik
2 3 1.0 4
Environment Clear and Clear discussion Brief discussion with Confusing No discussion
comprehensive with limited no literature discussion
discussion with literature support support
good literature
support
2 3 Peraturan & Rutin 1.5 Perbincangan yang Perbincangan yang Perbincangan yang Perbincangan yang Tiada 6
jelas dan jelas dan dengan ringkas dan tidak mengelirukan perbincangan
komprehensif sokongan literatur ada sokongan
dengan sokongan yang terhad literatur

3
 literatur yang baik
Rules & Routine Clear and Clear discussion Brief discussion with Confusing No discussion
comprehensive with limited no literature discussion
2 3 discussion with literature support support
good literature
support
Interaksi & Aktiviti Perbincangan yang Perbincangan yang Perbincangan yang Perbincangan yang Tiada
jelas dan jelas dan dengan ringkas dan tidak mengelirukan perbincangan
2 3 komprehensif sokongan literatur ada sokongan
dengan sokongan yang terhad literatur
literatur yang baik
1.5 6
Interaction & Activities Clear and Clear discussion Brief discussion with Confusing No discussion
comprehensive with limited no literature discussion
discussion with literature support support
good literature
support
Kesimpulan Kesimpulan sangat Kesimpulan Kesimpulan Kesimpulan tidak Tiada kesimpulan
baik, menyimpulkan memuaskan tetapi jelas, jawapan
menyimpulkan semua bahagian tidak berakhir begitu
semua bahagian pengenalan, dan menyimpulkan sahaja.
2 3 pengenalan, dan kandungan bahagian
kandungan diringkaskan pengenalan, dan
diringkaskan dengan baik. kandungan
1.0 4
dengan baik.

Conclusion The conclusion is The conclusion links The conclusion is There is no clear No conclusion
very good and links the introduction, satisfactory, but conclusion, the
the introduction, and content is well does not link with paper ends
and the content is summarized. the introduction abruptly.
well summarized. and content
Total 15.0 60
*QN = Question Number / *NS = Nombor Soalan