Hdps1103 Bi

Faculty of Education and Languages
HDPS1103
Development of Early Childhood Education
Copyright © Open University Malaysia (OUM)

HDPS1103
DEVELOPMENT OF
EARLY CHILDHOOD
EDUCATION
Assoc Prof Dr Putri Zabariah Megat A. Rahman

Project Directors: Prof Dato’ Dr Mansor Fadzil
Assoc Prof Dr Chung Han Tek
Open University Malaysia
Module Writer: Assoc Prof Dr Putri Zabariah Megat A. Rahman

Universiti Utara Malaysia
Moderators: Dr Norazah Omar

Assoc Prof Dr Bustam Kamri
Translator: Chung Bee Yan
Developed by: Centre for Instructional Design and Technology

First Edition, August 2016

Copyright © Open University Malaysia (OUM), August 2016, HDPS1103
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, Open University Malaysia (OUM).

Table of Contents
Course Guide ix - xiii
Topic 1 Development of Early Childhood Programmes 1

1.1 Early Childhood Education in Malaysia 2
1.1.1 History of Early Childhood Programmes 2
1.1.2 Quality Improvement of Childcare Programme Services 5
1.1.3 Childcare Centre Act (Act 308) 6
1.1.4 Education Act 1996 (Act 550) 9
1.2 Accreditation of Programme 12
1.2.1 Government Agencies 13
1.2.2 Private Agencies 15
1.2.3 Voluntary Bodies 16
Summary 16
Key Terms 17
Test 1 17
Test 2 18
References 18
Topic 2 Pioneers in Early Childhood Education 20

2.1 Pioneers From the West 21
2.1.1 Friedrich Wilhelm Froebel 22
2.1.2 Maria Montessori 23
2.2 Pioneers From the East 25
2.2.1 Ibnu Khaldun 25
2.2.2 Imam al-Ghazali 27
Summary 30
Key Terms 31
Test 1 31
Test 2 31
References 32
Topic 3 Family Institutions 34

3.1 Changes in the Family 36
3.1.1 Basic Family 36
3.1.2 Extended Family 37
3.1.3 Current Family 38
3.2 Family Policy 40
3.2.1 Rights of the Child 40

iv  TABLE OF CONTENTS
3.2.2 Parental Responsibility 42

3.2.3 Responsibility of the Community 45
Summary 47
Key Terms 48
Test 1 49
Test 2 49
References 50
Topic 4 Childcare Services 51

4.1 Childcare at Home 53
4.1.1 Family Care 53
4.1.2 Home Care 55
4.1.3 Surrogated Care 57
4.2 Childcare in Childcare Institutions 58
4.2.1 Nursery (Taska) 58
4.2.2 Kindergarten 60
4.2.3 Care Centre 62
Appendix 64
Summary 65
Key Terms 66
Test 1 67
Test 2 67
References 68
Topic 5 Models and Theories 69

5.1 Behavioural Model 70
5.1.1 Definition 70
5.1.2 Theorists 70
5.1.3 Theory Applications in Children Education 71
5.2 Interaction Model 76
5.2.1 Definition 76
5.2.2 Theorists 76
5.2.3 Application of Theory in Early Childhood Education 77
5.3 Cognitive Model 77
5.3.1 Definition 77
5.3.2 Theorists 78
5.3.3 Application of Theory in Early Childhood Education 79
Summary 81
Key Terms 81
Test 1 82
Test 2 82
References 83

TABLE OF CONTENTS  v
Topic 6 Development Of Professionalism in ECE Teachers 84

6.1 Educators 85
6.1.1 Teachers for Children 86
6.2 Eligibility 95
6.2.1 Caregivers 95
6.2.2 Assistant Teachers 95
6.2.3 Teachers 96
6.3 Training 97
6.3.1 Short-term 97
6.3.2 Long-term 97
6.3.3 Periodical Courses 98
Summary 101
Key Terms 102
Test 1 102
Test 2 102
References 103
Topic 7 Children with Special Needs 104

7.1 Definition of Children with Special Needs 105
7.2 Categories of Children with Special Needs 106
7.3 Programme 115
7.3.1 Planning 115
7.3.2 Implementation of the Programme 118
7.3.3 Follow-up 120
7.4 Children with Disabilities 121
Summary 123
Key Terms 123
Test 1 123
Test 2 123
References 124
Topic 8 Environment and ChildrenÊs Learning 125

8.1 Learning Environment 126
8.2 Physical Environment Layout 128
8.2.1 Inside the Building 128
8.2.2 Outside the Building 131
8.3 Teaching and Learning Materials 132
8.3.1 Learning Space 132
8.3.2 Selection 133
8.3.3 Management 134
Summary 134
Key Terms 135
Test 1 135

vi  TABLE OF CONTENTS
Test 2 135
References 136
Topic 9 Guidance and Education 137

9.1 Establishment of Behaviour 139
9.1.1 Philosophy 139
9.1.2 Factors Affecting Behaviour 139
9.1.3 Guidance Techniques 140
9.2 Helping Children to Handle Stress 142
9.2.1 Stages of Stress 142
9.2.2 Causes of ChildrenÊs Stress 142
9.2.3 Techniques to Handle Stress 145
Summary 146
Key Terms 146
Test 1 146
Test 2 147
References 147
Topic 10 Environmental Adaptation 149

10.1 From Home to Nursery 150
10.1.1 Children 152
10.1.2 Teacher and Caregiver 153
10.1.3 Institutions 155
10.2 From Nursery to Kindergarten 155
10.2.1 Children / Students 156
10.2.2 Teacher 156
10.2.3 Institution 157
10.3 Situation in Primary School 158
10.3.1 Children / Students 160
10.3.2 Teachers 160
10.3.3 Parents 161
Summary 163
Key Terms 163
Test 1 163
Test 2 164
References 164

COURSE GUIDE

COURSE GUIDE  ix
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 material. It also suggests the amount of time you are likely to spend in
order to complete the course successfully. Please refer to the Course Guide as you
go through the course material as it will help you to clarify important study
components or points that you might miss or overlook.
INTRODUCTION
HDPS1103 Development of Early Childhood Education is one of the courses
offered by Faculty of Education and Language 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 students who are taking the Diploma in Early
Childhood Education programme (DECE). Before attending this course, you need
to understand the content of the course and how it is run and its requirements.
Therefore you should read this guide carefully from beginning to the end.
As an open and distance learner, you should be acquainted with learning

independently and being able to optimise the learning modes and environment
available to you. Before you begin this course, please ensure that you have the
right course material, and understand the course requirements as well as how the
course is conducted.
STUDY SCHEDULE
It is a standard OUM practice that learners accumulate 40 study hours for every
credit hour. As such, for a three-credit hour course, you are expected to spend 120
study hours. Table 1 gives an estimation of how the 120 study hours could be
accumulated.

x  COURSE GUIDE
Table 1: Estimation of Time Accumulation of Study Hours
Study
Study Activities
Hours
Briefly go through the course content and participate in initial discussion 3
Study the module 60
Attend 3 to 5 tutorial sessions 10
Online participation 12
Revision 15
Assignment(s), Test(s) and Examination(s) 20
TOTAL STUDY HOURS ACCUMULATED 120
COURSE OUTCOMES
By the end of this course, you should be able to:
1. Describe the historical development of early childhood education;
2. Explain the goals and philosophy of early childhood education

programmes;
3. Explain the various programmes of early childhood education that help the
development of children;
4. Discuss the model of early childhood education that suit the children's
development; and
5. State the management of early childhood education according to the

children's development.
COURSE SYNOPSIS
This course, Development of Early Childhood Education covers developments in
Malaysia in terms of the act and recognition, pioneering educators from the west
and east, the family institution, children's services, types of programmes and
models, professional educators, children with special needs, learning
environment and children's learning, guidance and education of children, and
environmental adaptation.
In order to allow you to achieve the objectives of the course, the course is divided
into 10 topics as follows:

COURSE GUIDE  xi
Topic 1 reviews the progress of early childhood education in Malaysia. It

discusses the Child Care Act (308) and the Education Act (1996) which
emphasises on the need of early childhood education. It also discusses early
childhood education programmes that are recognised by government agencies,
private and voluntary organisations.
Topic 2 discusses the pioneers of early childhood education from the west such as
Friedrich Wilhelm Froebel and Maria Montessori. Also, the pioneers from the east
like Ibnu Khaldun and Imam Al-Ghazali are discussed.
Topic 3 explains the family institution which is the basic family and extended
family; including family policy and children's rights, parental responsibilities and
community responsibilities.
Topic 4 explains childcare services at home and institutions. The childcare

services at home involve family care, home care and surrogated care. On the
other hand, childcare services at institutions discuss the services provided in
nurseries, kindergartens and care centres.
Topic 5 discusses models, theorists of early childhood education and application

of the models. The models are the behavioural model, interaction model and
cognitive model.
Topic 6 focuses on educators (teachers) who engage in the profession of early

childhood education. It discusses the qualifications of caregivers, teachers and
assistant teachers. Trainings which have been received by the teachers, including
long-term training, short-term training and periodical courses are also discussed.
Topic 7 focuses on children with special needs in terms of its definitions, criteria
and basic needs. Programme planning, implementation and follow-up and family
resources, staff and community are also discussed.
Topic 8 focuses on the layout of the physical environment, both in the building
and outside the building. The discussion also includes teaching and learning
materials to be used in the learning space and criteria of material selection.
Topic 9 discusses the formation of behaviour in terms of philosophy, factors that

influence behaviour and guidance techniques. It also discusses children who are
coping with stress and how they handle it.
Topic 10 discusses the continuation of early childhood education from home to

nursery, from nursery to kindergarten and from kindergarten to school.

xii  COURSE GUIDE
Emphasis is given to the role of the family that started from home in congruent
with the teachers and caregivers in nurseries and kindergarten institutions to
help the development of children's learning. Children readiness from
kindergarten to school is also clarified.
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:
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.
Self-Check: This component of the module is inserted at strategic locations

throughout the module. It may be inserted after one sub-section or a few sub-
sections. It usually comes in the form of a question. When you come across this
component, try to 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 sub-section(s). Most of the time, the answers to the questions can
be found directly from the module itself.
Activity: Like Self-Check, the Activity component is also placed at various

locations or junctures throughout the module. This component may require you
to solve 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
yourself in higher order thinking where you might be required to analyse,
synthesise and evaluate instead of only having to recall and define.
Summary: You will find this component at the end of each topic. This component
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  xiii
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.
References: The References section is where a list of relevant and useful

textbooks, journals, articles, electronic contents or sources can be found. The list
can appear in a few locations such as in the Course Guide (at 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 sources to obtain the additional
information needed and to enhance your overall understanding of the course.
PRIOR KNOWLEDGE
You do not need to have any basic knowledge before starting this course. There is
no specific prerequisite for this course as it is a MQA compulsory course.
ASSESSMENT METHOD
Please refer to myINSPIRE.
REFERENCES
Reference text books for this course are as proposed in the text.
TAN SRI DR ABDULLAH SANUSI (TSDAS) DIGITAL

LIBRARY
The TSDAS Digital Library has a wide range of print and online resources for the
use of its learners. This comprehensive digital library, which is accessible through
the OUM portal, provides access to more than 30 online databases comprising e-
journals, e-theses, e-books and more. Examples of databases available are
EBSCOhost, ProQuest, SpringerLink, Books24x7, InfoSci Books, Emerald
Management Plus and Ebrary Electronic Books. As an OUM learner, you are
encouraged to make full use of the resources available through this library.

Topic  Development
1 of Early
Childhood
Programmes
LEARNING OUTCOMES
By the end of this topic, you should be able to:

1. Describe the historical development of early childhood programmes
in Malaysia;
2. Identify steps to improve the service quality of childcare
programmes;
3. Describe the Child Care Centre Act (Act 308) and the Education Act
1996 (Act 550); and
4. Explain the accreditation of early childhood programmes in
government agencies, and in private and voluntary organisations.
 INTRODUCTION
Welcome to this Development of Early Childhood Education module. Let us start
with the first topic by reflecting on the following situation: if you scour certain
neighbourhoods, you might see some childcare centres. There are various names
given to these centres such as kindergartens, nurseries, day-care centres and
others.

2  TOPIC 1 DEVELOPMENT OF EARLY CHILDHOOD PROGRAMMES
Did you know that the diverse names depend on the ages of the children at the
respective centres? Nursery children are four years old or younger while
kindergartens educate children aged between five to six years.
Claims on the necessity for childhood education in nurseries and kindergartens

are increasingly becoming a part of today's culture. This development has
occurred as a result of both parents in most families having to work and not
having a maid.
How about you? Are you also among parents who send their children to
childcare centres? If you are, you would certainly know the importance of
guiding early childhood care and education according to current needs.
Thus, in the first topic of this module, you will be introduced to the history of the
development of early childhood education in Malaysia in the years before and
after independence. After which the Acts related to early childhood education
will be discussed and the accreditation of early childhood education programmes
from various agencies will be described. Are you ready? Let us start our learning!
1.1 EARLY CHILDHOOD EDUCATION IN

MALAYSIA
Let us begin start this topic by studying the history of early childhood education
in Malaysia. Did you know that early childhood education in Malaysia was
developed in stages? This is because people did not have a high level of
awareness on the importance of educating children, before independence. Most
parents trusted their family members to educate their children before the children
headed off to primary school. At that time, families played a major role in
educating children informally. Neighbours were also a source that parents
depended on to help care for their children.
After independence however, new Acts and regulations were established to

protect the interests of children and childcare services in Malaysia. Now, let us
study the history of early childhood programmes in greater detail in the
subsequent subtopics.
1.1.1 History of Early Childhood Programmes

Did you know that the development of early childhood education in Malaysia
happened in two phases? The first phase was the period before independence,
during British rule. The second phase began from the days after independence up
to now.

TOPIC 1 DEVELOPMENT OF EARLY CHILDHOOD PROGRAMMES  3
During the first phase, in the time before independence, early childhood
education was organised by church volunteers, private sectors and individuals.
Early childhood education at this stage was influenced by the British education
system. In addition, only children of a certain class who lived in the city had the
opportunity to learn during their early childhood stages. Whereas children in the
city who could not afford education, as well as those from rural areas, did not get
any early childhood education before they entered primary school.
In the second phase, programmes related to the education of children were given
more attention and developed in an orderly and efficient manner. Nurseries,
kindergarten classes, training of teachers and Acts to protect children were
introduced and implemented.
In 1969, the Asia Foundation provided financial allocation to the Malaysian

Workers Corp to set up a model preschool emulating the Head Start programme
in the United States of America. This pilot programme involved three villages in
Selangor which were Kampung Muniandi, Kampung Manggis and Kampung
Sentosa. The target group of this programme was children from multiracial
families with low incomes.
Then in 1970, the Community Development Department – KEMAS (Jabatan

Kemajuan Masyarakat) initiated a pilot project of 10 classes named „Taman
Bimbingan Kanak-kanak (TABIKA)‰ which operated in rural areas. In that same
year, the Federal Land Development Authority (FELDA) established preschool
classes as part of welfare contributions for the settlers.
Subsequently in 1976, the Department of National Unity (Jabatan Perpaduan

Negara) established kindergartens as the foundation of unity among people of
various races. In addition, the Rubber Industry Smallholders Development
Authority (RISDA) also contributed to the education of children of smallholders
(rubber planters) in rural areas.
Since 1972, the Curriculum Development Centre Ministry of Education under the
sponsorship of the Bernard van Leer Foundation has produced guidelines for
preschool education and for childcare centres. As an extension to the programme,
the Curriculum Development Centre implemented a pilot project in 12 schools
throughout the country.
What about training for teachers? This was done from 1972 to 1976 with funding
from the United Nations ChildrenÊs Fund (UNICEF). A total of 137 teacher
trainees consisting of primary school teachers, KEMAS officers and preschool
education officers were involved in this programme. Indirectly, the national

preschool education achieved one of the objectives of education under the Third
Malaysia Plan (1976-1980).
Then, the Department of Social Welfare Malaysia – JKM (Jabatan Kebajikan

Masyarakat Malaysia) and the Ministry of Women, Family and Community
Development took initiatives to provide childcare facilities, called nurseries, for
working mothers. Children who were placed in nurseries were protected by the
existence of the Childcare Centre Act (Act 308) in 1984. Later in 1992, the Ministry
of Education conducted a preschool education pilot project known as the
kindergarten annex.
We can refer to the rules of establishing and registering kindergartens in the

Education Act 1996 (Act 550). Then, in 2003, the Curriculum Development
Centre, Ministry of Education, published the National Preschool Curriculum.
Nowdays, community awareness for the need of childcare services and the
importance of preschool education are increasing. This is seen by the increasing
number of kindergartens run by private agencies and individuals other than
government agencies.
We can refer to Table 1.1 which summarises the sequence of development of early
childhood programmes in Malaysia.
Table 1.1: Sequence of Events – Early Childhood Programme Development in Malaysia
Year Sequence of Events in Malaysia
1950s Kindergarten church volunteers, private and individual. There were also care
centres in rubber plantations.
1969 Establishment of three pilot preschools by the Ministry of Education in

Selangor.
1970 KEMAS set up preschool classrooms in rural areas.
1972 The first training workshop on early childhood education was organised by
UNICEF.
1976 The Department of National Unity set up kindergarten classes in urban areas.
1984 Childcare Centre Act 1984 (Act 308).
Ministry of EducationÊs Preschool Curriculum Guidelines.

1992 Establishment of the Kindergarten Annex.
1993 Amendment of the Preschool Curriculum Guidelines Malaysia.
1996 Education Act 1996 (Act 550).
1999 Amendment of the Preschool Curriculum Guidelines.
2003 National Preschool Curriculum.
1.1.2 Quality Improvement of Childcare Programme

Services
The government is aware of the need for quality childcare programme services.
Therefore, one of the steps taken to meet this need is the development of
knowledgeable staff, who can also understand the needs of children. The
following are some of the steps that have been implemented by the government
to achieve this:
(a) The Ministry of Education from 1987 onwards began to offer subjects
related to early childhood education in vocational secondary schools.
(b) In 2004, the subject Early Childhood Care and Education (Asuhan dan
Pendidikan Awal kanak-kanak) was introduced in academic secondary
schools for students in Form 4 and 5 (Figure 1.1).
Figure 1.1: Books of early childhood care and education (Asuhan dan Pendidikan Awal
Kanak-kanak) and early childhood services (Perkhidmatan Awal Kanak-kanak)

(c) In 2006, the Technical and Vocational Education Division under the
Ministry of Education Malaysia introduced amendments to the subjects of
Early Childhood Services (Perkhidmatan Awal Kanak-kanak) and Studies
of Early Childhood Development (Pengajian Perkembangan Awal Kanak-
kanak).
(d) All caregivers must attend the Basic Childcare course organised by the
Department of Social Welfare.
1.1.3 Childcare Centre Act (Act 308)

What is Childcare Centre Act? Do you actually know what an „Act‰ is?
An Act is a guideline that must be adhered to by all parties which engage in

registration, control and monitoring.
The Childcare Centre Act was enshrined as part of Malaysian law. All childcare
centres either at workplaces or privately owned are subject to this Act. Do you
know the purpose of this Act? This Act is designed to ensure the quality of
children's services.
What happens if a party does not comply with the Act and its regulations? The
convicted party(s) will be prosecuted. What are the contents of this Act? Table 1.2
explains some of the general sections of the Act that should be known by the
public.
Table 1.2: Some sections of the Childcare Centre Act (Act 308)
Section Description
Section 2 About the childcare centre; there should at least be four children
under four years of age and the people who care for the children
must be paid wages.
Section 3 This Act is exempted for hospitals, kindergartens and children's

homes run by the government.
Section 4 All childcare centres must be registered under the Department of

Social Welfare (Jabatan Kebajikan Masyarakat).

Section 5 There are two categories of childcare centres, namely:

(a) Home nurseries with less than 10 children; and
(b) Childcare centres at institutions with a total of 10 children
or more.
Section 6 (2) A first offense fine not exceeding RM1,000. From the second
offense onwards it will be a fine not exceeding RM2,000.
Section 11(3) Every certificate of registration issued under the provisions of this
section shall be valid for 12 calendar months.
Section 12 The registration of nurseries can be cancelled due to non-

compliance of guidelines, lack of update to the registrar on
changes made and the moral turpitude of nursery owners.
Section 14 Officers are authorised to check nurseries in terms of their health,

management, equipment, environment and emergency care.
Sections 15 and 16 The relevant authorities may give written directives to

temporarily close a childcare centre if it is found to be dangerous
to children.
Section 24 Application to accept children aged four years and above can be
made with the condition that the relevant authority has given
permission to do so.
The Childcare Centre (Institution Based) Regulation 1985 is an extension of the

Childcare Centre Act 1984. Among the general rules of this Regulation are
described in Table 1.3.
Table 1.3: Some of the general Regulations of the Childcare Centre (Institution Based)
Regulation 1985
Regulation Explanation
Regulation 1 The Childcare Centre (Institution Based) Regulation 1985 came into
force as of the date of the Act.
Regulation 5 (1) The ratio of children to caregivers:

(a) Five children or less under three years of age: one caregiver;
(b) 10 or fewer children between three and four years old: one
caregiver; and
(c) Four children or less with disabilities under four years of
age: one caregiver.

Regulation 6 (1) The eligibility age of a caregiver is 18 years and above. They should
follow a basic course for childcare.
Regulation 7 (1) Personal records of every child should be updated. For example,
health, progress, attendance and emergency records.
Regulation 8 There should be a daily activity programme in the nursery.
Regulation 12 Every nursery must display the name of the nursery in the national
language.
Regulation 13 Certificate of registration must be displayed in an obvious place.
Regulation 14 Abusing children is prohibited.
Regulation 19 The nursery building must comply with design, construction and
fire resistance requirements to safeguard the health and safety of
the children.
Regulation 23 Every nursery shall conduct fire drills and ensure the doorway of
the building is free of obstructions at all times.
Regulation 24 The floor area for every child is 3.5 square metres.
Regulation 25 Toilet facilities should be provided with a ratio of one toilet for 10
children.
Regulation 26 Adequate clean water supply.
Regulation 28 Provide nutritious food and a balanced diet.
Regulation 29(3) The appearance, cleanliness, hygiene, temperature, skin condition

and any abnormal circumstances of each child must be observed
every morning.
Regulation 30(1) Nursery must provide adequate and appropriate play equipment.
Regulation 31 Smoking and spitting are prohibited in the nursery.
Regulation 33(2) If there is a case of infectious disease, report immediately to the

medical officer.
Regulation 35(1) Provide a first aid box that must be placed in an area that is not
accessible to children.
Regulation 36 Gaining the understanding and cooperation of parents in relation to

the management, health, nutrition and behaviour of their children.

Regulation 39 If there is any violation of the regulations and one is found guilty of
the offense, a fine of RM1,000 or jail term of six months or both will
be imposed.
Regulation 40(1) Registration for certificate fee is RM50.
Regulation 40(2) Inspection fee is RM3.
Have you seen how Act 308, looks like? You can refer to Figure 1.2
Figure 1.2: Book on Act 308: Childcare Centre Act 1984

Source: www.kpwkm.gov.my
1.1.4 Education Act 1996 (Act 550)

Now, let us move on to the Education Act 1996 (Act 550). For your information,
every kindergarten that hopes to be established in Malaysia must comply with
the laws of Malaysia, namely the Education Act 1996 (Act 550). What is the
purpose of this Act? The Act aims to protect the rights of the students, guardians,
kindergarten operators and to ensure the quality of service.
What happens if this act is not adhered to? Should there be any violation of the
Act and its regulations, those involved will be prosecuted. The following are
some of the contents of Act 550 as described in Table 1.4.

Table 1.4: Some sections in Act 550
Act Description
Section 2 Preschool education is intended for children aged between

four to six years. Kindergarten refers to the place where
preschool education is provided for 10 or more children.
Section 15 (Chapter 1) Preschool education is included as part of the national

education system.
Section 20 (Chapter 2) Every kindergarten must be registered with the Department of

Education (Jabatan Pelajaran).
Section 22 All kindergartens must use the National Preschool

Curriculum.
Section 23 The National Language is used as the language of instruction

in kindergartens. If another language is used as the language
of instruction, then the national language must be taught as a
compulsory subject.
Section 24 The Minister may make regulations to implement preschool

education.
Have you seen the book for this act? Figure 1.3 shows the Education Act 1996
(Act 550) book.

Figure 1.3: The Education Act 1996 (Act 550) book
The following is an extension to the education regulations of the Education Act.

Here is an explanation of matters relating to preschools:
These regulations were enforced on January 1, 1998.
"Student‰ means a child aged between four to six years old that is being educated in a
kindergarten.
Teaching materials should be used when teaching in or out of the classroom.
Formal teaching and learning in kindergartens should be no less than three hours a day
for five days a week.
Every kindergarten should constantly evaluate their studentsÊ progress in their
development of cognitive, affective and psychomotor skills.
Kindergartens established under the Ministry of Education and government-aided
schools are exempted from registration.
Source: Education Act 1996 (Act 550)

The Ministry of Education established a standardised preschool with a

curriculum called the National Preschool Curriculum which must be used by all
kindergartens (refer to Figure 1.4).
Figure 1.4: The National Preschool Curriculum (Kurikulum Prasekolah Kebangsaan)
1.2 ACCREDITATION OF PROGRAMME

You would have noticed by this time, that early childhood education
programmes have received attention and recognition from various bodies and
agencies, including governmental, private, individual and voluntary groups. Did
you know that every accredited nursery and kindergarten means that it has
successfully passed the registration process? Accreditation is an important factor
for parents in choosing nurseries and kindergartens for their children.
Through accreditation and registration, the government can ensure that every
agency which offers early childhood programmes play their part in meeting the
educational needs of the children.

1.2.1 Government Agencies

In general, government agencies have contributed their services and played an
important role in early childhood education programmes. Can you name these
agencies? Among the agencies involved are the Ministry of Education, the
Department of National Unity and National Integration, Department of
Community Development and the Department of Social Welfare. Now, let us
look at the role of these agencies in greater detail:
(a) Ministry of Education Malaysia (MOE)

The Ministry of Education (MOE) recognises the importance of preschool
education by standardising the curriculum of preschool education. In the
early stages of preschool education development, Preschool Curriculum
Guidelines were drafted.
The MOE then introduced a pilot programme in several selected primary

schools with the purpose of implementing an effective preschool
programme. The pilot programme was called the "Annex Preschool".
This Annex Preschool Programme involved 1105 classes in primary schools

and 26 classrooms at the Teachers College of Malaysia. Quite a large
number of classes, isnÊt it? Who then is the person responsible for the
administration of the school and preschool? The headmaster of the primary
school is responsible for the administration of both the school and
preschool. Preschool teachers are assisted by assistant teachers to manage
the preschool classes. Figure 1.5 displays a preschool classroom
environment in a national primary school.
Figure 1.5: A preschool classroom environment in a primary school

The Education Act 1996 formally makes preschool education as part of the
National Education System. Following the formulation of the Education Act
1996, the MOE continued to create and urge all government-aided primary
schools to implement preschool classes as part of their school system.
In addition, a transition programme was also established in year 2000. The

programme was created by the Curriculum Development Centre for
children entering Year 1. Since not all children attend preschool classes they
will need a transition period to prepare them. By 2002, 100 preschool classes
were already established by MOE.
The number continued to increase resulting in 1,500 preschool classes being

in place by 2003. In the same year, all kindergartens – government or non-
government were required to adhere to the National Preschool Curriculum.
In 2004, there was an expansion of 400 MOE preschool classes. This was
followed by another expansion of 700 preschool classes in 2005.
In 2006, a total of 493 MOE preschool classes were established throughout

Malaysia. This made a total of 4424 preschools classes as of January 2006.
The MOE also offered subjects related to early childhood education

beginning in 1987 at Vocational Secondary Schools and in 2004 at Academic
High Schools for Form 4 and 5 students.
The MOE aims to have all government-aided primary schools to have

preschool classes by the end of the Ninth Malaysia Plan in 2010.
(b) Department of National Unity and Integration (JPNIN)

Did you know that this department also provides services for children aged
between four to six years old? The departmentÊs kindergarten, or Tadika
Perpaduan is usually located in urban areas and are attended by children of
various races.
The goal of these kindergartens is to foster national unity amongst children

during early childhood years. These kindergartens adhere to the guidelines
of the National Preschool Curriculum (2003). The department also trains
kindergarten teachers. Tadika Perpaduan received good response from the
public and classes were increased based on public demand and needs.
(c) Community Development Department (KEMAS)

This department provides nursery and kindergarten services for children in
rural areas. Do you know the goal of KEMAS kindergartens? The goal is to

provide early childhood education before children enter primary schools for
formal education. KEMAS kindergartens practice the National Preschool
Curriculum (2003).
What then are the goals of KEMAS nurseries. Their goal is to help with
childcare while parents are at work. The KEMAS Training Centre was
established to train community developers/teachers of kindergarten
classes. The increase in the number of KEMAS nurseries and kindergartens
are based on the needs and demands of people.
(d) Department of Social Welfare

Finally, let us look at the role of the Social Welfare Department. What is the
function of this department? This department functions as a monitoring
body that ensures all entrepreneurs of childcare centres are in compliance to
Act 308. The department also provides training guidelines for nursery
caregivers. Nurseries in the workplace are also under the supervision of this
department.
1.2.2 Private Agencies

Did you know that private agencies also provide early childhood education
services? Private agencies involved in providing early childhood education
consist of corporate bodies (such as Telekom and Petronas), manufacturers, banks
and private entrepreneurs.
Do you know the purpose of establishing nurseries and kindergartens in the

workplace? The establishment of nurseries and kindergartens at the workplace
aims to provide childcare facilities for staff members while they work. In
addition, there are also private entrepreneurs who offer childcare services to the
community in the vicinity of residential areas with a specific payment rate. These
nurseries can often be seen in residential areas and have a variety of names. For
example Taska Hada, Taska Hasanah, Taska Sinaran Kasih and so on (Source: the
official website of Department of Social Welfare). These private entrepreneurs are
required to register their services of nurseries or kindergartens. All privately run
kindergartens are required to use the National Preschool Curriculum (2003).
1.2.3 Voluntary Bodies

Did you know that voluntary organisations also contribute to the education of
children? For example, women's associations such as PERTIWI have contributed
a lot towards the education of children. In addition, contributions from voluntary
bodies also include childcare centres at workplaces, for children with special

needs and children's homes. The goal of these organisations is to share their
expertise with the community through charitable work. Nurseries and
kindergartens established by voluntary bodies also need to go through the
registration process, which is a measure of accreditation by the Ministry of Social
Welfare.
SELF-CHECK 1.1
1. Why is the National Preschool Curriculum compulsory for all

kindergartens?
2. What is the difference between a nursery and kindergarten?
 The historical development of children's programmes in Malaysia can be

divided into two: the time before and after independence.
 In the days before independence, early childhood education was organised by

church volunteers, private sector agencies and individuals. Education at this
time was influenced by the British education system.
 After independence, there was a preschool model for Malaysian Workers

Corps, a pilot programme in three villages, kindergartens introduced by
KEMAS and so on.
 Among the measures taken to increase the quality of services of childcare

programmes are the offering of ; subjects related to early childhood education
and the requirement that all caregivers must attend a compulsory basic
childcare course.
 The Child Care Centre Act (Act 308) serves as the guidelines that must be
adhered to by all parties involved in the registration, control and monitoring
of childcare centres. This Act seeks to ensure the quality of children's services.
 The Education Act 1996 (Act 550) seeks to protect the rights of students,
guardians and employers and also to ensure quality of service.
 Government agencies, private and voluntary organisations have greatly

contributed to the development of early childhood programmes. Among
them are the Ministry of Education, Community Development Department
(KEMAS), Telekom, Petronas and PERTIWI.

Act Kindergarten
Agency Regulation
Nursery Preschool
Instruction: Answer all these questions in 15 minutes.
1. List FOUR bodies which have organised early childhood education before
independence. (4 marks)
2. Name the state(s) and three selected villages in which model preschools
were set up based on the Head Start Preschool. (4 marks)
3. When did UNICEF organise a teacher training programme and who

attended this training? (4 marks)
4. Name two government agencies that provide early childhood education in

rural areas. (4 marks)
5. Describe the purpose of the Education Act 1996 (Act 550) and provide two
examples of the content of this Act. (4 marks)
[20 marks]

Instruction: Please answer the following questions in 30 minutes.
1. Name the government agency that regulates and monitors the

establishment of nurseries. (4 marks)
2. What is the difference between a home nursery and one in an institution?

(4 marks)
3. What is the purpose of the establishment of an Annex Preschool in primary

schools aided by the government? (4 marks)
4. Name the subjects related to early childhood education offered in Form 4

and 5. (4 marks)
5. What are the objectives of establishing a kindergarten at the Department of

National Unity and Integration? (4 marks)
[20 marks]
Gordon, A. M., & Browne, K. W. (2004). Beginnings & beyond: Foundations in

early childhood education (6th ed.). New York: Thompson Delmar
Learning.
Jabatan Kebajikan Masyarakat. (2012). Senarai taska berdaftar di bawah Akta

Taman Asuhan Kanak-kanak 1984 di negeri Selangor. Retrieved on Ogos 1,
2012, from http://www.jkm.gov.my
Johnson, J. E. (2005). Approaches to early childhood education (4th ed.). New

Jersey: Merrill/Prentice Hall.
Ministry of Education. (1984). Status report of pre-school education. Kuala

Lumpur: Ministry of Education Malaysia.

Putri Zabariah A. R., Bustam K., & Hamizah, R. (2005). Tadika berkualiti. Pahang:
PTS Professional Publishing Sdn Bhd.
White C. S., & Coleman, M. (2000). Early childhood education: Building a

philosophy for teaching. New Jersey: Merrill/Prentice Hall.

Topic  Pioneers in
2 Early Childhood
Education
LEARNING OUTCOMES
1. Describe the views and contributions of the two Western pioneers in
the field of early childhood education; and
2. Summarise the views and contributions of the two Eastern pioneers
in the field of early childhood education.
 INTRODUCTION
In this topic we will be discussing how pioneers in early childhood education
from both the west and the east have contributed extensively in increasing our
understanding in children development. Their discoveries have continued to be
influential and relevant today.
There are also books on early childhood education by authors from Malaysia.
These books are written by experts of early childhood education whose
qualifications in this field have been recognised. These reference books have been
made into compulsory books for use in schools. One of these books is shown in
Figure 2.1. Do you remember this book?

TOPIC 2 PIONEERS IN EARLY CHILDHOOD EDUCATION  21
Figure 2.1: A textbook on early childhood education, offered as one of the subjects for
Form 5 students
There have been many pioneers in the field of early childhood education.
However, this topic will only discuss two prominent personalities from the West
(Friedrich Wilhelm Froebel and Montessori Maria) and two prominent
personalities of the East (Ibn Khaldun and Imam al-Ghazali). We will learn about
their views and contributions as early pioneers in the field of early childhood
education. Let's start!
2.1 PIONEERS FROM THE WEST

We begin this topic by getting to know two Western pioneers in early childhood
education. The development of early childhood education in Europe has given
rise to a number of figures who have contributed to the different styles of
educating children. Among them are Friedrich Wilhelm Froebel and Maria
Montessori.
We will learn more about them so that we will have a better understanding of
their thoughts on teaching and learning practices for young children. Let's start
with Froebel.

22  TOPIC 2 PIONEERS IN EARLY CHILDHOOD EDUCATION
2.1.1 Friedrich Wilhelm Froebel

Did you know that Friedrich Wilhelm Froebel was the first to establish a
playground? This playground was coined as „kindergarten‰ in the German
language. The kindergarten was established in 1837 for children aged between
three to seven years old in Blakenburg, Germany. This has earned him the title of
father of kindergarten. Let us learn more about Froebel (refer to Figure 2.2).
Figure 2.2: Friedrich Wilhelm Froebel (1782-1852)

Source: http://www.thefullwiki.org
Froebel was born on 21 April 1782 in Oberweissbach, Germany and died on 21

June 1852 in Marienthal, Germany. As a child, he liked to daydream and was
restless. This was because FroebelÊs childhood was not a happy one and was
filled with sadness under the care of his father and stepmother.
When Froebel grew up, he became a diligent, dedicated and knowledgeable Man.
He later became a teacher and taught in the Pestalozzi school. Froebel was
influenced by the ideas of Comenius and Rousseau.
Froebel had his own views on education. The following are some of his thoughts
on education:
(a) Children are sociable individuals and social play activities are essential for
their learning;
(b) The concept of learning through play is a spiritual activity that gives joy,
freedom, contentment and peace to children; and

(c) Natural materials and tools help children to explore and understand human
relationship with the universe.
Froebel established a sequence of activities that would be considered as work. He

considered a kindergarten as a bridge or a link between the home and school.
Froebel also developed a number of techniques and concepts in educating
children. Among them are:
(a) Introducing the concept of singing in a circle where children sit in a circle
and the teacher sings songs related to teaching;
(b) Using finger play to capture childrenÊs attention and to sustain their
interest; and
(c) Developing educational toys.
Froebel was also interested in the relationship between mothers and children in
terms of education and began a training school for kindergarten teachers.
2.1.2 Maria Montessori

Now, let us learn about Maria Montessori (see Figure 2.3).
Figure 2.3: Maria Montessori (1870-1952)

Source: http://montessoribilingue.com

Did you know that Montessori was the first woman to achieve a medical
doctorate? However, she was unable to practise as a doctor despite having the
necessary qualifications and skills. Instead, she was assigned to solve the
problems of slump children in the suburbs of Rome which led her to open the
Casa De Bambini Kindergarten in 1907 for mentally retarded children. Let us get
to know her better by studying her biodata, personality and her views on
education.
Montessori was born on 31 August 1870 in Chiaravalle, Italy and died on 6 May
1952 in Noordwijk-on-Sea, Netherlands. She was the first female doctor in Italy
with a strong, determined and visionary personality. Montessori had her own
views of education. Among them were:
(a) The intelligence of disabled children can be improved through simulations
and direct sensory experience;
(b) Children can learn to solve problems by themselves because the material /
equipment are designed with self-correction features;
(c) Children should be given the opportunity to choose their own preferred
activities; and
(d) Children should be taught daily life skills and to be independent.
Montessori also introduced a few innovations to the field of early childhood

education. Among them were:
(a) Learning materials should be created to help children learn the concept of
size, shape, colour, texture and sound. The learning materials must be
created according to their abilities;
(b) Introduce child-sized instruments and equipment;
(c) Introduce teaching methods that have a positive effect on individuals. The
method that is developed should be an orderly sequence with systematic
steps according to the children's abilities; and
(d) To provide a structured, reasonable and educational environment, as
shown in Figure 2.4.

Figure 2.4: Images of the learning tools used in a Montessori kindergarten
ACTIVITY 2.1
Why were children a source of focus for pioneer educators or

philosophers? Explain.
2.2 PIONEERS FROM THE EAST

Now, let's take a look at the leaders of early childhood education from the East.
Among the early childhood education leaders of the East are Ibnu Khaldun and
Imam al-Ghazali. Let's learn more about them in the next subtopic.
2.2.1 Ibnu Khaldun

Ibnu KhaldunÊs real name was Abdul Rahman Abu Zaid Walliudin bin Khaldun
Al Maliki Al Khadarani (refer to Figure 2.5).

Figure 2.5: Ibnu Khaldun (1332-1406)

Source: http://www.safaripost.net
He was born on 27 May 1332 in Tarbiah Sharik Al-Bai, Tunisia and died on 16
March 1406. He was a thinker and a diligent, persistent and assertive Muslim
historian who was deeply interested in seeking knowledge.
Ibnu Khaldun's views on education were as follows:

(a) Children should be given concrete examples that can be understood by
their senses;
(b) Children learn from the simple to the difficult gradually along with drills
using concrete materials as teaching aids;
(c) When studying the Al-Quran, reading should be taught prior to
memorising; and
(d) Children must be shaped gently and considerately.
Among Ibn Khaldun's contributions to the field of childrenÊs education is the

introduction of a learning schedule. The learning schedule should be structured
and easy to follow so that children can learn effectively.

2.2.2 Imam al-Ghazali

The next figure is Imam al-Ghazali. His full name is Abu Hamid Muhammad bin
Muhammad Al-Thusi Al Ghazali (refer to Figure 2.6). Do you know what his
nickname was? It was Hujjat Al-Islam (the proof of Islam).
Figure 2.6: Imam al-Ghazali (1058-1111)

Source: http://en.wikipedia.org
Iman al-Ghazali was born in 1058 AD in Tus, Khorasan (Eastern Iran) and died in
1111 AD at the same place. He was a great imam who subscribed to the Syafii
madhab, a descendant of Al-Ghazali and loved knowledge.
What was his view on education? The following are some of the opinions of
Imam al-Ghazali on education:
(a) Children are God's gifts in which God gives credence to parents to shape
the pure hearts of children to become very valuable and precious.
(b) The education of children can be divided into two categories according to
age:
(i) From birth to four years; and
(ii) Five to seven years.

(c) Children from after birth until the age of four years should be taken care of
by women who are noble in behaviour and of strong faith.
(d) The personalities of parents are the foundation that influences the formation
of childrenÊs personalities.
(e) Children should be taught with words of respect from birth.
(f) Children should be encouraged to take part in physical training and sports
to strengthen and increase the toughness of their bodies.
(g) Children must be imbued with bravery, noble character, patience and
respect for elders. Most importantly they must obey their parents.
(h) Children should also be advised, scolded (but rarely) and not always hit. If
a child is always beaten he will get used to it and the beating will become a
common thing to him.
(i) Children aged between five to seven years old should be educated from the
spiritual, manners and physical aspects. Upbringing from all three aspects
is described in Table 2.1 as follows.
Table 2.1: Upbringing of Children from Spiritual, Manners and Physical aspects
Aspect Upbringing
Spiritual  Ways to perform prayers perfectly, pronounce the call to prayer, read
the wirid and pray
 Train them for fasting during Ramadan for a few days
 Understanding of fasting manners
 Trained to read and memorise the Quran, Hadith and taught about the
great scholars so that children know and love them.

Manners  During meals
- Eat with family members
- Wash hands before eating
- Recite the Bismillah and prayer as well as use of the right hand
 Humble
- Moderate conduct
- Firm
 Talking manners
- Avoid teaching children to lie
- Train them to pronounce words correctly, gently and politely
- Keep them away from naughty friends
 Manners while mingling in a mosque
- No spitting, throwing of nose mucus, stretching, yawning and

making noise while in the mosque
 Manners towards the elderly
- Obedience and respect for elders, especially parents
Physical  Play using fine and gross motors through activities
 The body will become more fresh and vibrant
 Can inculcate feelings of happiness when playing in groups
 Reduce boredom
 Fulfilling children's leisure time meaningfully
 Practice what is taught
 They need to be trained to pray, fast and distinguish food and things
that are halal (clean in Islam) and haram (forbidden in Islam).

SELF-CHECK 2.1
1. Who introduced the concept of learning while playing?
2. Is it true that the intelligence of disabled children can be
enhanced? Explain.
 Two Western leaders in the field of early childhood education are Friedrich
Wilhelm Froebel and Maria Montessori.
 Among FroebelÊs views are that children are social individuals and play is
fundamental for learning. His contribution was the introduction of a
sequence of activities known as work.
 One of MontessoriÊs views was that children can learn to solve problems by
themselves with the aid of materials / tools that have been designed with
self-correction features. Her contribution was the creation of learning
materials to help children learn the concept of size, shape, colour, texture and
sound.
 Two Eastern leaders in the field of early childhood education are Ibnu
Khaldun and Imam Al-Ghazali.
 Ibnu Khaldun believed that children learn from easy to difficult things in
stages by using drills with concrete materials as teaching aids. Among his
contributions was the introduction of a structured learning schedule which
was easy for children to follow.
Ć Among the views of Imam Al-Ghazali on early childhood education is that
parentsÊ personalities are the foundation that influences a child's personality
development. Among his contributions is the identification of two categories
of early childhood education, one from birth to four years and another from
the ages of five to seven years.

Correction Ibnu Khaldun

Drill Imam Al-Ghazali
Froebel Montessori
Finger play Self
1. Name the TWO Western pioneers who made great contributions to the field
of early childhood education. (4 marks)
2. What are the age categories suggested by Imam Al-Ghazali to start the
education of children? (4 marks)
3. Who is known as the father of kindergarten? Give reasons for the conferring
of this title. (4 marks)
4. The learning materials created by Montessori can form certain concepts.

List FOUR concepts. (4 marks)
5. Name a figure from the West and the East each who used concrete learning
materials as a tool to teach children. (4 marks)
[20 marks]
1. State the similarity between Ibnu Khaldun and F. W. Froebel in educating

children. (5 marks)
2. Describe the views of Imam Al-Ghazali about the spiritual aspects of

children aged between five to seven years. (5 marks)

3. Specify the views of the following pioneers that you have learned, to make
an appropriate assessment to teachers who are teaching in kindergarten
classes.
Answer based on the following teaching situations:
Situation Pioneer View
1. This teacher communicates Ibnu Khaldun

gently and always
understands the attitude of
children.
2. „Whoever has completed his Froebel

or her work, can play with
the block in the corner over
there"
(5 marks)
4. Explain the meaning of "self-formation‰ as suggested by Montessori,

(5 marks)
[20 marks]
Abdullah Nashih Ulwan. (1996). Pedoman pendidikan anak dalam Islam (jilid 1).
Kuala Lumpur: Victory Agencie.

Learning.
Johnson, J. E. (2005). Approaches to early childhood education (4th. ed.). New

Jersey: Merrill/Prentice Hall.
Pusat Perkembangan Kurikulum. (2003). Kurikulum prasekolah kebangsaan. KL:

Dewan Bahasa dan Pustaka.


philosophy for teaching. New Jersey: Merrill/Prentice Hall.

Topic  Family
3 Institutions
LEARNING OUTCOMES
1. Discuss changes in the family institution which consist of basic
family, extended family and current family;
2. Identify childrenÊs rights;
3. Describe the responsibility of parents;
4. Identify four parenting styles; and
5. Formulate three key responsibilities of the community in educating
children.
 INTRODUCTION
Welcome to this new topic of family institutions. Let's think for a moment about
this: in Islam, divorce is a lawful thing that is viewed as unfavourable. However,
if a marriage cannot be saved, perhaps it is the best way for the spouses
concerned. But then, what about their children? What will happen to them? Try
to consider the emotional development of these children. For small children,
although they do not quite understand the situation their families are in, they can
feel what is happening: a loss of affection.
Upon separation, the family dynamics will change. However, responsibility

towards the care and management of small children still needs to be continued so
that their rights are protected. A family functions well if there is mutual

TOPIC 3 FAMILY INSTITUTIONS  35
dependence among its members. Let's read the following newspaper article in
Figure 3.1 and discuss its content:
Figure 3.1: Excerpt from Utusan Malaysia

Source: http: www.utusan.com.my
Based on this passage, we can conclude that the article is about the range of
interaction, communication and relationships that exist within a family
institution. These factors greatly influence the lives of children.
Therefore, this topic will discuss three types of families that lead to changes
within family institutions. This will be followed by a family policy that touches
on children's rights and the responsibilities of parents and the community in
educating children. Are you ready? Let's start learning.

36  TOPIC 3 FAMILY INSTITUTIONS
3.1 CHANGES IN THE FAMILY

We begin this topic by discussing the changes that occur in families today. Do
you know that the family institution has experienced a culture change? The
changes in social movement have led to changes in the style and pattern of
education for children in a family. These changes are caused by workplace factors
that require migration from one place to another. Indirectly, large families are
shrinking into basic families. Newlyweds no longer live with their parents. In
addition, there has been a change in childcare. Young mothers with careers
require childcare services for their children as an alternative to hiring a maid.
Let's learn more about basic families and extended families to understand the
meaning of changes in families.
3.1.1 Basic Family

When you come across the word „basic family‰, what comes to your mind? Do
you know the definition of this term?
A basic family consists of a husband, wife and children. This family has at least
one child. Parents are fully responsible for the care of their children. They live
in a house at a different location from their family of origin or their parents.
The children are usually taken care of by a maid or sent to a childcare centre. A
relationship with the extended family still exists. Sometimes grandparents are
needed to help care for their children. Despite distance, time and location
separating family members, family ties can still be maintained through the latest
technology, infrastructure and transportation. For example, the advanced
telecommunication technology today can connect people easily, while transport
facilities can speed up travel time by road and good public transport is available.
Figure 3.2 shows you an example of a happy basic family at the husbandÊs
convocation.

Figure 3.2: Basic Family: Husband, wife and child
3.1.2 Extended Family

What about extended families? Can you provide a definition for this type of
family?
An extended family consists of a husband, wife, children (sons and daughters),

daughters-in-law and grandchildren as well as relatives who have family ties.
Did you know that the extended family is a practice in this country as well as in
other countries? They live in a house together or in houses near to one another.
The relationship of the family is close.
Extended families help each other with childcare as it is regarded as a shared

responsibility. There are two types of shared responsibility in the care of children
for an extended family as described in Table 3.1.

Table 3.1: Two Types of Shared Responsibilities of Childcare in an Extended Family
Responsibility Description Example
Current Children under temporary For example, working parents who

daycare by family members. stay in the same house with the family
member who cares for their children.
Periodic Children under the care of For example, a basic family which
family members within a places their children temporarily with
specific time period. other family members because of the
need to attend courses, work out of the
region or further their studies.
Usually the elder adults who live at home such as a grandparent or other close
family members will assist in the care of children. Figure 3.3 shows an example of
an extended family.
Figure 3.3: Extended family
How about you? Are you married? If yes, what type of family is yours?
3.1.3 Current Family

There are two forms of current family which are single parent and grandparents.
Let's learn more about the two forms of current family.

(a) Single parents

Now, let's talk about single parents. According to common understanding,
the following is the meaning of single parents.
Single parent happens when one of the spouse no longer lives together to lead
a family life. This could be because the spouse has died or is leading a
separated life.
Single parents use alternative childcare services for the care of their children
while they are at work. Single parents leave their children with a nanny or
send them to nurseries.
Did you know that unmarried individuals who adopt a child are known as
sole guardians? Here is the act that explains this concept.
Adoption Act 1952 (Act 257):

A woman who is not married and is capable is allowed to adopt a son or
daughter. While a man is only encouraged to adopt a son.
(b) Grandparents
The second form of current family is grandparents. Grandparents can be
guardians to their grandchildren. There are several factors that lead to
children being cared for by their grandparents. Among them are:
(i) The death of parents;
(ii) Divorce;
(iii) Chronic disease;
(iv) Adolescent mother;
(v) Neglect;
(vi) Abuse;
(vii) Drugs; or
(viii) Parents in custody.

Children who grow up in the care of their grandparents usually go through

different styles of upbringing because of the generation gap. This is because
the current education system and that of their grandparents are
significantly different. The education system has undergone a
transformation process. Consequently, grandparents will deliver early
education at home based on their past experience.
3.2 FAMILY POLICY

Now, we shall learn about family policy. This subtopic will discuss children's
rights, parentsÊ responsibilities and also the responsibilities of the community in
early childhood education.
3.2.1 Rights of the Child

Did you know that there is a declaration on the rights of children? The
declaration is known as the Declaration of the Rights of the Child (1959) which
was drafted by the Human Rights Commission of the United Nations (UN). The
declaration was adopted by the General Assembly of the United Nations (UN) on
20 November 1959 in which it recognises that humans have a responsibility
towards children's education.
Therefore, the basic needs of children should first be met as detailed in the
Declaration of the Rights of the Child. This declaration is described in Table 3.2.
Table 3.2: Declaration of the Rights of the Child
Children's Rights Descriptions Example
Growth, physical, mental Parents should be made to Free food programmes by

and moral development. understand that a balanced government agencies and
diet ensures that their child non-governmental agencies.
grows to be healthy and fit.
A complete and free basic Provides a wide range of Early childhood services
education. facilities and quality offered by government
education services. agencies, non-governmental
agencies and voluntary
organisations.

Understanding and Promote awareness of Programmes organised by

compassion. family welfare for the the government and non-
children. governmental
organisations.
Balanced diet, housing and Conduct awareness The local council shall
recreation. programs to foster social provide sufficient and safe
interests among the playgrounds and parks in
neighbourhood in the housing areas.
residential areas and the
importance of family
outings as recreational
activities.
Protection of children from Placing underprivileged Welfare homes run by the

any neglect, cruelty and children in shelters. government and non-
exploitation. governmental agencies.
Development of a peaceful Provide a peaceful Educational and cultural

environment and universal environment for children. programmes and vision
brotherhood. schools as established by
government agencies and
non-government agencies.
Foster civic values. Children need to be Respect the national

nurtured to love the anthem.
country and to foster civic
values in them.
Special treatment for Free health services for Provide free eye
children with disabilities children with disabilities examination services.
and special assistance for and disadvantaged
less fortunate children. children.
Preference for help during Provide assistance for Nourishing food aid for
emergencies and disasters. disaster victims. famine victims.
The opportunity to enjoy Provide assistance or Health and dental

these rights regardless of services to all. treatment.
gender , political affiliation
and ethnicity.

Did you know the importance of this declaration? It is a guideline to protect the
best interests of children. However, we know that parents are still the best
individuals for raising children and determining their future. This declaration is
only a reference and guide in protecting the rights, welfare and interests of
children all around the world.
You can refer to the following website to learn more about this declaration:
http://www.cirp.org/library/ethics/UN-declaration
3.2.2 Parental Responsibility

Now, letÊs learn about the responsibilities of parents. First of all, parents are
responsible for providing protection to their children. In addition, parents should
choose and name their children with names that carry good meanings and
register their children soon after birth. Parents need to ensure that the health of
their children is always maintained and to keep them away from diseases by
practicing the principle of "prevention is better than cure".
Parents need to take care of childrenÊs food by ensuring they take a balanced diet
daily. When the children grow up, parents should ensure that they get quality
education.
For working parents, they should allocate appropriate and quality time with their
children. For example, parents can use weekends for sightseeing activities as a
family.
In addition, the paternity and maternity leaves granted to the husband and wife
respectively during childbirth should be utilised to be together with the new
baby and to deal with family matters. Currently, to receive study funds are
becoming increasingly difficult. Therefore, parents need to practise the habit of
saving for the future of their children. Savings are also important for the
financial security of children in case something untoward happens to their
parents, such as an accidents or a fire.
Parents who send their children to a nanny or nursery, need to communicate

from time to time with the caregiver or guardian to monitor the child at home or
in the nursery. The existence of the latest in communication technology such as
mobile phones facilitates this monitoring. Did you know that parents can also
become a partner or be involved in the management and teaching of their
children in nurseries or kindergartens? They can act as a source of expertise that
can be consulted by the management of nurseries and kindergartens for opinions,
views or if anything goes wrong.

We are aware that the style of educating children differs from one family to
another. Actually, the style of educating children is highly influenced by the
background of the parentsÊ experience. This situation indirectly affects the
children. Did you know that there are four parenting styles often practised by
parents? The four parenting styles are authoritarian, permissive, authoritative
and democratic as described in Table 3.3.
Table 3.3: Four Parenting Styles
Style Descriptions Care's Impact on children
Authoritarian  Parents have high expectations  Frequently feel stressed

of their children. and worried.
 Always restrain and limit their  They do not like to
childrenÊs behaviours. mingle with others.
 Decision or punishment inflicted  Do not have the
on children is final; parents do confidence to speak
not give room for the their minds.
explanation or clarification of the
 They are dependent on
rules set in advance.
others and cannot be
 Do not give room for feedback or independent.
discussion with children;
children are forced to obey
orders without any excuses and
they are concerned about
penalties and fines in a physical
form.
 Example: „Do what I asked! Do
not ask why I asked.‰
Permissive  Refers to passive parenting.  Children are very

dependent on others.
 Parents usually do not control
their children's behaviour.  Immature and
impulsive.
 Provide plenty of choices and
responsibilities to their children.  Negative behaviour and
do not understand the
 Example: "They will learn from
boundaries of rules and
their mistakes‰.
regulations.

Authoritative  Being practiced nowadays.  They can understand

their boundaries.
 Take time to explain the rules
and to listen to their children.  Feel safer and mature
faster.
 Generally children benefit from
this parenting style as they will  Independent and
be able to understand their responsible.
boundaries and feel more
secured.
 Example: „How do you feel
when we share toys?‰
Democratic  More diplomatic in educating  They dare to

and shaping childrenÊs communicate and are
behaviour. respectful of others.
 Rules laid down in the family are  Friendly, loving and
understood and agreed upon stable in terms of
together. emotions and in their
behaviour.
 Children are free to give their
views and discuss them with the
family.
 Physical punishment is avoided.
 Before punishing the children,
the reasons for the punishment
are explained to them.
 Parents understand that the
purpose of punishment is to
educate the children not to abuse
them.
 Communication between
children and parents is friendly
and open.
 The views of each family
member is respected and taken
into account in discussions
before any decision is made.
 Example: "You have made a
mistake by hitting vase and
breaking it. LetÊs try to think
how you can avoid hitting the
vase in the future.‰

3.2.3 Responsibility of the Community

Lastly, let's look at the responsibility of the community in early childhood
education. Did you know that the community is also responsible in teaching
children? So, what are the communityÊs responsibilities or roles? These roles are
shown in Figure 3.4 as follows.
Figure 3.4: Three general roles of the community in educating children
Now, let's learn more about these three main roles.
(a) Establishing a Healthy Relationship

As a member of a community, a healthy relationship with each other and
cooperation with other families must be established. This relationship can
be established between:
(i) Neighbours;
(ii) Local community;
(iii) School; and
(iv) Religious institutions and so on.
In a neighbourhood, many families usually share the use of public facilities

such as mosques, churches and temples for religious activities. This is
where relationships will be fostered through the religious activities
conducted in these places of worship.
In addition, families can also foster good relations through programmes in

schools and recreational areas which are provided with educational and
recreational activities.

The community may also share moral and emotional support. For instance,
if a neighbour meets with an accident or is in trouble, neighbours will come
to the aid of the family. For example in the case of a fire, neighbours will
help to put out the fire and try to safe belongings from the burning house.
Next, they will help to provide shelter, do fundraising, donate basic needs
to the family and so on. In addition, they will also be sad in the event of a
death in the affected family.
The family environment is not only subject to its surrounding community,

but also to the political system. In this case, every family is subject to the
same laws and regulations. In line with the political system in the country,
every family must comply with various rules and responsibilities such as
paying taxes, voting during elections, showing loyalty to the state and so
on.
(b) Provide Services

The relationship that exists between families and the community enhances
cooperation in various forms. For example, families cooperate with the
community in the form of an economy. As consumers, families need goods
and services in the open market. Therefore, economic institutions such as
supermarkets and shopping malls provide resources such as food and
clothing, while banking and government services provide finance and basic
services.
In addition, families provide productive resources with a reasonable

exchange rate. Through the services industry, families supply labour and
human resources for the purpose of enhancing the national economy.
(c) Collaboration
As a basic unit that is available in the community, families need to create a
network with other institutions. Networking and collaboration that exists
with the community is very important to help families function well. For
example, joining a charity event to raise funds for cancer patients such as
those organised by the National Cancer Council (Majlis Kanser Nasional -
MAKNA).
In addition to the three roles that have been discussed earlier, there are also
other community roles to the family, such as:
(i) The community shall provide children with an education that is
appropriate to the local culture and their needs for their future.
(ii) Public facilities shall be provided for children such as a safe
playground and library near their residence.

(iii) The community should be concerned with the welfare of the

children, especially those who do not have parents or guardians.
(iv) The media also plays a role by providing educational television
programmes for the entertainment of children. In addition, they also
need to create television shows that raise public awareness about the
world of children.
(v) Allow children to visit their parents who are in prison.
(vi) Build shelters for orphans with the help of government agencies and
voluntary organisations as stated in the Child Protection Act.
(vii) The government shall provide a list of registered nurseries and
kindergartens for the use of the community. For example, the
website of the Ministry of Social Welfare has a list of nurseries and
kindergartens registered according to states.
(viii) Local municipalities shall provide libraries, wet markets and so forth
for community use.
SELF-CHECK 3.1
1. How can the immediate family help with childcare?
2. What will happen to a child if the father and mother use different
parenting styles?
 There are three changes to the family institution which are basic families,
extended families and current families.
 A basic family consists of a husband, wife and a child. They live in their own
home and are solely responsible for their childcare.
 An extended family consists of a husband, wife, son, daughter, grandson and

relatives who have blood ties. They live in the same house or in the same or
adjacent areas.
 A current family can exist in two forms: single parents or grandparents.
 Single parent family happens when one of the spouses no longer lives with
the family.

 Grandparents can be responsible for the care of their grandchildren. The

reasons for this are often the death of a parent, divorced parents, chronic
illnesses and so on.
 ChildrenÊs rights as detailed in the Declaration of the Rights of the Child

recognise the responsibilities of the people to educate children.
 Among children's rights mentioned in the declaration is the right to basic and
free education, the right to a balanced diet, housing and leisure, the right to
be loved and understood and so on.
 The primary responsibility of parents is to protect their children. In addition

to this, there are many other parental responsibilities towards children.
Among them are selecting and naming the children well, ensuring their
health is maintained, providing a balanced diet and so on.
 There are four parenting styles which are authoritarian, permissive,

authoritative and democratic.
Ć Three primary responsibilities of the community in educating children are
establishing relationships, providing services and collaboration.
Authoritarian Extended family

Authoritative Grandparents
Basic family Maid
Children's rights Permissive
Community Responsibility
Current family Role
Democratic Single parents

1. What is meant by the term extended family? (4 marks)
2. How do working parents of a basic family deal with the issue of childcare?
(4 marks)
3. Give TWO reasons that led children being cared for by their grandparent.
(4 marks)
4. What is the right to basic education for children? (4 marks)
5. Name FOUR parenting styles that are applied by parents or guardians

towards their children. (4 marks)
[20 marks]
1. Explain how economic factors affect changes in a family. (4 marks)
2. What is meant by a single parent? (4 marks)
3. What is meant by the Adoption Act 1952? (4 marks)
4. Name FOUR facilities that should be provided in an area by the local

council. (4 marks)
5. What is the role of media in educating children? (4 marks)

[20 marks]

Couchenour, D., & Chrisman, K. (2004). Families, schools, and communities:

Together for young children (2nd ed.). New York: Thompson Delmar
Learning.
Gonzalez-Mena, J. (2005). Foundations of early childhood education (3rd ed.).

Iowa: McGraw Hill.

Learning.
The Circumcision Reference Library. (2006). Declaration of the rights of the child
(1959). Dicapai pada Ogos 2, 2012, dari http://www.cirp.org
Wilson, L. (2005). Partnership: families and communities in early childhood

development (3rd ed.). New York: Thomson Nelson.

Topic  Childcare
4 Services
LEARNING OUTCOMES
1. Identify the three types of care at home;
2. Compare factors, advantages and disadvantages of each type of care
at home;
3. Identify the three types of childcare provided in various institutions;
and
4. Compare the advantages and disadvantages of each of these
institutions.
 INTRODUCTION
Welcome to a new topic about childcare services. We begin this topic with the
following situation:
Laila and Ahmad are expecting their first child. Both parents have careers thus,
finding a suitable childcare centre for their future child will soon be a very
important matter in their lives. The following questions could constantly be in
their mind: Who will take care of the child? Should the child be cared at home or
sent to the nursery? Which would be the best option? At present, there are many
stories and press reports about child abuse. Let us read a newspaper report on
this issue.

52  TOPIC 4 CHILDCARE SERVICES

The above issue gives the impression that the government must take appropriate
action on the safety of children in nurseries. Parents like Laila and Ahmad need
to feel safe to send their child to nurseries. Nevertheless, how can parents make
wise choices? The answer can be obtained from this topic in which we will
discuss three types of child care at home and three types of care in institutions.
Each type of care will be explained in terms of reasoning of choice, advantages
and disadvantages.

TOPIC 4 CHILDCARE SERVICES  53
4.1 CHILDCARE AT HOME

Let us begin our lesson by discussing childcare at home. We realise that a
complete and comfortable home is the most suitable, safe and perfect place for
children who are still growing. This is because according to the Declaration of
Rights of the Child, children are entitled to care, guidance and the best education.
As we have learnt in the last topic, parents are responsible to provide basic needs
for their children.
Childcare at home was once a usual situation because only the head of the family,
that is the husband or father, worked while the mother would stay at home. In
this regard, the role of the wife is to care and educate children full-time. The
nature of motherhood is to give full attention and affection to the children. This is
good for the development of children in terms of the emotional, cognitive and
physical aspects.
The changing times has affected childcare at home. Household economic needs
and the need of women workers are increasing which causes move wives to go
out to work. When mothers go out to work, they need childcare services or others
to care for their children.
If they want the children to be cared at home, how would they do it? Who would
take care of their children? There are three types of care to keep children at home
which are family care, home care and surrogated care. Let us look at the three
types of care in detail.
4.1.1 Family Care

First of all, what is meant by family care?
Family care is care that involves a family member either from the mother or
father of the child. The family members in question could also be close relatives
such as grandparents and aunts. Family members who care for the child
normally lives in the same house.
Sometimes, an elder sister will take care of her little siblings. However, preferably
they should be accompanied by older adults.

Do you know what are the factors that cause parents to prefer or choose this type of
care? Among the factors that cause parents to prefer or choose childcare at home are
as follows:
(a) Parents feel more secured as the children are at home;
(b) Child health is more assured and can be controlled;
(c) Preparation of food is perfect and balanced;
(d) The child can be cared for at all times when parents go out to work;
(e) Have a common understanding with the parentsÊ desire;
(f) Family relationship becomes closer; and
(g) Help to reduce family expenses.
There are several advantages and disadvantages to this type of care. Can you
state them? You can refer to Table 4.1 for the list of advantages and
disadvantages of family care at home.
Table 4.1: Advantages and Disadvantages of Family Care at Home
Advantages Disadvantages
 Children feel secure in their own  Family member use inherited

homes. parenting techniques.
 Children are given a balanced diet and  Children have less opportunity to
in accordance to the tastes of the mingle with peers.
children.
 The childrenÊs activities follow their
 Children do not need to adapt to daily routine solely.
different environments.
 Physical development activity or gross
 Children can develop holistically motor activity is limited.
which include physical, intellectual,
social and emotional aspects.
 Children learn to respect the elderly.
Indirectly, it enhances family
relationships to be warmer and close.
 Parents can maintain familyÊs tradition
and culture.
 The use of language would be proper
in the language commonly used by
family members.

Working parentsÊ wish for family care is more difficult to achieve nowadays.
This is because most working parents move and live in urban areas while older
family members are still living in villages or suburbs. It is difficult for
grandparents to move to the city and leave their village merely to care for their
young grandchildren. Most of them feel trapped and are not comfortable with the
housing situation in the city. There are also children who do not want to
accomodate or burden their parents. Another alternative for parents who still
want their children to be cared for at home, are home care and surrogated care.
Let us examine these two types of care more closely.
ACTIVITY 4.1
Imagine the following situation:
Babysitting is left entirely to the grandparents in the village. Parents

will meet with their children once in a while, maybe once a month
because of the distance, time and finance. Should parents consider such
care? Give your opinion on how this would affect the child's emotional
development.
4.1.2 Home Care

For parents who want their child to be cared for in their own home, they can use
the service of a maid. Parents need to trust the maid to take care of the children at
home. Maid service is usually obtained through a maid agency commissioned by
the government. Health screening and work permit should be given to the maid.
The service provided by the maid is paid by salary or wages from an employer,
i.e. the parents of the child. Parents should monitor and provide guidance as well
as advise their maid from time to time on childcare so that their wish is followed.
Do you know what factors that cause working parents to choose home care? The
following are several factors that cause parents to choose home care:
(a) Parents can afford to employ a maid;
(b) Parents trust the maid who will take care of their children at home;
(c) Parents need complete care of their children;
(d) Parents need other services such as cleaning the house and other daily
chores; and
(e) Parents feel that their home is a safe and comfortable environment.

What are the advantages and disadvantages of this type of care? Let us see what
are the advantages and disadvantages in Table 4.2.
Table 4.2: Advantages and Disadvantages of Home Care by Maid
 Childcare happens all the time at  Maid may be from different culture,
home. language or religion.
 The way to care is guided and  Affect children's language development.

determined by the parents.
 Maid is not trained to take care of
 Preparation and consumption of children adequately.
food is supervised by parents.
 Limited social interaction at home
 Children stay comfortable in their environment.
own homes.
 Change of maid may be too often.
 Save time ă working parents need
not send children to other place.  Influencing childrenÊs emotional
development.
 Children watch a lot of television

programmes.
However, parents should be careful in the process of getting maids especially

foreign domestic workers from countries such as Indonesia, Philippines, Thailand
and others. Parents need to make sure that the maid service agency complies with
the rules and regulations commissioned by the Malaysian government. After
successfully getting the maid, the mother should take time to train the maid the
principles of childcare.
Sometimes, other problems can arise when using this service. For example, in the
case when the maidÊs permit expires or she stopps working abruptly. If the
parents still want to use the maid service, they need to find and repeat the
process of maid recruitment. All these may take a long time and it is not a quick
and seamless process. While waiting for a new maid, parents would have to seek
for temporary services such as surrogated care.

4.1.3 Surrogated Care

The last type of childcare at home is surrogated care. Do you know what this
means?
Surrogated care is temporary. Children are sent to someone else's house.

Usually the children will be left with the neighbour or parentsÊ friend.
This condition happens when working parents are struggling with childcare
problems while waiting for a permanent solution. The time frame for this care is
not certain. This situation makes the children feel insecure and requires them to
familiarise themselves with the new environment.
Do you know what are the factors that cause working parents to send their
children to surrogated care? Among the factors are:
(a) The sudden absence of a maid, for example maid ran away from home;
(b) Parents are faced with an emergency such as an accident;
(c) Mother is facing health problems;
(d) Mother is in hospital for childbirth; and
(e) Having financial problems.
There are advantages and disadvantages in surrogated care. Both are described in
details in Table 4.3.
Table 4.3: Advantages and Disadvantages of Surrogated Care
 Able to solve child care problem  Depends on the discretion of others.

temporarily.
 Guardian may not be fully focused.
 Children feel secured with guardian,
known to his family.  Children need to familiarise
themselves with the new environment.
 Duration of care is negotiable and can
be agreed upon by both parties.  Guardian may not be knowledgeable
about childcare.

However, you should know that the surrogated care is scarce. Such services can
interfere with a child's emotional development. It makes the children feel
depressed. Not all children can accept and handle the situation.
Therefore, there are government and private agencies that provide a more
systematic way to help working parents with a more proper childcare.
4.2 CHILDCARE IN CHILDCARE INSTITUTIONS

Childcare services have become an industry of its own. This can be seen in
neighbourhoods where there are a lot of childcare centres with a variety of
names. This service is offered by various government and private agencies. To
ensure quality service, these institutions must be registered and must comply
with the conditions of registration laid down by the government in the Child
Care Centre Act (Act 308) and the Education Act (Act 550). The agencies which
are responsible for the initial registration and renewal of registration of nurseries
are the Social Welfare Department and the kindergartens which are with the State
Education Department.
There are three categories of childcare institutions in Malaysia. Can you list
them? The three categories are nursery, kindergarten and care centre. Let us
examine what are the differences between the three institutions in the next
subtopic.
4.2.1 Nursery (Taska)

The first institution we will learn is nursery. Do you know what is a nursery
(taska)?
Taska is an acronym for ÂTaman Asuhan Kanak-kanakÊ in Malay which literally

means Childcare Garden. Nursery is one of the institutions of childcare for
new-borns up to four years old.
Parents who send their children to nursery must choose a nursery that has been
registered and approved by the Social Welfare Department. This is important
because the nurseries approved and registered by the Social Welfare Department
can be trusted in terms of child development.

Parents can choose nurseries managed by the government or one that is privately
owned and operated. In addition, the government also encourages the
establishment of nurseries in the workplace. The nurseries will operate during
working hours, every working day throughout the year. All caregivers must
attend the basic childcare course which is supervised by the Social Welfare
Department.
Among the factors that cause parents to choose to send their children to nurseries
are:
(a) Both parents are working;
(b) Parents can afford to pay the fees charged;
(c) The best option for the mother to be able to continue breastfeeding; and
(d) Parents are convinced that their children will have perfect care.
Do you know the differences between a high quality nursery and a low quality?
nursery You can refer to Table 4.4 for a comparison between the two.
Table 4.4: Comparison of High and Low Quality Nurseries
High Quality Nurseries Low Quality Nurseries
 Caregivers are trained and skilled to  Do not comply with the rules and
manage children. regulations prescribed for nursery
establishment.
 Provide nutritious and balanced diet.
 Management of nursery concentrates
 Ensure the safety, hygiene and comfort on care only.
of the children.
 Frequent change and untrained
 Implement well-planned activities caregivers.
according to various age groups in all
areas of development ă language,  Negative interaction without
emotional, cognitive and physical monitoring and supervision of
aspects. caregivers.
 Interact with peers and adults.  Daily activities are not as scheduled.
 Parents can visit the children at any  Menu served is unbalanced and not as
time in the workplace nurseries. planned.
 Parents could focus on the job in the  Many children are unhealthy.
office if using nurseries in the
workplace.  Children do not get individual
attention.

Children in nurseries are divided into three categories according to the age of the
child: baby, toddlers who are in the age of three to four years. They are placed in
different spaces and cared for by a caregiver assigned. All the basic needs such as
eating, drinking, personal hygiene and activities are carried out according to age.
Children are given opportunity to play and learn. Concrete and various forms of
learning materials and equipment are introduced as basic learning. Children
learn through play with peers and this can increase their emotional development,
communication and social development. All the values and attitudes practised
will be their lifestyle. They can continue these good practices when parents send
them to kindergarten later.
4.2.2 Kindergarten
The next category of childcare is a kindergarten. Do you know what a
kindergarten is?
Kindergarten is an acronym for Kinder Garden. „Kinder‰ is the German word

for children. It is a formal educational institution. Children in kindergarten are
between the ages of four to six years.
Bear in mind that all kindergartens setup by the government or the private sector
must be approved and registered with the State Education Department. Education
Act 1996 and its regulations clearly indicate that the use of the National Preschool
Curriculum is mandatory in every kindergarten. Duration of learning for children is
at least three hours a day in school following schooling semester system. They also
need to be educated by teachers who are trained and qualified.
Did you know that most preschool teachers in the Ministry of Education have a
degree in Early Childhood Education? This shows the importance of this field in
Malaysia education. In addition, it also shows how this field has received
increasing attention and is becoming the choice of prospective teachers in
Malaysia.
What are the factors that cause parents to send their children to kindergarten?
The factors are as follows:
(a) To obtain the appropriate education according to age levels;
(b) To acquire basic skills and preparation prior to Standard One;
(c) Social interaction with peers and adults; and
(d) To build self-confidence.

Do you know how we can compare and identify a good kindergarten for our
children? (Refer to Table 4.5)
Table 4.5: Comparison of High & Low Quality Kindergartens
High Quality Kindergarten Low Quality Kindergarten
 Able to prepare the children for primary  Poor quality management.

school.
 Untrained teachers.
 Has trained teachers in early childhood
 Do not use the mandatory
education.
curriculum.
 Assist children with the development of
 KindergartenÊs environment is not
language, and cognitive, spiritual and
conducive.
moral, socio-emotional, physical and
creativity aspects.  Focus on academic activities only.
Figure 4.2 shows the atmosphere in a kindergarten.
Figure 4.2: Atmosphere in kindergarten
Kindergarten is an educational institution that needs to be chosen correctly by

parents for their children. Firstly parents must choose a registered kindergarten
because these kindergartens comply with regulations and is characterised as a
quality kindergarten. In addition, the guidance and instruction given by the
teacher should be compatible with the mental and physical capacity of the
children.

Did you know that the childrenÊs experience while attending quality preschools
will affect their overall development both short-term and long-term positively?
This is because they are able to apply thinking skills and problem-solving in daily
life forever.
ACTIVITY 4.2
Discuss what parents should consider when choosing a kindergarten for

their children.
4.2.3 Care Centre

Finally, let us learn about the childcare centre. First of all, what is meant by care
centre? Do you know what it means?
Care centre is an institution that provides a temporary placement for children

of various ages and categories. They often have family problems or problem
with themselves.
The categories of children are:

(a) Children without of a mother or father or both;
(b) Special children; or
(c) Abandoned or neglected children due to problems with the basic family.
These children are given protection and care under the management and
supervision of the government. The private sector and voluntary organisations
can help and contribute to the childcare centre. However, they must comply with
the requirements as set out in the Care Centres Act 1993 (Act 506).
Children in care centres have the option of either:

(a) Returning to their families after completion of an issue such as a court case;
(b) Being a adopted by others; or
(c) Becoming a permanent resident until reaching the maximum age limit at
the care centre.

There are several reasons why children are placed in care centres. Among the
reasons are:
(a) Problematic family;
(b) Tortured or abused;
(c) The death of a mother or father or both;
(d) Running away from home;
(e) Abandoned;
(f) An illegitimate child;
(g) Mother held in detention; and
(h) Court case.
Sending children to the care centre has its advantages and disadvantages. The
advantages and disadvantages are described in Table 4.6.
Table 4.6: Advantages and Disadvantages of Care Centres
 Children are not left without guidance.  Caregivers cannot provide individual
attention due to children of various
 Health and safety of children are
ages.
guaranteed.
 Children have their own interests.
 Children emotional disorders can be
helped.  Easily influenced by negative
behaviour.
 Get spiritual and moral education.
 Boredom in the absence of appropriate
 Continue academic education.
activities.
 Social interaction with various ages.
 Limited physical facilities to
 Follow various training skills. accommodate the increasing number of
children.
 Learn to be independent.
The children here mingle with people of various ages, who have all kinds of
problems. Therefore, they are in need of proper guidance and affection from
adults in a harmonious family atmosphere. Hopefully, the change in attitudes
and values acquired during their stay at the care centre can serve as a lesson and
experience in their lives.

SELF-CHECK 4.1
1. What is the difference between childcare services at home and in
institutions?
2. Who is the family member who often assists with childcare?
Explain.
APPENDIX
Here is a checklist that you can use to choose the quality childcare service for
your child. You can visit any kindergarten in your area to determine the
categories of quality of the kindergarten. Write "Yes" or "No" and make a note
next to it.
Item Yes/No Notes
1. Signage
 Kindergarten registration number
2. Outdoor environment
 Cheerful
 Fenced area
 Various outdoor games
 Secured and safe equipment
 Clean
3. Indoor environment
 Greeted by owner
 Various activities and appropriate to the
children's age
 Teaching aid
 Cleanliness in the kitchen, dining room
and toilet
 TeacherÊs interaction with students
 Active condition of children
4. Staff and management

 Qualification
 Experience

5. Other Facilities
 Transportation is provided
 Variety of additional activities
 Three types of home care for children is family care, home care and
surrogated care.
 Here are some of the factors, advantages and disadvantages of each type of
care at home:
Type Factor Advantages Disadvantages
Family Care:  Safer  Parents can  Family members

children are cared maintain family use inherited
 ChildrenÊs
for by family traditions and parenting
health is
members and live culture techniques
secured
in the same house
 Children do not  Children mingle
need to adapt less with peers
Home Care: cared  Parents can  Childcare happens  Caregiver is

by the maids afford all the time at from different
home culture,
 Feels that
language and
own home is  Children are
religion
more comfortable at
comfortable their own homes  Caregiver do not
and safe have
qualifications
and skills to
educate children
Surrogated Care:  Mother is  Guardian is  Depending on

send to neighbour having health known by the the discretion of
or parentsÊ friend problems children and others
temporarily parents
 Emergency  Children need to
such as  Time period can adapt to the new
accidents be negotiated environment

 Three types of child care institutions are nursery, kindergarten and care
centre.
 Here are the factors, advantages and disadvantages of each institution:
Type Factor Advantages Disadvantages
Nursery:  Parents work  Caregivers are  Caregivers often

childcare for trained and skilled change
 Could afford
babies up to
the fee  Provide balanced  Children catch
four years old
diet and nutritious fever and flu
food easily.
Kindergarten:  Want to get  Teachers are  Teachers are not

kindergarten age- trained in early trained
for children appropriate childhood
 Activities focus on
aged four to education education
academic only
six years
 Preparation  Assist in the
prior to the development of
Standard One language,
cognitive, physical
and other
Care Centre:  Abused or  Children are not  Limited physical

the institution mistreated neglected facilities
provides children
 Can pursue  Caregivers cannot
temporary
 Court case academic focus because
shelter for
education there are various
children who
ages children
have problems
Care centre Interaction

Caregiver Kindergarten
Guardian Nursery
Home Surrogated care
Institutions

1. Name THREE types of childcare services at home. (4 marks)
2. List THREE childcare service programmes in institutions. (4 marks)
3. Who is eligible for educational services in the nursery? (4 marks)
4. What is the appropriate age for children to enter kindergarten? (4 marks)
5. Name the Act related to childcare centres. (4 marks)

[20 marks]
1. Give FOUR factors why parents choose childcare at their own homes.
(4 marks)
2. State FOUR advantages for children cared by family members. (4 marks)
3. Give FOUR reasons for working parents to place their children under the
care of a surrogated family. (4 marks)
4. List FOUR advantages of sending children to a quality nursery. (4 marks)
5. Name THREE categories of children who are accepted by the care centres.
(4 marks)
[20 marks]

Decker C. A., & Decker J. R. (2004). Planning and administering early childhood
programs (8th ed.). New Jersey, NJ: Prentice Hall.

early childhood education (6th ed.). New York, NY: Thompson Delmar
Learning.

Jersey, NJ: Merrill/Prentice Hall.
Putri Zabariah A. R., Bustam K., & Hamizah, R. (2005). Tadika berkualiti. Pahang,
Malaysia: PTS Professional Publishing.

Topic  Models and
5 Theories
LEARNING OUTCOMES
1. Make a comparison between behavioural model, interaction model
and cognitive model;
2. Identify the theorists who found these learning models;
3. Discuss the theories in relation to learning in early childhood
education; and
4. Describe the applications of learning model in early childhood
education.
 INTRODUCTION
ChildrenÊs education is highly influenced by adults. Adults usually want to
provide the best education for their children. Both formal or informal education
are influenced by environmental and cultural factors.
This topic will discuss the behavioural model, interaction model and cognitive
model. These models were based on theories that were formed by theorists of
early childhood education. This topic also describes the application of models
and theories related to the early childhood education programme.
The learning models are based on the theory of psychological ă behavioural

model, interaction model and cognitive model. The choice of model applied in

70  TOPIC 5 MODELS AND THEORIES
early childhood education will shape the behaviour and thinking styles.
Indirectly, these models mould the formation of the generation.
ACTIVITY 5.1
Is it true that parents shape children's behaviour? Discuss.
5.1 BEHAVIOURAL MODEL

The learning model is very important in early childhood education. Behavioural
model has a potential to shape the childrenÊs behaviour at the early stage. Let us
discuss this model in further details.
5.1.1 Definition
Behavioural model is known as the behaviourist model. This model emphasises
that learning is associated with the changes in behaviour which are shaped by
elements in the environment. Stimulus and responses are closely related to the
changes in behaviour. Changes in behaviour can be maintained using the
appropriate motivation. The use of reward, incentive(s) and affirmation are used
as motivation in the process of behaviour formation.
5.1.2 Theorists
This theory was found by theorists such as Burrhus Frederic Skinner, Ivan
Petrovich Pavlov, Edward Lee „Ted‰ Thorndike and Albert Bandura. These
theorists defined theories to be applied in learning. Based on these theories we
can apply their principles in preschool.
(a) PavlovÊs Principle

Repeated reaction will become a habit and practice.
(b) ThorndikeÊs Principle

Repeated attempts can achieve the desired success finally.

TOPIC 5 MODELS AND THEORIES  71
(c) SkinnerÊs Principle

Learning occurs through exploration and repeated success is achieved.
SkinnerÊs learning principle is an extension to ThorndikeÊs learning
principle.
(d) BanduraÊs Principle

Learning occurs through imitation.
5.1.3 Theory Applications in Childhood Education

Next, we will discuss how these theories are applied in the childhood education.
(a) Application of PavlovÊs (see Figure 5.1) Theory in a Teaching and Learning
Situation
Teacher Radziah uses the song ÂMari BerkemasÊ (Let's Tidy Up) for the
children to listen to and as a sign to indicate the end of an activity. In the
early stage of learning, Teacher Radziah introduces the song by giving
instructions of what should be done by the children. When the children are
used to listen to the songs played by Teacher Radziah, they will tidy up and
get ready for the next activity. The song has become a stimulus and the
response occurred has become their practice.
The results:
(i) Teacher
The teacherÊs goal is achieved because the teacher has helped the
students to practise the habit of tidying up spontaneously when they
listen to the song as a sign to get ready for the next activity.
(ii) Students
Changes in behaviour are occurred when they listen to the song Let's
Tidy Up. In this case, the song is the stimulus.
Sound of the song  Students tidy up

Figure 5.1: Ivan Petrovich Pavlov (1849-1936)

Source: http://www.nobelprize.org
(b) Application of ThorndikeÊs (see Figure 5.2) Theory in a Teaching and

Learning Situation
Teacher Halim is observing a student who is trying to match objects to the
different shapes. At first, this student tries all sorts of ways many times.
Finally, the student manages to match all objects with the exact shape.
Teacher Halim notices that the student is happy and he tries again. The
student has achieved this second attempt by making fewer mistakes. Once
again the student tries to match and this time he takes an even shorter time
to complete. The behaviour of this student shows that the repeated
behaviour enhances the studentÊs ability to match the shapes successfully
for the subsequent times.
The results:
(i) Teacher
Teacher can improve the skills of students from easy to difficult.
(ii) Students
Students demonstrate initiative, perseverance and not giving up.

Figure 5.2: Edward Lee „Ted‰ Thorndike (1874-1949)

Source: http://www.education.com
(c) Application of SkinnerÊs (see Figure 5.3) Theory in a Teaching and Learning
Situation
The following situation shows the application of SkinnerÊs theory.
At the computer corner, a student is exploring the mathematics software.

There are several mathematics activity icons that he explores. Finally, he
presses an icon that interests him. He has mastered the activity on that icon.
This situation has been repeated every time this student uses the computer.
The results:
(i) Teacher
Teacher has successfully trained students to use the mathematics
software which is meant for the studentsÊ use.
(ii) Students
Students have mastered the mathematic software through exploration.
The focus is on the subject that interests the children.

Figure 5.3: Burrhus Frederic Skinner (1904-1990)

Source: http://www.cognitivedesignsolutions.com
(d) Application of BanduraÊs (see Figure 5.4) Theory in a Teaching and

Learning Situation
The acting situation below shows the application of BanduraÊs theory.
Doctor: „What is your problem?‰

Patient: „Injured at right foot,‰
Doctor: (Calling nurse) "LetÊs help her.‰
Doctor and nurse put a bandage on the patientÊs left foot.
Patient: „Wrong foot. This foot.‰ (Show and lift the right foot).
They laugh.
The teacher smiles while watching her students play in the drama corner.

The results:
(i) Teacher
The appropriate equipment must be provided according to the
studentsÊ experience.
(ii) Students
Observe the behaviour of adults as role model for them to emulate.
Figure 5.4: Albert Bandura

Source: http://news.stanford.edu
Conclusion:
Behavioural model is successful when students have managed to achieve a
certain skill after repetition, experiment, exploration and emulating good role
models. This model emphasises on academic preparation for a real learning in
school.
Listed below are the rules for teachers in the behaviourist programme:
(a) Reward to the formation of behaviour;
(b) Teaching the skills to be achieved;
(c) Practising what is taught;
(d) Teaching behaviour to individual;
(e) Selection of an appropriate reward as motivation;

(f) Learning occurs when the children interact with the environment;
(g) Using formation and controlled stimulus; and
(h) Ensuring that children get opportunity to practise.
5.2 INTERACTION MODEL

The next model to be discussed is the interaction model.
5.2.1 Definition
This model emphasises that through environment interaction there is growth in
cognitive development and studentsÊ affection. When students interact with the
environment there is opportunity for students to both play and learn. Interaction
experience while playing with a friend can help students deal with resolving
conflicts and their own self-concept.
5.2.2 Theorists
One of the prominent theorists is Erik Erikson (see Figure 5.5).
Figure 5.5: Erik Erikson (1902-1994)

Source: http://hannalei.edu.glogster.com/false/

EriksonÊs principle in the teaching and learning situation is that every individual
goes through the process of conflict in stages.
5.2.3 Application of Theory in Early Childhood

Education
Here is a situation where the interaction model is applied.
Teacher Nurul talks to her students about outdoor activities. They decide to
play "Fox chases the chicken."
Student B complaines about Student A: "Teacher, he is always the fox. I would
like to be the fox as well."
Teacher Nurul: "Yes, now it's your turn." They agree.
The results:
(i) Teacher
Accepts the views of students to resolve conflicts.
(ii) Students
Students take the initiative to exchange roles (fox) in activity and learn
social restrictions.
Conclusion:
Pupils are aware of and know how to handle conflicts effectively. This model is
not based on understanding the students but through practices that the students
themselves put into practice.
5.3 COGNITIVE MODEL

The next model is the cognitive model. Let us now discuss this model in detail.
5.3.1 Definition
Cognitive model means building understanding through experiences that are
processed through thought. Existing experience adapt to new experiences, while
something new that has not been experienced by someone would cause them to
conform with their existing knowledge.

5.3.2 Theorists
The theorists in this model are as follows:
(a) Jean Piaget

He is a pioneer in the field of cognitive theory by stages. According to him,
children of every age group have cognitive differences (see Figure 5.6).
Figure 5.6: Jean Piaget (1896-1980)

Source: http://www.nndb.com
Piaget is principles are as follows:
(i) Cognitive development occurs in stages. The earlier stage is the basis
of the next stage.
(ii) Knowledge is increased through interaction with adults and the

environment.
(b) Lev Vygotsky

He (see Figure 5.7) pioneered the socio-cultural theory as aspects of
learning. Children learn through interaction with others.

Figure 5.7: Lev Vygotsky (1896-1934)

Source: http://scottthornbury.wordpress.com
Vygotsky is principles are as follows:

(i) Children build knowledge;
(ii) Development cannot be separated from community relation;
(iii) Learning can foster development; and
(iv) Language plays a key role in mental development.
5.3.3 Application of Theory in Early Childhood

Education
PiagetÊs and Vygotsky's theories can be seen being applied as follows.
(a) Application of Piaget's theory in a Teaching and Learning Situation
(i) Application 1

At an early stage, children acquire knowledge about any subject

through concrete objects. As they get older, they enhance their
understanding of knowledge through abstract resources.
(ii) Application 2
Outside the classroom: Teacher is teaching to preschool students
under a banana tree about bananas. The students listen.
Together with parents at home: The family members mother, father,

brother and sister are with the student. They discuss bananas.
Conclusion:
Knowledge that the children has learnt in the classroom that was taught by
the teacher can be enhanced through the cooperation of the family at home.
This model is considered successful if the progress of children has increased
to a higher level. For example, the children's knowledge about bananas per
se, can be increased to the banana-based foods.
(b) Application of Vygotsky's Theory in a Teaching and Learning Situation

A child who is two years of age has seen a buffalo and referred to it as a
cow. His assumption is based on the similarity of body frame and his
experience; thus he is calling it a cow. A caregiver should correct the
misconception by saying, "That is a buffalo; not a cow. Buffalo have long
horns." The misconception of the child's understanding should be corrected
by adults as a model.
(i) Children
 Confused and consider all things generic because of the similarity
of objects.
 Gets adultsÊ guidance.
(ii) Teacher / Caregiver

 Correcting the childÊs misconception to enhance the child's
understanding.

Conclusion:
PupilsÊ knowledge in the class with guidance from teachers will increase
the pupilsÊ knowledge. This model is considered successful if the progress
of pupils has increased to a higher level. For example, pupils try to identify
letters on their own. The role of the teacher is to help introduce the name of
the letter or letters.
SELF-CHECK 5.1
1. State three models of learning that can be applied in preschool.

2. Name the theorists that represent each model.
 A happy family begins at home. The role of parents is crucial in shaping the
future of children. In preschool, learning models can be applied to shape
pupilsÊ behaviour, cognitive and affective development. Each model has its
own uniqueness.
Abstract Cognitive model

Affirmation Concrete
Behavioural model Interaction model
1. What is meant by behavioural model? (4 marks)
2. State the principle of Bandura in behavioural model. (4 marks)
3. What is the role of adults in managing conflicts experienced by children?

(4 marks)

4. What is meant by cognitive development that occurs in stages? (4 marks)
5. How can adults and the environment enhance cognitive development?

(4 marks)
[20 marks]
1. Explain the principles of Pavlov through the tidying up activity using

song(s). What are the effects on the pupils? (4 marks)
2. Explain SkinnerÊs principles on learning and give one example that can be
used by the teachers. (4 marks)
3. State the impact on childrenÊs development through the interaction model.

(4 marks)
4. Read the following situation and explain the cognitive development of

children. "Where is the toll money?" the boy asked his mother. "Mom uses
ÂTouch & Go' card," his mother told him. (4 marks)
5. What is the importance to understand the theories and models for early
childhood education? (4 marks)
[20 marks]

Bustam K., & Putri Zabariah, A. R. (2003). Sama-sama fikir. Kuala Lumpur,
Malaysia: Penerbitan Sri Kenanga.

Learning.

Putri Zabariah A. R., Bustam K., & R. Hamizah. (2005). Tadika berkualiti. Pahang,

philosophy for teaching. New Jersey, NJ: Merrill/Prentice Hall.
Wilson, L. (2005). Partnership: Families and communities in early childhood

development (3rd ed.). New York, NY: Thomson Nelson.

Topic  Development of
6 Professionalism
in ECE Teachers
LEARNING OUTCOMES
1. Describe the characteristics of educators who are involved with
children;
2. Describe the qualification of caregivers, assistant teachers and
teachers who are involved with children; and
3. Explain the short term and long term training and periodical courses
for early childhood educators.
 INTRODUCTION
Do you wish to understand and comprehend the needs of teachers in the career
of early childhood education? Behaviour, attitudes and knowledge are important
in educating young children. The obvious role of teachers is to educate children
because teachers are the substitute of parents and family when the children are in
nurseries or kindergartens. Teachers help in childrenÊs intellectual, physical,
emotional and social development. In line with the current development needs,
teachers need knowledge to educate children.
This topic will discuss the requirements and qualifications of educators involved
with children. Training and short-term courses, long-term courses and periodical
courses are developed with the aim to increase efficiency in the early childhood
education services in which the educators who are involved with nursery and
kindergarten nurseries should have.

TOPIC 6 DEVELOPMENT OF PROFESSIONALISM IN ECE TEACHERS  85
6.1 EDUCATORS
A teachersÊ role as an educator is very important to shape children who will be
future leaders. The teaching services has undergone many changes from the time
before independence until today. It begin with non-formal teaching systems, i.e.
teachers used to teach the al-QurÊan and religious foundational studies at home,
surau, mosques and madrasas. When a more formal school system was
introduced; qualified teachers became a necessity. Please read and discuss the
newspaper article in Figure 6.1.

Based on the issue which is described in the newspaper excerpt, it is shown that
the government is giving attention to the qualification of kindergarten teachers.
Qualifications of teachers in the formal education system are in line with the
change of time. At first glance, we can see that the development of basic academic
qualification of teachers who teach in the school system of our country is
changing rapidly. Before independence, teacherÊs qualifications were just based
on their primary school education.

86  TOPIC 6 DEVELOPMENT OF PROFESSIONALISM IN ECE TEACHERS
After Independence, high school graduate teachers were required to teach in

primary schools and secondary schools, namely after completing hired certificate
level teaching courses. Later there were further changes where only graduate
teachers with diploma, could teach in primary school and graduate teachers with
degrees to teach in secondary schools. The most recent development required
only graduate teachers with degrees to teach at all levels in the education system
in our country.
Apart from the requirement of having academic qualifications, there were also
teaching specialisation requirements in the education system. Teachers were
specially trained to teach specific areas in schools. The specialisation includes
early childhood education or preschool.
SELF-CHECK 6.1
Give your opinion why teachersÊ academic qualifications needed to be

improved?
6.1.1 Teachers for Children

Educators or teachers who are involved in early childhood education must have
the character that are suitable to the needs of children. The nature and character
of teachers affect the teaching and learning in preschool. Educators who meet the
characteristics of early childhood education can guarantee the quality of the
programme implemented.
Figure 6.2 shows the characteristics of quality teachers for early childhood
education.

Figure 6.2: The characteristics of quality teachers in early childhood education
(a) Friendly
Friendly means that the teacher can adapt to children. The teacherÊs
friendliness when working side by side with children can help with the
development of childrenÊs emotion. Young children need protection from
adults. The change of environment from home to preschool affects children
emotionally. They need time to adapt to the environmental conditions. The
teacherÊs friendliness can balance the childrenÊs emotions. Their changes in
mood and behaviour are due to being away from their parents or family.
They need protection and care from the adults as a substitute to their
mother or father when they are in preschool classes. Friendly teachers can
help develop positive emotions in children.
(b) Sensitive
Kindergarten teachers must possess the sensitivity to the environment.
They need to understand every child who is under their care. Each child has
a different self-development. Mood swings can be seen through a child's
behaviour. Behaviour change is intended to draw attention. Teachers who
are sensitive will try to overcome the problem as soon as possible. Learning
environment and material needs must be addressed. Each learning material
and equipment should be in accordance with the needs of children.

Teachers who are sensitive and skilled will be able to understand things
that interest the children in terms of equipment and learning materials,
teaching and learning activities.
(c) Energetic
Teachers who are involved with early childhood education require energy
for physical movement. Children in preschools are very active and are
always moving about actively. This condition needs the teacher to be active
in order to carry out activities for the development of physical movement.
Controlling children when they are doing activities indoor or outdoor
requires energy. At this stage, the physical activities outside the classroom
are childrenÊs preference (see Figure 6.3). They prefer walking, running,
crawling, playing seesaws, swings and slides. TeachersÊ role is to control
and guide childrenÊs movement.
Figure 6.3: Children are undergoing physical activities outside the classroom
Source: http://ashikcute.blogspot.com
(d) Humorous
Preschoolers love humorous elements. Teachers need to have a sense of
humour to create a cheerful atmosphere. Joking with children is required to
foster their emotional development. ChildrenÊs cheerful faces while
enjoying activities are important. When learning happens in a cheerful
atmosphere, this could indirectly encourage interest in learning.

(e) Flexible
Preschool teachers will usually try to implement all planned curriculum.
However, not all planned activities could be fully implemented. When there
is a situation that changes the children's attention to something that is not
planned; the teacher can modify the original planned activity. The achieved
goal of teaching remains unchanged. The changes in activity that interest
children can help the cognitive and emotional development. Children find it
fun when their interest is getting the teacherÊs attention. Lessons are still
valid and provides better effect on the childrenÊs cognitive development.
Teachers will guide children based on their self-interest which is compelled
by events beyond their planning.
(f) Patient
Preschool teachers are constantly faced with various childrenÊs behaviour.
Behavioural problems such as adapting to the atmosphere from home to
kindergarten and separation anxiety from the parents may cause the child
to seek attention and social relationships with peers. All these needs to be
addressed with patience. Teachers need to assist children in order to help
them adapt to the different atmosphere in the classroom. Sometimes,
children need a longer time to adapt. Teachers need to be patient in calming
the children emotionally, especially at the beginning of the new school term.
(g) Foster Environmental Adaptation

Children entering preschool treat this as a new experience prior to formal
education. Preschool teachers should be aware of the responsibility to foster
awareness of environmental suitability of the new children having no
formal schooling. Home and school environments are different. They
should be nurtured in a positive way, namely to abide by the rules and
regulations in the preschool class. Teachers should use delivery approaches
that is understandable and enjoyable. Teachers must always adopt positive
behaviours and foster an attitude of eagerness to learn. Figure 6.4 shows an
environment in a preschool class.

Figure 6.4: The environment in preschool

Source: http://daisyneira-sheiraira93.blogspot.com
(h) Matured
Preschool teachers need to be matured when dealing with children, families
and colleagues. Children have a wide variety of behaviour. ChildrenÊs
behavioural problems should be solved wisely. Teachers need to be
matured when dealing with childrenÊs problem. Personal problems cannot
be brought into the classroom. Matured teachers are more professional with
their duties. ChildrenÊs problems should be discussed with parents or
family members in order to get cooperation without affecting the
development of the children.
(i) Open-minded
Open-minded teachers always accept the opinions and views of children.
The teacher's role is to provide opportunity for the children to express their
opinions and views. Although the opinions and views of children are
common to adults, the childrenÊs thought is something new to them. When
childrenÊs opinions and views are accepted, they will feel appreciated. Self-
confidence is enhanced and they will always give opinions and views on
matters they encounter.
(j) Tolerant
Preschool teachers need to be tolerant with the childrenÊs behaviours.
Everyday, teachers will face various behaviours from the time the children
step into the preschool classroom. Children would require time to
familiarise themselves in two different situations. Teachers must plan
adjustments approach in the various aspects of children development.

Regulations that need to be implemented in the classroom must be

enjoyable and easily understood by the children.
(k) Displacement
Preschool teachers learn new knowledge and information in the field of
early childhood education. Teaching approaches and methods used in
dealing with children's behaviour should change according to the changing
environment. TeacherÊs readiness to study the environmental changes can
help understanding children who are always exposed to the environment.
Therefore, teachers should be prepared to adapt with the latest environment
that shape children's development in all aspects, including emotional,
physical and cognitive development.
(l) Love Children

A teacher whose career is involved with children must have an interest and
love for children. Loving children is defined as demonstrating care, love
and friendliness in an honest and sincere way. Children need affection from
adults who take care of them. When children are in the class, they consider
preschool teacher as a substitute of their parents or family members. They
need the attention from the teacher. Friendly relationship between teachers
and children can help with emotional development and improve children's
self-confidence.
(m) Anticipate and Plan

Preschool teachers need to plan teaching and learning activities. Planning
learning activities are based on teachersÊ anticipation of the children. A
planned activity must be viewed from the aspect of children development,
so that it is appropriate to the children's cognitive ability. The planned
activity needs not be implemented according to plan. Teachers should be
able to be flexible in order to change and anticipate changes that may occur.
Change in plan is common in teaching and learning in preschool classes.
The goal still remains but the style of presentation can be varied according
to the children's interest.
(n) Provide Attractive Environment

A cheerful learning environment is influenced by an attractive environment
which is ideal for children's development. Learning materials should be
appropriate to the ages and levels of cognitive development. The
arrangement of the displayed equipments should be convenient for the
children to use them. Avoid rules and restrictions that prevent the use of
equipment (see Figure 6.5). We should give all children a chance to use the
learning materials and equipment provided. Teachers can guide the use of

learning materials and equipment. An attractive environment can

encourage the children to learn.
Figure 6.5: Example of arrangement of learning materials in a preschool

Source: http://praskt.wordpress.com
(o) Fluency in Language

Language is a tool for communicating. Children in preschool classes use
simple language that is in accordance with their age and experience level.
Children's language is different from adult language. Teachers should use a
language that is understandable and appropriate to the age of the children.
The use of vague language is difficult to be understood by children. This
will create difficulty in the children's learning process. Teachers should
understand the use of simple language to represent something concrete.
Teachers should make full use of the language and to communicate clearly.
(p) Problem Solving

Problem solving activities can help children's cognitive development.
Teachers should provide activities that are appropriate to the level of
cognitive development according to the childrenÊs age. Start with simple
problems, followed by challenging problems according to the perspective of
children. Activities that involve problem-solving should be interesting, for
instance it involves exploration and provides new experiences.
(q) Play
Play is the way children learn. Learning must involve an element of play.
Understanding the concept of learning through play should be appreciated
by preschool teachers and those who are involved in early childhood
education. Creativity in planning learning activities is necessary to attract

children to learn. The involvement of teachers with children in learning

activities through play should be done sincerely without feeling awkward.
Children appreciate teachers is involvement in activities.
(r) Protective
Children in preschool want a safe environment for themselves. At home,
parents and family provide shelter and protection whereas in preschool
classes, teachers are regarded as protectors of children. Teachers must
demonstrate an attitude that can give confidence to the children. Children
usually will complain or say something that is not pleasing or express their
feelings to the teacher. All matters that are brought up by the children
should be considered and addressed as well as possible. Children will feel
confident in dealing with the problem to be shared with the teacher when
the problem is addressed by the teacher.
(s) Listen
Pay attention and listen intently when children ask questions or chat with
the teacher. Listening is an encouragement to the children to interact and
express their thoughts. Children will be confident if their views are heard
by adults. When teachers listen, this does not necessarily mean teachers
have to follow what is being said by the children. Teachers should consider
and provide appropriate guidance to matters that are raised by the children.
(t) Observant
Teachers must observe all the children's activities at any time. Children
grow quickly physically. The development of cognitive and emotional
aspects also needs to be addressed. Activities should be modified in line
with the development of the children. The teacher's role is to observe each
childÊs development and align the planned activities to the child's ability.
(u) No Awkward Feeling

Teachers can work on activities with the children without feeling awkward.
For example, playing with the children and doing some demonstrations
while sitting together in a group with the children. Teaching can be
delivered effectively if teachers can close the limitation gap between the
adult and children. Teachers who have the impression that there is a limit
and teach formally in preschool classes will alienate interaction with
children. Feelings of shame and discomfort with the children should be
avoided.
(v) Comfortable
Children should feel comfortable when they are in class. The teacher's role
is to guide the preschool children to understand the rules of preschool

classes. Give them time to adjust, especially during the first day of
preschool class. Adjustment to the class on the first day of preschool is
important for children. At home, there are no specific rules to be followed.
On the other hand, in the preschool class, they have to follow schedule and
regulations. Teachers should introduce rules that are easily understood.
(w) Cooperation
Teachers should cooperate with the children in various situations such as
learning, problem-solving and social interaction. Children need teachers to
help and guide them. When a teacher is around to provide guidance, this
will give them self-confidence. Children should also be given the
opportunity to express their opinions and suggestions on learning activities.
They feel happy when their views and suggestions are being accepted by
teachers. Teachers who are able to plan and implement activities with
children will create a more effective learning environment that is not dull,
but more cheerful.
(x) Guide Social Interaction

Children have many antics and behaviours. There are children who can
adapt easily to the classroom environment. Sometimes, there are children
who are slow to adapt to their peers. Teachers should help the children in
their social interaction. Children who feel isolated need to be convinced that
they can play and learn together in a group. Adapting requires the guidance
of teachers through group learning activities that can build up children's
social interaction (see Figure 6.6).
Figure 6.6: Learning in group build childrenÊs social interaction

Source: http://tadikaperpaduans24.blogspot.com

(y) Calm Separation Anxiety

Children who come to preschool class for the first time will have separation
anxiety when they are apart from their parents. This separation anxiety
emotion should be consoled by teachers so that children can adapt to the
situation when they are in school. The warmth which is shown by the
teacher to the children, give the children confidence and trust that the
situation in the preschool classroom is safe for them.
(z) Family Oriented

Preschool teachers should have a feeling of family belonging. Children who
are in the class are under their care. Teacher as the head of the family in the
preschool must guide and educate. Friendliness with the children and
undivided attention will strengthen the relationship between teacher and
children.
ACTIVITY 6.1
Give your opinion on the suitability of the candidate who holds a

Bachelor of Science (Computer Science) who wishes to participate in
Postgraduate Teaching Course in Preschool Education.
6.2 ELIGIBILITY
Educators who are involved with early childhood education is divided into
several categories based on their qualifications and training. Their tasks and
responsibilities are also different.
6.2.1 Caregivers
Caregivers usually have at least a qualification of PMR certificate and should
equip themselves with a basic training to ensure that the duty that they are
responsible for can be carried out properly. Caregivers usually work in childcare
centres or nurseries. At present, there are some agencies that organise the courses
such as the Social Welfare Department.
6.2.2 Assistant Teachers

Assistant teachers are the oneÊs who assist preschool teachers with their tasks in
the preschool class. Among their tasks are; preparing food, helping to prepare

teaching and learning materials, keeping the classroom clean as well as helping
teachers to keep the students safe during outdoor and indoor activities (see
Figure 6.7). Assistant teacherÊs qualifications are SPM and attending courses that
is organised by the Ministry of Education. School classes which are not under the
Ministry of Education also have assistant teachers. Their jobs are the same,
namely to help preschool teachers.
Figure 6.7: Assistant teacher prepares food for preschool children

Source: http://tadikaislamnurhaziq.blogspot.com
6.2.3 Teachers
In the early stage, preschool teachers in the Ministry of Education with diploma
in teaching receive training from teacher colleges or institutions. The Government
recognises the importance of preschool education as the basic formation of
identity and personality of children for the country's future development.
Therefore, teachers who teach preschool classes consist of those who are really
skilled and trained in their field.
(a) A total of 1050 teachers had attended the option of pre-service training of
preschool education for three years.
(b) There are at least 35,000 teachers who graduated from preschool courses
were given In-Service Training for 14 weeks in teacher training colleges as
preparation for the Bachelor of Teaching programme at the Open University
Malaysia (OUM). The programme was held from 26 July till 26 October
2005. This group was enrolled on 1 April 2006 and graduated in June 2009
as part-time students in Distance Learning.

(c) On 17 January 2005, the first batch of approximately 1,000 people ware
enrolled in the Institute of Education selected across the country as
preparation for a year and a half. The students also furthered their studies
at OUM and graduated with a bachelor degree in teaching in 2010 as full-
time students.
6.3 TRAINING
Before a person is recognised as a preschool teacher, he/she should attend
teacher training. The teacher training is divided into two, which is short-term
training and long-term training.
6.3.1 Short Term

Institutions of early childhood education such as the Ministry of Education,
KEMAS, Department of National Unity and Social Welfare Department conduct
short-term courses. The aim of the courses are to improve teaching efficiency and
expose students to the latest information that is related to early childhood
education. Participants of short courses will be given a certificate of participation
or a certificate of attendance. Typically short courses do not take a long period.
6.3.2 Long Term

Long-term courses consist of various levels. The participants of the course will
receive professional recognition which is awarded by recognised organising
body. In Malaysia, there are two recognised bodies. The first body is the Public
Service Department for public institutions of government while for the private
institutions, the recognition is given by the National Accreditation Board (LAN).
(a) Certificate
The certificate level takes two years to complete the course in the
programme with a total of 50 credit hours.
Eligibility requirements include at least a credit in Bahasa Malaysia and two

or three credits in other subjects in the Sijil Pelajaran Malaysia (SPM).
(b) Diploma course

Diploma level takes three years to complete the course in the programme
with 90 credit hours.

Eligibility requirements include at least a credit in Bahasa Malaysia and four

credits in other subjects in the Sijil Pelajaran Malaysia (SPM).
(c) Bachelor
The undergraduate level takes three years to complete the course with 120
credit hours.
Eligibility requirements are Sijil Tinggi Pelajaran Malaysia (STPM) and at

least a credit in Bahasa Malaysia at Sijil Pelajaran Malaysia (SPM).
(d) Postgraduate Preschool Teaching Course

The postgraduate teaching course is organised by the Teacher Education
Division, Ministry of Education Malaysia. Conditions and eligibility to
participate in this course are as follows:
(i) Academic Qualifications

Have at least a bachelor's degree with distinction in Bahasa Melayu at
SPM / SPM (V) as well as recognised degree.
(ii) Additional Requirements

Degree which is suitable to the field of study and age does not exceed
35 years.
Now, the Ministry of Education has set the qualifications of teachers in primary
and secondary schools as postgraduate teachers. These teachers must have a
degree qualification related to the field of specialisation and recognised training.
6.3.3 Periodical Courses

Institutions of early childhood education such as the ministries, departments and
related organisations usually conduct short-term courses during the school
holidays. This course is specifically for teachers or those who are interested in
early childhood education. This periodical course aims to provide disclosure of
information, current issues and development of early childhood education up to
date. Those who are attending the course will be given a certificate of attendance
(see Figure 6.8).

Figure 6.8: Teachers attending a course

Source: http://aisahibrahim.blogspot.com
Teachers who have been commissioned to teach in schools will suffer and face
many challenges. The teaching profession requires a person who is independent
and sincere to educate the children of the nation.
The question is „is your teacher training sufficient?‰ Every teacher will face some
of the following stages:
(a) First Stage: Hold

What is needed at this time?
(i) Support
New teachers need the support of colleagues in order to understand
the task and the school system.
(ii) Encouragement
Colleagues should encourage new teachers who are practising their
teaching knowledge.
(iii) Guidance
New teachers need guidance and constructive criticism to improve
their career in the future.
(iv) Assistance
New teachers need to be helped to overcome problems and
shortcomings.

(b) Second Stage: Strengthening

(i) May Persist

At this stage, teachers have begun to familiarise themselves with the
world of education.
(ii) Special Assignments

Teachers no longer hunt around for the task to be mastered. Instead,
teachers have the skills and competencies of their own to carry out the
tasks.
(iii) Training
Training is required to enhance the current knowledge and skills.
Workshops and seminars should be attended in order to increase
knowledge in the field of education.
(c) Third Stage: Renew

(i) Find Approach

After going through the process of stabilisation, experienced teachers
usually renew their past experience to the latest.
They attend seminars or workshops to exchange information and

views.
(ii) Professional Level

At this stage, the teacher has reached the level of maturity as an
educator. The teaching profession has become synonymous with the
soul.
(d) Fourth Stage: Maturity
(i) The Different View

At this stage, the matured teachers will give different views according
to their own perspectives. These teachers usually will present papers
or give lectures at workshops or seminars to express their views.
(ii) Profound and Abstract

Their understanding in the field of education is profound and can
explain the abstract.

(iii) Implications
Teachers at this level are willing to take risks to defend their views
and principles in education.
(iv) Experience
Teachers at this level are considered to be matured as a result of their
extensive experience from several years of teaching.
(v) Reading
Teachers at this stage prefer to read the latest information and make
their own conclusions from the reading.
SELF-CHECK 6.2
1. How does a teacher draw the attention of children and provide a

happy atmosphere in school classes?
2. Do you agree that a teacher who has been working is required to

attend courses?
 The role of the teacher is very important to educate students.
 Quality teachers need to have education to qualify for accreditation and

reorganisation of their expertise.
 Teacher qualifications need to be addressed to determine the quality of

education received by students.
 Qualified and knowledgeable teachers in the field of early childhood

education will understand the methodology and approach of teaching
preschool.
 The role of preschool teachers is as a model and nurture students' interest

towards lifelong learning.

Displacement Simple language

Humorous Professional
Side by side
1. What is meant by assistant teacher? (4 marks)
2. What are the qualifications for the position of caregiver? (4 marks)
3. Provide the conditions for Postgraduate Teaching course. (4 marks)
4. What is meant by humorous as a teacher? (4 marks)

5. List four characteristics of preschool teachers. (4 marks)
[20 marks]
1. Try to explain briefly the changes of academic qualifications of teachers

after Independence. (4 marks)
2. What is meant by postgraduate teachers? (4 marks)
3. What is the difference between a caregiver and an assistant teacher?

(4 marks)
4. Discuss why do we emphasise patience as one of the characteristics of

preschool teachers. (4 marks)

5. Explain the difference between short-term courses and long-term training

courses. (4 marks)
[20 marks]

Iowa, IA: McGraw Hill.
Gordon, A. M., & Browne, K. W. (2004). Beginnings & beyond foundations in

Learning.


pholosophy for teaching. New Jersey, NJ: Merrill/Prentice Hall.

Topic  Children with
7 Special Needs
LEARNING OUTCOMES
1. Identify the categories, characteristics and problems of children with
special needs;
2. Explain the needs and criteria for children with special needs;
3. Identify the programmes provided for children with special needs;
and
4. Discuss the resources and facilities for children with special needs.
 INTRODUCTION
Did you know that children with special needs have begun to be active in sports
at the international level? Their disabilities are no longer a barrier for those who
are venturing into their areas of interest. However, the society needs to be
sensitive and pay attention to their abilities and needs. Early detection can help
them and identify appropriate programmes and services. However, they still
need love, acceptance and respect from the adults. Read and discuss the
following newspaper article:

TOPIC 7 CHILDREN WITH SPECIAL NEEDS  105

The issue was published in the newspaper, as shown in Figure 7.1, it indicates
that teachers need the services of experts in guiding children with special needs.
This topic will discuss the definition, programmes and resources for children
with special needs.
7.1 DEFINITION OF CHILDREN WITH SPECIAL

NEEDS
Children with special needs are children who are unable to live in the society
entirely due to the physical or mental differences that occurs at birth or later than
that. These children do not have normal growth and development from the
intellectual, physical, social or emotional aspects to the extent that they do not
fully benefit from the regular school programme. This group of children with
special needs consists of those with learning disabilities, visual impairment,
hearing impairment, special rehabilitation and those who are gifted.
ACTIVITY 7.1
Should children with special needs attend similar learning programme

as normal children? Discuss with your friends.

106  TOPIC 7 CHILDREN WITH SPECIAL NEEDS
7.2 CATEGORIES OF CHILDREN WITH SPECIAL

NEEDS
To facilitate discussion and understanding about children with special needs, the
types of children with special needs referred is according to the special education
programmes in Malaysia. They consist of groups of children with learning
disabilities, visual impairment, hearing impairment, special rehabilitation and
those who are considered gifted.
(a) Learning Disabilities

Children with learning disabilities are the group that has limited intellectual
abilities and level of educational achievement is less than 80 per cent from
their peers. The term „weak‰ is usually used to refer to children with
learning disabilities.
The ministry of Education defines weak children as students who failed to

follow the lesson learnt easily by other children of the same age at one stage
of schooling.
Learning disabilities refer to one or more problems experienced by a person

in the basic psychological process which involved:
(i) Use of Language

 Speak;
 Read;
 Write; and
 Spell.
(ii) Imperfection
 Hearing;
 Thinking;
 Mathematical calculation; and
 Responsiveness.

There are some key features of learning problems, namely:
(i) Reading Disorders

 Children with reading difficulties in;
 Problems with grammar and
 Unable to read fluently.
 The children having difficulty learning the alphabet and
associating letters with sounds.
 Unable to spell well.
 When reading, they do not comprehend what is being read.
 The children having difficulty understanding verbal and written
instructions.
 Children with reading disorder can be identified with specialised
tests.
(ii) Mathematics Disorders
 Academic achievement is low, especially involving mathematics
and calculation capabilities.
 They fail to count correctly, read numbers and copy numbers
correctly.
 Children have difficulty understanding mathematical symbols.
 Children with mathematical disorders can be identified by taking
the mathematics ability test.
(iii) Writing Disorders
 The children with writing disorders are found to have difficulty
with tasks associated with writing.
 Their writings are untidy and have errors in spelling and
grammar.
 They are not able to produce good ideas in their writing.
Learning disabilities can also be identified among dyslexic children.

Dyslexia refers specifically to individuals with reading problems. Those
who were identified as dyslexia have the following characteristics:
(i) Have intelligence below the average.

(ii) Have problem translating the written words in the form of words.
(iii) Face difficulties with pronouncing words correctly and understanding
conversation.
(iv) Have trouble remembering the words that are known.
There are two types of dyslexia, as follows:
(i) Visual Dyslexia

 Refers to children who can hear well but cannot distinguish,
interpret or remember the words seen.
 Visual Dyslexia is characterised as having difficulty in visual
discrimination. This leads to confusion of the words or similar
letters. (example: bag for bog and snip for ship).
 They also have low levels of observation and mirror-image
tendency (example: spelling dig - big).
 Their preference is in hearing activities.
(ii) Hearing Dyslexia

 Refers to children who can see the similarity between words but
have trouble doing activities related to the hearing function.
 They usually cannot identify the similarities and differences of
sounds.
 Hearing Dyslexic children have problem in hearing discrimination
and perception disorders causing them to have difficulty reading
using the phonetic method.
(b) Visual Impairment

Based on the term „visual‰, it is clear that the problem is related to the sense
of sight that is the eyes. Visual impairment happens if one's vision is 20/200
or less according to the Snellen Test.
Snellen Test tests on the ability of the eyes to see the alphabet chart. Reading
20/200 means children can only see at a distance of 20 feet (6 metres) while
the normal children can see at a distance of 200 feet (60 metres).
Blind refers to vision less than 3/60. According to the educational term,
visual impairment means partially or less visible disabilities and the ability
to read and see the normal letters.

Blindness is associated with individuals who cannot see and need to read
Braille.
ACTIVITY 7.2
If you are short-sighted or long-sighted, do you belong to a group of the

visually impaired? Discuss.
Types of vision problems are as follows:

(i) Myopia (Short-sightedness)
See near objects only.
(ii) Hyperopia (Long-sightedness)
See distant objects but do not see near objects.
(iii) Astigmatism
Light reflection on object cannot be focused properly on the retina.
(iv) Strabismus (Cross-eyed)
There is no coordination between the muscles of the eyes causing the
eyes not being straight. Eyes meet up and are deflected out. The same
object cannot be focused. It can be detected when the baby is six
months old and blurred vision.
(v) Amblyopia (Lazy eye)
One eye is not functioning properly. Blurred vision and causes
confusion.
(vi) Glaucoma
Pressure on the eyes damages optic nerves and affects vision.
Regularly happens to those aged 40 years and over.
(vii) Monocular
See two images.
(viii) Albinism
Sensitive to light.

(c) Hearing Impairment

Please read the scenario as follows:
A child came to you and pulls your clothes then use hand gesture to
show something without saying anything. When you do not understand
and ask what he wants, he ignores your question. A few moments later
with a disappointed look, the child moves away.
What came to your mind after reading the previous scenario? Hearing
problems is associated with a person's ability to hear sounds. Strong or no
sound is measured by decibels (dB) unit. PeopleÊs speaking voice is
normally approximately 60dB.
Social Welfare Department (2006) categorised groups of hearing impaired

into deaf and mute.
There are four levels of hearing impairment based on the ability to hear
sounds, namely hearing stage:
(i) Minimum (20 - <30 dB);
(ii) Medium (30 - <60 dB);
(iii) Extreme (60 - <90dB); and
(iv) Deaf (> 90 dB).
Hearing impaired children is based on their disability to use their hearing

and at what point the impairment is experienced. The impairments are
divided into two, namely:
(i) Deaf
Deaf refers to a condition in which the hearing sense is not functioning
properly.
(ii) Partially Deaf

Partially deaf means that they can hear when the hearing sense
functions are complemented with hearing aids (see Figure 7.2).

Figure 7.2: Hearing aids

Source: http://hearing-aids-sioux-falls-sd.com
There are four types of hearing impairments, namely:
(i) Conductive Deafness

It happens in the middle ear as if the ear is blocked, injured eardrum,
or missing ear hole. Vibration cannot reach the inner ear and it is
usually not accurate and hearing aids can be used to restore the
hearing.
(ii) Sensorineural Deafness

Defect is caused by the damage to the auditory nerve which transmits
messages to the brain.
(iii) Central Deafness

It occurs when the hearing organ is functioning correctly but the
central nervous system does not function properly or is injured.
(iv) Psychogenic Hearing Loss

It occurs when the receptive organs including the central nervous
functions correctly but children who experience it cannot hear because
of emotional disturbance.
Some guidance that can help us identify children with hearing problems
through the characteristics of hearing impaired children:
(i) Not Attentive and Dreamy

 These children usually seem to daydream and lose focus.
 Do not pay attention to discussion as well as can be seen in a lack
of feedback during conversation.

(ii) Difficulty in Following Instructions

 Verbal instructions are difficult to follow by children because they
do not hear what was said by the teacher.
 They also lag behind when reading together.
 Request for the instructions to be repeated.
(iii) Need FriendÊs Help

 Assignment provided is difficult to accomplish and require
friendsÊ help.
(iv) Awkward Speech and Have Health Problems
 Words are not pronounced accurately.
 Imperfect sound of words.
 Have health problems such as always complaining of ear pain, ear
pus, flu and sore throat.
(d) Special Rehabilitation

Special rehabilitation refers to the group of students who have learning
difficulties, particularly in mastering skills such as reading, writing and
counting. They identified through screening where they are found to have
problems mastering the three skills.
Through screening, children who need special rehabilitation are removed

from the regular classroom and placed in small groups for a special
rehabilitation programme run by a remedial teacher.
(e) Gifted
Intelligence is often associated with a person's intellectual ability through
intelligence test (IQ test). Those with a high score are intelligent. However,
many researchers in this field report that children who have high IQ test
scores or recognised as gifted children fail to build a robust scheme of
thought.
These children also have problems as such as:

(i) Self-adjustment;
(ii) Soul emptiness; and
(iii) Worry.

Some scientists are said to be smart but are less capable in certain areas. For
example:
Einstein failed in language while Schubert failed in mathematics.
In terms of cognitive development, gifted children are considered to enter a

stage of cognitive development faster than normal children do. For
example:
If we are referring to age, Adi Putra who is seven years old, should only
be able to solve simple mathematics questions such as addition and
subtraction. However, at this age, he is able to solve mathematics
questions involving large numbers. This situation reveals that the
intellectual capacity of Adi Putra is faster than his age level of cognitive
development.
The concept of gifted or talented consists of the three interactive

components which are follows (see Figure 7.3):
(i) High ability or high intelligence;
(ii) High creativity in problem solving; and
(iii) Commitment in the task or highly motivated to responsibility.
Based on a detailed definition, it is concluded that gifted is not only taking

into account the mental capacity or intelligence quotient through IQ test but
also the ability to react to the environment.
Figure 7.3: The concept of gifted

Gifted children are children with special needs who get less attention in school.
This is because most of us are not trained to identify them.
Some characteristics that can guide us to identify gifted children, namely:
(i) Intelligence Test
 Their potential can be tested with a variety of intelligence tests to

confirm their abilities in making discrimination, generalisation,
inference, reasoning and so on.
 Two intelligence tests that can be conducted, are the Stamford

Binet Test and the Weshler Scale.
 They are intelligent if they score 1.5 - 2 standard deviations above

the mean.
(ii) Achievement Test
 Tests conducted to assess children's skills in the academic area.
 There are two individual achievement tests. The Peabody

Individual Achievement Test is about mathematics achievement,
reading recognition, reading comprehension, spelling and general
information while The Wide Range Achievement Test evaluates
individuals in terms of reading, arithmetic and spelling.
 Gifted children are proven to have high language comprehension.
(iii) Characteristics of Good Leadership Behaviour
 Gifted children are active in social activities and are popular.
 They can be leaders and get along easily with adults.
 They are also confident and quick in their action.
(iv) High Creativity
 Gifted children are characterised as having high curiosity,

imagination and creativity, and love to work alone.
 Ability to think in various ways to solve problems.
 Have brilliant ideas and understand cause and consequences easily.
 Easily bored with tasks that are ordinary and less challenging.

(v) Imagination and Art
 Gifted individuals have extraordinary imagination abilities.
 Can remember things in detail, love to ask questions and have a

high skill in drawing.
7.3 PROGRAMME
Children with special needs require special education programmes to meet their
needs. This is because the regular education programme for the normal children
are not suitable. Special needs children also have their own rights like normal
children. Declaration of the World's Children (1989) provides the right for special
care to children with special needs. One of the rights stated in the Declaration of
the Child in 1959 by the United Nations Organisation is that every child is
entitled to receive adequate education.
Each year, the National Day of People with Disability is celebrated on 3rd
December. Its aims are to:
(a) Create awareness among the public about their rights in the society.
(b) Mobilise the community to provide and improve facilities for them.
(c) Recognise their abilities, capabilities and skills to achieve excellence and to
be useful members of community.
(d) Establish cooperation between the government and voluntary organisations
as well as the corporate sector and the community in its effort to provide
opportunities and facilities for them.
(e) Disseminate information to the public about the various services and
facilities provided by the government and voluntary organisations for the
disabled groups.
7.3.1 Planning
The government such as the Ministry of Education has made plans for children
with special needs. This programme is called the Special Education Programme.
Philosophy of Special Education helps to optimise the development of children
with special needs so that they can function as skilled individuals, are
independent, have direction, can plan and manage their own lives and can adapt
to the society.

Some of the objectives of the Special Education programme are as follows:
(a) Enhance the capabilities of intellectual, emotional, social and physical

where the strength of the exceptional children must be detected and
confirmed.
(b) Develop the basic economic efficiencies so that the children who are
physically or mentally disabled can be useful workers to the society.
(c) Prevent any inability from any disability.
(d) Change the negative attitudes toward learning by developing or restoring

confidence and willingness to achieve anything in every exceptional child.
(e) Posts coring relationship between the disabled and members of the
community so that they can be accepted by the society and vice versa.
Preschool Special Education Programme started in 2004. A total of 28 school

classes are prepared for this special group, namely:
(a) Preschool for Learning Disabilities;
(b) Preschool for Visually Impaired; and
(c) Preschool for hearing impaired.
Terms of admission for students to the Preschool Programme are:
(a) Aged six to 14 years;
(b) Certified by medical practitioners; and
(c) Can take care of themselves without the help of others.
Inclusive education programme is another programme which is available in the

Special Education Programme. Inclusive education is a programme that places
children with special needs in regular schools.

This programme allows children with special needs to receive the same education
with normal children. It aims to provide opportunities for these children so that:
(a) These children could adapt to the environment and have normal friends;
(b) Cooperation between the school staff and children with special needs can be
established; and
(c) This programme will help to create citizens who are loving and caring.
The objectives of the inclusive education programme are as follows:
(a) Participate in activities together with normal students, increase the level of
independence and achieve their optimum potential;
(b) Achieve holistic development in all areas of learning;
(c) Establish a sound social confidence;
(d) Assist with using skills in various institutions; and
(e) Assist in transition to a normal school environment.
Programme and student categories are as follows:
(a) Special Education School

Children with visual and hearing impairments.
(b) School of Education Merger Plan

Children with visual and hearing and learning disabilities (mild autism and
mobility is not limited).
(c) Inclusive Education Programme

Children with visual and hearing and learning disabilities.
(d) Rehabilitation Education Programme

For children who cannot follow the teaching of reading, writing and
counting.

A pilot programme on Inclusive Preschool Special Education held in 2003. In this

programme, five students with learning disabilities are mixed with 20 regular
students who are involved in three classes, namely:
(a) SK Seksyen 20 Shah Alam, Selangor;
(b) SK Tanah Putih Baru, Kuantan, Pahang; and
(c) SK Khir Johari, Sungai Petani, Kedah.
7.3.2 Implementation of the Programme

To implement an effective inclusive programme, several things are taken into
consideration in its implementation. They include the following:
(a) Trained and Committed Teachers
(i) Teachers teach in normal classes;
(ii) Have knowledge and skills in special education;
(iii) Have knowledge in the aspects of child development; and
(iv) Has a personality with noble behaviour, caring, patient, creative,

innovative and able to diversify their teaching.
(b) A Holistic Development
(i) Inclusive education programme focuses on the holistic development

of the individual such as social, emotional or cognitive development
and academic performances are balanced;
(ii) Each individual has specific needs, so students with special needs who
are placed in inclusive programmes can be given the opportunity to
interact and communicate with normal students; and
(iii) Activities and programmes held at the school must involve working
two groups of normal and special needs students together, for
example in sports activities and so on.

(c) Classroom Facilities and Ambiance
(i) Inclusive education programme has the same classroom facilities as

the normal classes.
(ii) Classroom renovation is in accordance with the needs of students

with special needs.
(iii) For example, a semi-circular cornered table and not sharp to ensure
the safety for the children with vision impairment.
(iv) A classroom with positive and comfortable environment helps to

stimulate learning.
(d) Inclusive Curriculum
(i) Inclusive curriculum must be appropriate to the abilities and

capabilities of special needs children to help them learn optimally.
(ii) The curriculum takes the following into consideration:

 Ability;
 Functionality;
 Skills;
 Development;
 Mastery; and
 ChildrenÊs achievement.
(iii) Express class is provided for gifted children.
(iv) A wide range of approaches to teach and learn provides effective

impact to the children with special needs.
(v) The group learning, cooperative, real experience and others make
learning more fun and interesting.
(e) Involvement of all parties and professional groups need the following:
(i) Cooperation with schools, teachers, community and professional

groups is established to assist the planned and implemented
programme at the school.

(ii) The combination of ideas from professionals gives space for teachers
to implement teaching and learning more efficiently.
(iii) Contributions of funds ease the burden of management and establish

a good relationship between the school and local communities.
Implementation of the special education programme can be summarised as in

Figure 7.4.
Figure 7.4: Summary of special education programme
7.3.3 Follow-up
Children who are identified to be disabled in their respective category must be
given help so that they can live a better life. Further action that should be taken
are:
(a) Consult a medical specialist;
(b) Get early treatment;
(c) Accept the situation positively;
(d) Register with relevant association; and
(e) Be active in the activities of the association.

7.4 CHILDREN WITH DISABILITIES

The government urges parents to register their children to get disabled people
identity card. Registration can be made at the District / Territory Social Welfare
Office, Social Welfare Department and the headquarters of the Social Welfare
Department, the Ministry of Women, Family and Community Development.
The identity cards aim to achieve the following:

(a) The actual number of children with disabilities and the distribution in this
country;
(b) Identify the number by type;
(c) To plan training programmes, education and appropriate rehabilitation;
and
(d) To provide facilities that meet the requirements.
The Social Welfare Department is the main source for the disabled and provides
many facilities such as training centres and institutions such as the Industrial
Training and Rehabilitation Centre, in Bangi. Refer to www.jkm.gov.my for more
information.
The Social Welfare Department also provides assistive tools such as artificial
limbs, wheelchairs, hearing aids and special glasses. There are some private
agencies that provide services for children with special needs.
(a) Benefits for Children with Disabilities

(i) Parents are exempted from paying the registration fee of pupils at the
school.
(ii) Students who succeed will receive a monthly allowance of RM300 per
month.
(iii) For housing facilities, the government normally has taken into
consideration that this special group live on the ground floor if they
stay in flats.
(b) Institutions
(i) Public Transport
Transportation companies are encouraged to provide concession fee.
For example:

 Malaysian Airline System provides cheap fare up to 50 per cent for

domestic flights.
 Malayan Railway provides concession fares up to 50 per cent of all

trips for all classes.
 Transnasional Bus Company and light rail transit systems Putra-

LRT provides discounts of 50 per cent of the fare.
(ii) Tax Relief
 For parents who have children with disabilities under the age of 18
years.
 Provide tax rebate to the taxpayer for the purchase of special

equipment for childrenÊs use.
 Beginning from 1995, additional tax relief are provided to care for
the disabled.
(c) Community
According to the amendments to the by-laws 1984 and the Code of Practice
for Access for Disabled to All Public Buildings; new buildings are required
to provide access to the people with disabilities such as:
(i) Appropriate path for wheelchairs;
(ii) Special lift with appropriate design;
(iii) Parking;
(iv) Special toilet; and
(v) Traffic lights with sound and so on.
EXERCISE 7.1
1. How can you recognise a child with visual impairment?
2. What are the advantages and disadvantages of gifted children?

 Children with special needs have the rights to education and everyday life.
 Their special needs should be given attention by the parents, society and
community in terms of programmes and facilities.
 Normal people should be considerate and empathetic towards them.
Acceptance Disorder
Braille

1. What is the definition of children with special needs?
2. When the Disabled Day is celebrated?
3. Name the three groups of children with special needs that are acceptable to
Special Education Preschool.
4. What are the three conditions for admission for pupils to Special Education
Preschool?
5. Name the four facilities which are provided for children with special needs.

1. What are the housing facilities provided to families with children who are
in special needs?
2. Describe four matters that are taken into consideration in the
implementation of the inclusive programme.

3. Describe the four goals as to why there is a Disabled Day for people with
disabilities.
4. What are the differences between Special Education Programme and
Inclusive Programme.
5. What is the purpose for children with special needs to get a disabled
identity card?
Couchenour, D., & Chrisman. (2004). Families, schools and communities:

Together for young children (2nd ed.). New York, NY: Thompson Delmar
Learning.


Topic  Environment
8 and ChildrenÊs
Learning
LEARNING OUTCOMES
1. Discuss the layout of the physical environment inside and outside the
preschool building;
2. Discuss the preschool teaching and learning materials;
3. Identify technology equipment and computers in preschool; and
4. Explain preschool learning environment and equipment.
 INTRODUCTION
Preschool classroom environment and condition play a role in children's learning.
Cheerful and conducive environment also influences the behaviour and interest
of children to learn. In addition, the layout of physical space and educational
facilities planned also encourage children to learn according to their needs.
The Government is very concerned with the development of infrastructure for

preschool education. Figure 8.1 shows an excerpt from Utusan Malaysia which
shows that the government has allocated a sum of money to achieve that goal.

126  TOPIC 8 ENVIRONMENT AND CHILDREN’S LEARNING

In this topic, we will discuss the layout of the physical environment, teaching
materials and learning technologies. This topic will also explain in details about
the use of space within the building indoors and outdoors, the selection of
teaching and learning materials that are appropriate to preschool, as well as the
use of computers in preschool classroom.
8.1 LEARNING ENVIRONMENT

Learning environment refers to the physical area and the place where the
children learn and teachers teach. The physical environment affects children's
learning and teaching. The layout, management, size, density, noise level and
also the colour of the classroom indirectly affects the behaviour of children and
teachers.
Here are the impacts on the children's behaviour towards a conducive learning
environment:
(a) Positive interactions among the children;
(b) The distribution of materials and equipment are sufficient without having
to scramble and complete for them;
(c) The selection of materials and equipment help to increase cognitive

development;
(d) Assist the development of gross motor and fine motor through challenging
equipment;

TOPIC 8 ENVIRONMENT AND CHILDREN’S LEARNING  127
(e) Allow the children to choose their own materials that they want and
encourage them to be independent;
(f) Availability of materials and equipment to improve the skills and

competencies of the children;
(g) Educate the children to have more sense of responsibility. They are trained
to keep materials and equipment back in place; and
(h) Children are actively involved when the goal of the area in the classroom is
explained.
The following are the impacts of teacher behaviour towards a conducive learning
environment:
(a) Availability of materials and equipment will help teachers to teach children;
(b) The attractive and conducive environment provide comfort to the teachers
who are teaching; and
(c) The personal and professional requirements must be fulfilled for the
teachersÊ convenience.
Children will feel comfortable in a friendly and cheerful environment in terms of

the layout of space inside and outside the building. The furniture used should be
appropriate to the size and needs of the children. Selection of teaching materials
including conventional materials and technological materials can affect children's
cognitive development and interaction. A conducive environment can encourage
positive learning initiatives.
ACTIVITY 8.1
Is it true that the learning environment affects children's behaviour?

Discuss with your classmates.

8.2 PHYSICAL ENVIRONMENT LAYOUT

Arrangement of the indoor environment should take into consideration
permanent spaces such as the size and shape of the room, the position of the
windows and the built-in area such as cabinets. The arrangement also includes
removable areas such as equipment and materials, colours and textures. Let us
look at the layout of the physical environment inside and outside the building.
8.2.1 Inside the Building

The following describes the physical structure of a building:
(a) Space
The size of the room must meet the conditions of the establishment of
nurseries and preschools. A spacious room and no systematic arrangement
influence the children to behave aggressively. The arrangement that meets
the learning environment promotes positive behaviours among the
children.
(b) Shape
A square room is difficult to organise. The traffic flow is narrow and
movement is limited. However, it is easy to supervise children. It will also
be easy for children to interact with peers. Room of this shape can influence
childrenÊs behaviour in terms of socialisation and cognitive development.
A rectangular shaped room is easy to organise. Traffic flow is comfortable

and eases movement. This roomÊs shape eases you to supervise children.
Children can interact with peers easily. Room of this shape can foster
positive behaviours in terms of socialisation and cognitive.
Meanwhile, an „L‰ shaped room makes it difficult to supervise children.

However, traffic flow is comfortable with multiple directions of movement.
An "L" shaped room could foster positive behaviour among the children in
terms of socialisation and cognitive development.
(c) Windows and Door

Windows can help to provide natural lighting into the building. The space
for drawing and reading should be near a window.
The main entrance is the path of entrance to the building. You are not
allowed to place any obstacle in front of the emergency exit. The door to the
kitchen should be guarded and monitored constantly.

(d) Electric Plugs

The existing plug points should be adjusted for technology equipment such
as computers, televisions and radio cassette players. You must use the
appropriate and safe electrical plug. Figure 8.2 shows the correct way to use
the electric plug.
Figure 8.2: The right way to use the electric plug
(e) Sinks
It is important that he size and height of the sink is appropriate so that the
children can use it properly. Prepare tissue or hand towel to be hanged near
the sink. Figure 8.3 shows a child using a sink. The sink area is placed in a
wet room which should always be dry for the safety of children.
Figure 8.3: A child uses a sink

(f) Wall
Wall space is prepared for the purpose of showcasing the work of children
creatively as shown in Figure 8.4. The colour the walls must be compatible
with the concept of children.
Figure 8.4: The children's works are hung up
(g) Portable Materials

Arrangement of portable materials (see Figure 8.5) can help to:
(i) Develop childrenÊs positive behaviour;
(ii) Estimate the number of children according to the comfort of the room;
(iii) Encourage the children to do activities with friends; and
(iv) Provide opportunities for the children to choose activities that are
active in either a silent or noisy environment.
Figure 8.5: Portable materials

Figure 8.6 shows children who are preoccupied with activities.
Figure 8.6: Children are engaged with activities
8.2.2 Outside the Building

The following are some aspects of the children's development when they are
learning outside the building:
(a) Physical
The selection of play equipment should consider the appropriateness in
terms of size and measurement for the children like the swing, slide and
see-saw.
(b) Social
Interaction with friends while playing and group activities can foster
positive values in children.
(c) Language
Language use such as in environmental exposure, games instructions,
speech and instructions from the teacher and interaction with friends.
(d) Cognitive
Easy to difficult equipments can provide intellectually challenging
activities.
(e) Senses (Exploration)

Making observation by using senses for things that are not known.

(f) Creative (Expression)

Be creative with the equipment supplied.
(g) Nature
Appreciating and protecting the environment.
(h) Landscape
Here are some landscape designs:
(i) Traditional Games Shape Design

Train children to increase their physical skills.
(ii) Contemporary Design

Encourage exploration and cheerfulness.
(iii) Earth Surface Design

Encourage children to use the natural environment for physical skills.
(iv) Creative Design

Encourage the involvement of children individually or in groups.
8.3 TEACHING AND LEARNING MATERIALS

Teaching materials are materials used by teachers to achieve teaching objectives
on a given day. Learning materials are materials used by children for learning
activities. Teaching and learning materials can affect the development of
children's behaviour in terms of cognitive, emotional, social and aesthetic aspects.
8.3.1 Learning Space

Learning space is available in the building. Usually it is divided into certain
corners to diversify its activities. The learning corners are science and
mathematics corner, reading corner, drama corner, arts and crafts corner,
computer corner and music corner. Children have the opportunity to make
choices to work on activities that are appropriate to their own development.
Teachers plan, organise and develop the learning corners as well as facilitate the
way activities are selected when children are learning at the learning corners. The
following is a proposal to develop the learning corners:
(a) Size of activity area;

(b) Provide opportunities for individual and group activities;

(c) Place equipment and materials that conform to the concept of activity;
(d) Change materials and equipment according to topics;
(e) The position of learning corners should be easy to be supervised by teachers
while activities are in progress; and
(f) The development of technology nowadays make computers one of the
essential equipment in a preschool classroom. All parties involved with
early childhood education should know how to use computer.
8.3.2 Selection
The questions that are always asked as a guide to select the learning and teaching
materials are as follows:
(a) What are the equipment and materials that support children's learning?
(b) What size of equipment is appropriate for children?
(c) Is the equipment safe to be used?
(d) Are the materials and the equipment durable and long lasting?
(e) Will there be enough space to place the equipments?
(f) Can the equipment and materials be built or made instead of buying?
(g) Do the equipment and materials have aesthetic value?
(h) Are the equipment and materials easily cleaned and maintained?
The selection of computer software is as follows:

(a) Appropriate to the childrenÊs age;
(b) Control and regulate children;
(c) Clear instructions;
(d) Simple activities to challenging activities;
(e) Children are able to undertake the activity on their own with little guidance
from the teacher;
(f) Process-oriented; and
(g) The model is based on the real world.

8.3.3 Management
Positive values that can be implemented in the management of equipment and
teaching materials are as follows:
(a) Change the teaching materials according to the concept of activity from
time to time to encourage learning that is meaningful to the children;
(b) Guide the children to tidy up and rearrange the material and equipment
after working on the learning activity;
(c) Maintain the condition of the materials and equipment from time to time;
(d) Involve the community and agencies that are related to the field of early
childhood education to get contributions of materials and equipment; and
(e) Provide exposure to computers and computer management course to
teachers.
SELF-CHECK 8.1
1. Explain the selection of teaching and learning materials for

children.
2. Name the equipment at the playground which can help the

childrenÊs physical development.
 Conducive learning environment can have a positive impact on children

development.
 Management of space either inside or outside the building is equally

important in creating a positive environment.
 Layout of teaching-learning materials and equipment, as fillers of space shall

be appropriate to the needs and capabilities of the children's development.
 A friendly environment can enhance a child's development, especially in

terms of a cognitive, emotional, social and aesthetic aspects.

Activity concept Learning environment

Indoor space Traffic flow
Learning corner
Instruction: Answer all the questions in 15 minutes.
1. What is meant by learning environment? (4 marks)
2. State THREE effects of children's behaviour on learning environment that is

conducive. (4 marks)
3. What is meant by indoor space? (4 marks)
4. What is the purpose of providing space on the wall? (4 marks)
5. How do you choose computer software? (4 marks)

[20 marks]
1. Describe the three types of traffic flow based on the shape of the buildings.
(4 marks)
2. Explain TWO types of landscape that can help the physical and social
development. (4 marks)
3. Specify the use of the sink that is appropriate to preschool children.

(4 marks)
4. Describe the layout of portable materials in a preschool classroom.

(4 marks)

5. Describe the steps to build learning corners. (4 marks)

[20 marks]
Bustam, K., & Putri Zabariah, A. R. (2003). Sama-sama fikir. Kuala Lumpur,
Malaysia: Penerbitan Sri Kenanga.

Learning.

Putri Zabariah A. R., Bustam K., & Hamizah, R. (2005). Tadika berkualiti.
Pahang, Malaysia: PTS Professional Publishing.



Topic  Guidance and
9 Education
LEARNING OUTCOMES
1. Explain the philosophy of childrenÊs behaviour formation;
2. Identify the factors that influence childrenÊs behaviour;
3. Identify the techniques to guide children behaviour;
4. Identify the sources of childrenÊs stress; and
5. Assist the children in dealing with stress.
 INTRODUCTION
Have you heard comments from parents that their children who are attending
nurseries or kindergartens are more obedient and listen to their teachers more
than to their parents? This is a continuation of the effects from the education
programme management practised in nurseries or kindergartens. Each
programme requires an efficient administration and management. One of the
goals of the childhood programme includes behavioural management. The
childrenÊs behavioural in nurseries and kindergartens should be managed and
handled well by teachers and caregivers. Teachers are faced with various
children behavioural problems. Cooperation from parents and families are also
needed to address the childrenÊs behavioural problems. Read and discuss the
newspaper article in Figure 9.1.

138  TOPIC 9 GUIDANCE AND EDUCATION

The excerpt from the newspaper in Figure 9.1 shows that childhood education
issues involve families and communities. This topic will discuss the practices and
children's activities, the formation of behaviour and helping children to deal with
stress.

TOPIC 9 GUIDANCE AND EDUCATION  139
ACTIVITY 9.1
Do you agree that children at an early stage are already under pressure?
Present your opinion to your classmates.
9.1 ESTABLISHMENT OF BEHAVIOUR

Before we go into details on this subject, we should probably look at the
philosophy of children's behaviour, factors that affect behaviour and the correct
guidance techniques.
9.1.1 Philosophy
There are several philosophies that describe the behaviour of children that need
the involvement of parents and teachers. In general, the philosophers, aim to
achieve positive behavioural development in children such as developing
childrenÊs responsibility through methods and strategies given to parents and
teachers. Among the personalities and behavioural philosophers are Rudolf
Dreikurs, Thomas Gordon and other behaviourists.
9.1.2 Factors Affecting Behaviour

The following are the factors that influence the behaviour of children:
(a) Rules and Regulations

Normally, children will follow logical, easy instructions and not too many
rules. You only have to provide four to six simple rules that focus on
personal safety and the rights of others.
Sometimes children do not know exactly what is the right behaviour.

Children may ignorant of them or do not understand what is expected of
them.
(b) Health and Health Problems

Children often react in improper ways which could be caused by an
unhealthy body, discomfort or pain that they are experiencing. It can be
caused by allergies to the environment or food, the nutritional intake or
sensory problems such as hearing or vision. It is important to know the
level of children's health and emergency procedures.

(c) Distinctive Attitude

The attitude of children is natural. It exists on its own, beginning with
different mental activities and subsequently formed by those around them.
Negative attitude shows the degree of mental activities which is high on the
right side of the brain while positive attitude is caused by high mental
activity in the left brain. Children who are "easy‰ usually follow the same
cycle of activities every day, always ready to change and open to new
experiences, have a high level of attention which is proportional to the level
of activities, not sensitive to respond to the changing environment and are
usually happy.
On the other hand, the "difficult" children will demonstrate inconsistency of

attitude, intensity of behaviour, difficulty to adapt and have high level of
activity. Children who are "slow‰ are categorised in between the "easy" and
"difficult".
(d) Family
Sudden changes that occur in the home environment and family can cause
the child to misbehave. Children feel sad and uncomfortable when they
cannot understand what is happening, such as a divorce, a newborn baby,
death or moving to a new home. Teachers need to have frequent and
consistent open communication with their parents so that they know what
is happening at home. Methods and strategies used by teachers in educating
children helps to shape their behaviour.
(e) Effect of Mental Torture

Children who suffer from negative effects are often caused by trauma, such
as abuse or lack of attention. This is often associated with unhealthy social
relationships. Their behaviour may show extreme denial or does not choose
people who are near to rely on or to be closed to.
9.1.3 Guidance Techniques

The following are the appropriate guidance techniques for children:
(a) Planning Comprehensive and Creative Activities

Meaningful, beneficial and interesting activities can prevent children from
misbehaviour.
(b) Enforcement
It is used to maintain the existing attitude. It can guide children by paying
attention to them when they make a positive behaviour. The use of effective

praise or encouragement that focuses on activities allows children to

evaluate their own work.
(c) Attention
Children who got enough attention from a young are easy to foster trust in
them as well as have good relationships in their lives. Lack of attention can
result in a type of insistence attitude and always seeking attention through
an unpleasant attitude. Teacher can pay attention by greeting the child in a
cheerful tone, for example, say "Good morning, Amir! How are you?‰ While
in the class, the teacher can give a smile, hug, kiss or caress when children
need attention.
(d) Ignore
This technique is suitable for children who misbehave as they are trying to
get attention. Teachers can choose to ignore the children if their behaviour
does not harm themselves and others. Among the attitudes that can be
changed using this technique are making noise, crying, indicating
dissatisfaction and whining.
(e) Time Out

This technique is only used when children demonstrate the same attitude
repeatedly, not just once. It aims to provide opportunities for children to
return to calmness when they loose control of themselves. Timeout is rarely
used, and only for short periods such two to three minutes. Usually it is
done in an identified area (such as placing a chair in a less stimulative
place). If the children show dissatisfaction or cry, there is a proposal that
states that children should be in those seats for a longer time, as long as they
still show the secondary reaction.
(f) Prevention
This should be done at the beginning of the year before the children learn to
socialise and control themselves. One way is to always observe the children
as much as possible (either in small or big groups, in or outside the
classroom), despite being with the children individually. Children can be
taught to avoid fights with each other through drama.
(g) Changing Directions

This technique is most effective with younger children – children who have
only recently acquired self-control and still do not have the skills to
communicate and socialise with each other. It should not be done with
older children, because they need guidance and training in handling
situations effectively.

9.2 HELPING CHILDREN TO HANDLE STRESS

Adults, including teachers and parents, sometimes too much expectation on their
childrenÊs development and achievement. These expectations can cause children
to feel pressured and require help.
9.2.1 Stages of Stress

There are four stages of reaction to stress, namely:
(a) Shocked;
(b) Withdrawal from physical changes; and
(c) Can cause psychosomatic illness in which there is coordination of body and
mindl that causes physical problems.
Evaluation involves the cognitive process, namely judging and giving special
meaning to those pressure situations. Age and psychological improvement or
recovery can affect this process.
Searching for strategies for self-adaptation may involve effective response and
less effective response. For example, a child crying may show dissatisfaction,
ignore the situation or find a solution.
Children will respond differently depending on the experience and knowledge

they have. Children who react in self-defence may avoid, deny or become
inflexible.
External response means finding fault with others rather than looking for ways to
control and adjust. Internal response is more towards accepting responsibility to
find a solution to the stress.
9.2.2 Causes of Children’s Stress

Stress or pressure is a unique reaction of each individual to a situation or matter.
Therefore, there are various matters that can be the cause of stress faced by each
individual.
(a) Family Pressure

The safety of children is dependent on the state of the family itself. It can be
formed by giving children a safe, consistent and providing security that is

within their expectations. However, there are also some families that cannot
provide the right environment for the children due to problems and
difficulties that they face. Among them are as follows:
(i) Divorce;
(ii) Poverty; and
(iii) Family life pattern.
(b) Abuse
Children abuse happens because they always depend on adults to take care
of their needs. Therefore, they are easily hurt.
Four main types of abuse are:
(i) Physical Abuse

Involves physical pain caused by punches, hits, kicks, bites and so on
that can cause pain on the child's body.
(ii) Neglect
Failure to provide children's basic needs such as physical, emotional
and educational. Signs of abuse are insufficient food, no shelter,
clothing, medicine or schooling.
(iii) Sexual Abuse

It involves palpation or sexual behaviour towards children. It can
cause health problems, emotional disturbance and behavioural
problems.
(iv) Emotional Abuse

It occurs when there is a disruption in childrenÊs development such as
intellectual, emotional and social. Examples of abuse are threatened,
imprisoned and so on.
(c) Health Pressure

Health pressure happens to the health of children who suffer from chronic
diseases such as asthma or cancer, or when they get treatment for serious
health cases. The pressure faced is caused by several factors such as
physical problems (due to pain and discomfort), fear, environment and
foreigners and worries of the possibility of not getting the attention or
perhaps abandoned by parents or family members.

(d) Death
Reaction of children towards death is different. Some may not show grief, in
fact some do not show any difference in the event of death. There are also
those who are struggling, angry and show their dissatisfaction. Teachers
need to understand this situation in order to help children in the process of
grief. Teachers can also provide encouragement to talk about death, realise
and accept children's feelings and answer their questions.
(e) Fear
Children who experience any situation for the first time (such as visit to a
dental clinic) will distrust naturally. The fear will become phobic when the
situation becomes more profound and irrational (such as the lightning and
the loud thunder). Teachers can help children to control their phobias by:
(i) Encouraging children to tell about their fear;
(ii) Understanding the causes of their feelings;
(iii) Providing confidence by holding their hands while speaking;
(iv) Providing assurance that they will be able to overcome their fear in
the future;
(v) Providing examples of what other children do when experiencing
such situations; and
(vi) Providing an alternative activity which is more comfortable for
children.
(f) Violence
One way to avoid stress that is caused by violence is to reduce violence in
the lives of children through understanding and enhancing professional
abilities in early childhood education.
(g) Care
Care can cause various psychological reactions to children, especially to
infants and young children. Poor quality care can cause stress to the
children. Among the symptoms of stress that can be seen in children is nail
biting or fear (tremors).

9.2.3 Techniques to Handle Stress

Among the techniques to handle stress are:
(a) Consistent and Supportive Environment

Good educational programme will support the development of children.
The programme that is consistent, predictable and provide experiences that
are not boring can help in reducing stress. Such programmes can provide
help or direct assistance to children who are experiencing stress.
(b) Communication
The way to communicate is important to control the stress experienced by
children. It is important to share the childrenÊs opinions, understand their
feelings and give them confidence by hugging, holding or to lull them.
Listen carefully to what is being said by the children and encourage them to
ask questions, express feelings and talk about their perceptions. The
explanation provided must be correct, appropriate and informative for
children to understand.
(c) Bibliotherapy
Reference to books that involve sensitive topics (emotionally) that is
appropriate to the children's development. It is used to help children get the
right information and learn ways to adapt themselves.
(d) Rest
Children can reduce physical stress through relaxation exercises. One of the
ways is to exercise muscles by applying pressure to the muscles and then
relaxing the muscles. Imagining is also an effective way for children to
relax.
(e) Play and Self-Adaptation

Play provides a natural environment and situation for children to adapt
themselves and find ways to deal with the pressure they face. Drama
provides opportunities for children to picture scary situations, to feel how
to be someone else and make the real situation easier to be accepted.

SELF-CHECK 9.1
1. Explain the guidance techniques that can be used for children.
2. What is the reaction of children in the event of death?
 Formation of children's behaviour begins at home.
 Parents or close family members can help understanding children who are
facing problems.
 Communication between the family and the nursery or kindergarten

institution is necessary to address problems at an early stage.
 Share information between families and the nursery or kindergarten

institution is important in understanding the childrenÊs problems.
 Behavioural problems should be resolved through a variety of approaches

and techniques that are appropriate.
Changing direction Phobia representation

Distinctive attitude Rely on or to be closed
1. What is meant by time out? (4 marks)
2. How does the heath factor influence the childrenÊs behaviour? (4 marks)
3. Provide TWO factors that influence the behaviour of children. (4 marks)

4. What is meant by health pressure? (4 marks)
5. Name TWO techniques on how to deal with stress faced by children.

(4 marks)
[20 marks]
1. Try to explain the distinctive attitude that exists among children. (4 marks)
2. What is meant by guidance technique „ignore‰? (4 marks)
3. Explain TWO types of abuse against children. (4 marks)
4. Provide TWO types of guidance technique and examples to increase

positive behaviour. (4 marks)
5. What are the contributions that can be provided by the family in reducing
childrenÊs stress? (4 marks)
[20 marks]

Gordon, A. M., & Browne, K. W. (2004). Beginnings & beyond foundations in

Learning.




Topic  Environmental
10 Adaptation
LEARNING OUTCOMES
1. Explain the importance of adaptation for children, teachers and from
the home to nursery institutions;
2. Explain the roles of teachers to continue teaching the knowledge and
practice taught to the next level;
3. Discuss the changes of condition that will be experienced by the
children and how they deal with the new situation; and
4. Apply the information previously supplied by the institution to
continue the childrenÊs achievement to the optimal level.
 INTRODUCTION
Have you ever seen children cry when they are separated from their mothers?
Children need to adapt if they are in a new place or situation. The situation of
transition from home to nursery, from nursery to kindergarten and from
kindergarten to primary school is a normal process experienced by most children.
Therefore, educators and parents play important roles in preparing the minds of
children to go through the new environment and to handle changes in routine that
occurs in the childrenÊs everyday life. Read and discuss the newspaper article in
Figure 10.1.

150  TOPIC 10 ENVIRONMENTAL ADAPTATION

Related to the issue in Figure 10.1, the environment plays an important role in
children's adaptation. This topic will discuss the aspects of childrenÊs adaptation
from home to nursery, from nursery to kindergarten and from kindergarten to
school.
10.1 FROM HOME TO NURSERY

One of the options of childcare services for working parents is nursery. Nursery
offers services for children aged below four years. Most nurseries at workplaces
accept babies aged two months, when the motherÊs maternity leave ends. Parents
will send their children to the nursery before going to the office and they will
pick up their children after working hours. Sending and picking up the children

TOPIC 10 ENVIRONMENTAL ADAPTATION  151
becomes a daily routine for working parents. What are the challenges faced by
the parents? And have you ever thought of the pressure felt by the children?
The home is a place provided by parents. The environment at home is different
from the nursery. The following environment found at home:
(a) There are family members such as mother, father, elder brother, elder sister
and younger brother only.
(b) The home feels more comfortable because:
(i) The child has its own space or room;
(ii) It has equipment such as own bed, table, chair; and
(iii) It has reading materials and toys such as own bicycle.
(c) The daily routine can be done with tolerance.
(d) Meals are prepared according to the childrenÊs taste and preference.
(e) It feels safe because:
(i) Parents understand their childrenÊs behaviour and antics; and
(ii) Parents can deal with health problems.
(f) Able to have full love and affection.
(g) The period of play and other activities is not restricted to a schedule.
Meanwhile, the environment and situation in the nursery are as follows:

(a) Children in the nursery:
(i) Are high in numbers;
(ii) Consist of various ages either, same age or younger or older;
(iii) Come from different backgrounds; and
(iv) Have differences in personality.
(b) There are attractive decorations outside and inside the building.
(c) Use the same facilities and equipment.
(d) The number of toys is limited.
(e) Activities implemented are according to the schedule set.
(f) The menu prepared is according to the initial planning.

(g) The number of caregivers working in nursery are:

(i) Many;
(ii) Coming from different backgrounds;
(iii) Having different experiences; and
(iv) Regularly changed.
(h) Have minimal attention for their individualÊs needs.
10.1.1 Children
Since the environment at home and in nursery are very different, the children
have to go through a process of adaptation. Children are in the nursery the whole
day. They are in the nursery during the day and at that time they are very active.
Their curiosity and enthusiasm to learn something new at this age is remarkable.
The following are what children should do and understand in the nursery:
(a) Understand that the parents will come to fetch them after work;
(b) Obey the nursery rules;
(c) Adapt to the daily routine;
(d) Recognise the adults and caregivers who look after them;
(e) Understand the guidance style of the caregiver;
(f) Mingle with friends of children of different:
(i) Background;
(ii) Socio-economic status;
(iii) Age;
(iv) Gender;
(v) Religion; and
(vi) Culture.
(g) Share equipment and learning materials;
(h) Tolerate, cooperate and take turns during activities;
(i) Accept given meals;
(j) Try new types of food provided;
(k) Learn about competitiveness and defend themselves without the help from
parents;

(l) Adopt prayers that is learnt in the nursery to home;

(m) Carry out the practices from home to nursery; and
(n) Receive minimum attention and focus on the individual needs.
10.1.2 Teacher and Caregiver

Responsible adults in the nursery are called caregivers. The caregiver is an adult
who plays the role of mother to the children in the nursery. Children stay with
the caregiver during the day, which is when they are active. In the initial stage of
introduction, children have to adapt to the new environment and condition.
Among the caregiver roles are as follows:
(a) Getting Information

Caregiver needs to get information from parents and care about the
information provided. Caregiver also needs to know:
(i) The background of the children such as their real names and
nicknames;
(ii) Favourite food;
(iii) Games that interest the children;
(iv) Behaviour and personality of the children; and
(v) Health status and allergies (if any).
(b) Welcoming ChildrenÊs Arrival

Caregiver should welcome the children to the nursery because children will
feel more confident and happy when their arrival is greeted with:
(i) Smiles;
(ii) Hugs;
(iii) Eagerness;
(iv) Friendliness;
(v) Encouraging words; and
(vi) Politeness.

(c) Be friendly and Pleasing

Caregiver who is friendly and good at pleasing the children can:
(i) Attract the children fast;
(ii) Create a comfortable atmosphere during the childrenÊs stay in the
nursery; and
(iii) Increase the childrenÊs confidence that they are in a safe condition.
(d) Communicating with Children Effectively

While talking to the children, the caregiver should use:
(i) Simple language;
(ii) Simple and clear sentence;
(iii) Clear voice (not yelling);
(iv) Intonation that can attract attention; and
(v) A good tone when they are disciplining the children.
(e) Inform Parents about ChildrenÊs Development

Caregiver should share information with the parents about any changes in
their children's development by:
(i) Presenting the work of children as evidence;
(ii) Submitting a written report which is noted from time to time; and
(iii) Discussing about the activities carried out in nursery that can be done
with the children at home.
Besides that, parents need to help children dealing with the new situation when
entering the nursery. Children need time to accept and adapt to their new
environment, caregiver, friends, routine and schedule. Parents can help their
children with the following aspects:
(a) Visit the new nursery;
(b) Talk about new friends;
(c) Speak passionately about what is available in the nursery;
(d) Talk about interesting activities that are undertaken at the nursery;
(e) Speak about the routines and the new schedule that will be faced by the
children; and
(f) Spend time with the children on their first day.

10.1.3 Institutions
Nursery institutions that provide childcare services are run by various agencies
such as the government and private sector. The owner of the nursery institutions
can make their programmes successful for the children by using a systematic
administration and management.
Here are the matters to be addressed in order to create a comfortable transition

for the children:
(a) Provide an environment that has many things in common with the home;
(b) Apply child-friendly concept;
(c) Provide a private space for each child; and
(d) Conduct meetings with the parents from time to time.
10.2 FROM NURSERY TO KINDERGARTEN

Once the children turn four, parents should send them to preschool institutions.
The children are ready for educational element in their learning. There is a slight
difference in the experience and the daily routine between nursery and
kindergarten. They are stated in Table 10.1.
Table 10.1: Differences in Everyday Experience and Routine between

Nursery and Kindergarten
Situation in Nursery Situation in Kindergarten
 Stay in the nursery for a period when  Activities carried out abide by the
working parents work from morning till National Preschool Curriculum.
evening.
 Duration is at least three hours a day.
 Enjoy lunch and tea with friends.
 Using schooling schedule by Ministry of
 Sleep after lunch. Education.
 Shower and change clothes.  Addressing the adults who educate the
children in kindergarten as teachers.
 There are assistant teachers who help
teachers.

There are various agencies that operate the kindergarten services which cause:
(a) The experiences provided to children are not the same;
(b) There are some kindergartens yet to be registered and they do not use the
National Preschool Curriculum;
(c) The focus is given only to academic achievements.
(d) Holistic development is emphasised; and
(e) English is used as the language of instruction.
10.2.1 Children / Students

Children actually could not wait to go to the kindergarten. Kindergarten children
are called students. Children who have been in the nurseries for a longer time,
show readiness for a change. Experience received during the nursery period
facilitates the adaptation process. The experiences that can be applied when the
children are in kindergarten are as follows:
(a) Complying with the daily routine;
(b) Carrying out the activities planned by the teacher;
(c) Enjoying the food served;
(d) Mingling with peers from diverse backgrounds;
(e) Sharing toys;
(f) Tolerating and cooperating;
(g) Practising prayer; and
(h) Keeping personal belongings such as bags and shoes in the space provided.
10.2.2 Teacher
The adult who guides and educates children in the kindergarten is called a
teacher. Kindergarten teachers guide children at least three hours in a day.
Nursery children have lots of experience and learning while they are in nurseries.
Therefore, in order to continue the meaningful learning, kindergarten teachers
should pay attention to the following:
(a) Get to know the programme and teaching method conducted in the
nursery.

(b) Get some information from parents such as:

(i) Status of the latest achievement and development;
(ii) Family background;
(iii) Potential and interests of the children; and
(iv) Family religion and culture.
(c) Obtain the childrenÊs information from caregiver at the nursery such as:
(i) Behaviour and personality;
(ii) Socialising with friends;
(iii) Progress record of and follow-up action; and
(iv) Physical development and health report.
(d) Adopt some ethics as follows:

(i) Friendly and professional;
(ii) Polite and courteous; and
(iii) Moral values.
(e) Inform the parents about the enthusiasm and readiness of their children
who have turned four years old to the new experiences in kindergarten.
Therefore, parents should pay attention to following aspects:
(i) Visit the new kindergarten;
(ii) Get to know the kindergarten teachers;
(iii) Understand the desires and needs of the children according to their
age;
(iv) Inform the teacher about the development and progress of the
children; and
(v) Be prepared to provide guidance to childrenÊs learning.
10.2.3 Institution
Services provided by the kindergarten institution are for children between four
and six years old. The term student is used for a child who attends kindergarten.
The kindergarten institution is run by various agencies such as the government

agencies and private companies. Kindergarten administration should pay

attention to the experiences of children who have attended nurseries. Here are
the matters that should be considered to establish a comfortable transition for the
children:
(a) Provide an environment that has similarity to nursery;
(b) Diversify the materials which are more challenging and age-appropriate;
(c) Continue the concept of child-friendly atmosphere;
(d) Provide a private space for each child; and
(e) Conduct meetings with the parents from time to time.
Basically, kindergarten programmes aim to equip students with the basic skills
before entering Standard One. Students who have attended kindergarten should
be ready to attend formal education. The experience and knowledge learnt can
help them adapt to the formal schooling. However, there are differences in terms
of implementation because the kindergarten services are operated by government
and private agencies.
The primary school needs to pay attention in order to solve the problem of
inconsistencies that occur.
10.3 SITUATION IN PRIMARY SCHOOL

Now is the beginning of a formal education. Primary schools accept students who
come from different backgrounds, such as:
(a) Students from MinistryÊs of Education preschools;
(b) Students from the government preschools such as KEMAS;
(c) Students of private kindergartens; and
(d) Students who do not attend kindergartens.
One way to solve the problem taken by the Ministry of Education is to implement
the transition programme for three months. In order to run the transition
programme from January to March, every school is supplied with a manual and
programme kit.
The programme manual explains the goals, objectives, principles and issues
involved and the programme kit is a plan of activities to be carried out by the

school management, preschool teachers and students, Standard One teachers and
parents.
In addition, induction activities are also included. The purposes of the transition
programme are to:
(a) Establish harmony and well-being for the students from diverse
backgrounds;
(b) Adapt the students to the new context when they are in Standard One;
(c) Address any early childhood learning problem so that appropriate action
can be implemented effectively; and
(d) Prevent the occurrence of skipping knowledge and skills as a result of no
coordination between preschool teachers and teachers of Standard One. If
this happens, then the new students of Standard One would begin their
studies without adequate preparation. If this condition persists, then the
studentsÊ learning difficulties will be accumulated and subsequently, if not
helped, the students will face failure in their studies in the future.
Preschool students or students who never go to preschool and are not given
orientation to get to know the situations of Standard One will likely get a culture
shock that can interfere with the emotion of the students in learning. In the event
that there is no smooth transition between the preschool and Standard One,
students feel bored when they enter Standard One because there are too many
overlapping learning.
The physical environment in the classroom of Standard One needs to be

congruent with the characteristics of the physical environment in preschool. This
is because children need time to adapt to the changing patterns of learning and
also the environment around them. Sudden changes in the physical environment
can lead to children feeling frightened, confused and not ready to enter formal
schooling.
Among the preparations required are:
(a) Preparation of Classroom

Prepare the classroom environment and the basic learning requirements
that are needed by students and teaching aids.
(b) Selection of Appropriate Furniture for Class

Furniture should be appropriate to the size of the students in order to
provide comfort when they are in the classroom.

(c) Layout of Furniture in the Class of Standard One

Furniture layout should be appropriate and does not harm students. The
safety factor should be considered when arranging the furniture in the
classroom.
(d) Cheerful Classroom

Cheerful environment should be provided to attract students to attend
school and to create the atmosphere similar to the situation in preschool.
This can be done by pasting charts or interesting teaching aids, display
studentsÊ work in a meaningful way and create a duty roster to keep the
classroom clean.
10.3.1 Children / Students

School is a place eagerly anticipated by students in preschool. Entering Standard
One is a new experience for the students. New atmosphere and pleasant
surroundings will give them pleasure to help them to continue with the learning
process. If the changes they experience in the early stages could threaten them,
their soul and feelings, this could pose some obstacles and will give a negative
impact on their development.
Therefore, students should be given a clear understanding through early

preparation so that they can understand this process through its activities.
However, there are challenges that must be confronted by the students when they
are entering Standard One, such as:
(a) Learning to deal with and solve their own problems;
(b) Using thinking skills and decision-making;
(c) Learning to be independent;
(d) Learning to obey the regulations; and
(e) Improving social skills.
10.3.2 Teachers
The studentsÊ preparation should be taught before the children begin their formal
schooling in Standard One, so that the learning process will be smoother. Among
the roles that preschool teachers can take up are as follows:
(a) Get to know the syllabus of Standard One;
(b) Prepare a profile of each student;

(c) Expose the students to the Standard One schoolÊs environment;

(d) Make a visit to the school that will accept their students;
(e) Familiarise the children with the atmosphere in Standard One; and
(f) At the end of the year, the teachers should arrange the kindergarten
classroom in a way that is similar to the Standard One classroom.
Teachers of Standard One are important personalities who will be directly involved
and will be dealing with Standard One students. Apart from the need to have the
skills to plan and implement a variety of fun activities, caring characteristic must
become a culture in them to continue the responsibilities, such as:
(a) Understand and be able to handle student behaviour;
(b) Provide appropriate and attractive environment;
(c) Ready to apply the friendly and compassion values;
(d) Know the background, achievements and progress of students;
(e) Continue the practice of culture and positive values; and
(f) Know the National Preschool Curriculum.
10.3.3 Parents
Among the challenges that may be faced by parents during this transition
processes are:
(a) How will their children adapt to the condition of primary school?
(b) How will their children be able to adapt in the formal education system?
(c) How are their children going to be part of a group of children who are
older, in which they are expected to become more independent?
Parents need to play an important role in preparing their children to attend

Standard One schooling in order to prevent their children from experiencing a
sudden change of the learning environment which is more formal, complex and
different. Parents need to give early exposure to the children about situations that
they will be encounter and the forms of learning that will be experienced when
they are in Standard One. In addition, parents also need to know the rules and
the roles of the school that will be encountered by their children.

Among the roles to be played by parents are as follows:

(a) Communicate with the children in order to explore their feelings towards
the school that will be encountered or are encountering currently;
(b) Visit the childrenÊs class to see their progress in school;
(c) Understand the school's policies and regulations that the children will enter
into;
(d) Participate actively in the development of the studentÊ affairs (Parent
Teacher Association);
(e) Perform transition activities with the children at home;
(f) See the planning of the transition programme as a shared responsibility and
cooperate with the teachers to ensure the success of the transition
programme in schools; and
(g) Believe that the holistic development is a meaningful education in the
children's life.
According to a study by the Ministry of Education, the transition programme has

been successful in helping the teachers and parents to bring the children into the
formal school environment without dealing with the ongoing problem. Besides
that, this programme has also achieved some major goals of implementation,
namely:
(a) Management and cheerfulness of the class is encouraging;
(b) Students are more intelligent and cheerful;
(c) Parents need not to attend their children in school;
(d) Parents feel more confident leaving their children in the classroom;
(e) Encounter less studentsÊ problems such as crying, running back, no interest
or lazy to go to school;
(f) The studentsÊ attendance is commendable;
(g) Students can mingle, get to know and be friendly in a short time;
(h) Teaching and learning activities can attract students;
(i) Potential students can be identified without the use of diagnostic tests; and
(j) Students can continue with learning activities after three months with high
self-confidence.

SELF-CHECK 10.1
1 Explain how preschool teachers can give exposure to the students

about formal schooling.
2 Explain the advantages and disadvantages of the transition
programme.
 Children have to adjust to the new atmosphere and environment.
 Not all children are able to accept and handle new situations easily. The
transition from home to nursery, from nursery to kindergarten and from
kindergarten to formal school is not as easy as described.
 Every change takes time especially in childrenÊs social and emotional

development. Therefore, children need help from adults, that is parents,
caregivers and teachers, hopefully that the childrenÊs intellectual, emotional
and social development can be increased to the optimum level.
Caregiver Teacher
Student
1. What is meant by transition? (4 marks)
2. List four things which are experienced by children when attending

kindergarten. (4 marks)

3. Give TWO similarities which can be found in nursery and kindergarten

institutions. (4 marks)
4. What are the different backgrounds of the students who will attend the
Standard One? (4 marks)
5. Name the programme that helps kindergarten students before they shift to
Standard One and when is the programme usually implemented? (4 marks)
[20 marks]
1. Try to explain the differences in the environment at home and the nursery.
(4 marks)
2. Describe the role of caregivers who make children feel comfortable when
they are at the nursery. (4 marks)
3. What are the preparations that the parents should do to help their children
get ready to move from nursery to kindergarten? (4 marks)
4. Give FOUR advantages of the implementation of the transition programme.

(4 marks)
5. What is the preparation of the physical environment that should be done by

the primary school? (4 marks)
[20 marks]
Couchenour, D., & Chrisman, K. (2004). Families, schools and communities:

Together for young children (2nd ed.). New York, NY: Thompson Delmar
Learning.



Learning.

Pusat Perkembangan Kurikulum. (2000). Manual programme transisi prasekolah

ke Tahun Satu. Kuala Lumpur, Malaysia: Kementerian Pendidikan
Malaysia.
Putri Zabariah A. R., Bustam K., & Hamizah, R. (2005). Tadika berkualiti.
Pahang, Malaysia: PTS Professional Publishing.

MODULE FEEDBACK
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If you have any comment or feedback, you are welcome to:
1. E-mail your comment or feedback to modulefeedback@oum.edu.my
OR
2. Fill in the Print Module online evaluation form available on myINSPIRE.
Thank you.
Centre for Instructional Design and Technology

(Pusat Reka Bentuk Pengajaran dan Teknologi )
Tel No.: 03-27732578
Fax No.: 03-26978702


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Faculty of Education and Languages

Copyright © Open University Malaysia (OUM)

Copyright © Open University Malaysia (OUM)

Module Writer: Assoc Prof Dr Putri Zabariah Megat A. Rahman

Moderators: Dr Norazah Omar

Assoc Prof Dr Bustam Kamri

Translator: Chung Bee Yan

Developed by: Centre for Instructional Design and Technology

First Edition, August 2016

Copyright © Open University Malaysia (OUM)

Topic 1 Development of Early Childhood Programmes 1

Topic 2 Pioneers in Early Childhood Education 20

Topic 3 Family Institutions 34

Copyright © Open University Malaysia (OUM)

3.2.2 Parental Responsibility 42

Topic 4 Childcare Services 51

Topic 5 Models and Theories 69

Copyright © Open University Malaysia (OUM)

Topic 6 Development Of Professionalism in ECE Teachers 84

Topic 7 Children with Special Needs 104

Topic 8 Environment and ChildrenÊs Learning 125

Copyright © Open University Malaysia (OUM)

Topic 9 Guidance and Education 137

Topic 10 Environmental Adaptation 149

Copyright © Open University Malaysia (OUM)

Copyright © Open University Malaysia (OUM)

COURSE GUIDE DESCRIPTION

As an open and distance learner, you should be acquainted with learning

Copyright © Open University Malaysia (OUM)

Table 1: Estimation of Time Accumulation of Study Hours

1. Describe the historical development of early childhood education;

2. Explain the goals and philosophy of early childhood education

5. State the management of early childhood education according to the

Copyright © Open University Malaysia (OUM)

Topic 1 reviews the progress of early childhood education in Malaysia. It

Topic 4 explains childcare services at home and institutions. The childcare

Topic 5 discusses models, theorists of early childhood education and application

Topic 6 focuses on educators (teachers) who engage in the profession of early

Topic 9 discusses the formation of behaviour in terms of philosophy, factors that

Topic 10 discusses the continuation of early childhood education from home to

Copyright © Open University Malaysia (OUM)

TEXT ARRANGEMENT GUIDE

Self-Check: This component of the module is inserted at strategic locations

Activity: Like Self-Check, the Activity component is also placed at various

Copyright © Open University Malaysia (OUM)

References: The References section is where a list of relevant and useful

TAN SRI DR ABDULLAH SANUSI (TSDAS) DIGITAL

Copyright © Open University Malaysia (OUM)

By the end of this topic, you should be able to:

Copyright © Open University Malaysia (OUM)

Claims on the necessity for childhood education in nurseries and kindergartens

1.1 EARLY CHILDHOOD EDUCATION IN

After independence however, new Acts and regulations were established to

1.1.1 History of Early Childhood Programmes

Copyright © Open University Malaysia (OUM)

In 1969, the Asia Foundation provided financial allocation to the Malaysian

Then in 1970, the Community Development Department – KEMAS (Jabatan

Subsequently in 1976, the Department of National Unity (Jabatan Perpaduan

Copyright © Open University Malaysia (OUM)

Then, the Department of Social Welfare Malaysia – JKM (Jabatan Kebajikan

We can refer to the rules of establishing and registering kindergartens in the

Table 1.1: Sequence of Events – Early Childhood Programme Development in Malaysia

Year Sequence of Events in Malaysia

1969 Establishment of three pilot preschools by the Ministry of Education in