DECE 1253 MANAGEMENT OF EARLY CHILDHOOD PROGRAMS

Diploma in Early Childhood

Education

DECE 1253 – Management of Early Childhood Programs

Final Assignment

INSTRUCTION TO FOR EXAMINER USE ONLY

CANDIDATES

Assignment: Sections Full Marks Marks

Given
(i) Type of Font Report 60 Marks
❖ Title – Arial / Presentation 40 Marks
Times New Roman 12pt TOTAL 100 Marks
❖ Text :
Times New Roman 12pt
(ii) Spacing 1. 5
(iii) Cover page: use this cover
and put together with the
questions

NAME: I/C No.

1.Yasmin Nazirah Hayati Binti Nazri 991012-10-5134

2.Nursyuhadah Syaurah Binti Mohd Ismail 030616-10-0948

3.Wan Nur Izzah Nabila Binti Norazri 030215-10-0066

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DECE 1253 MANAGEMENT OF EARLY CHILDHOOD PROGRAMS

FINAL ASSIGNMENT

INSTRUCTION:

Assignment Group

1) Each group is required to plan a STANDARD OPERATING PROCEDURES (SOP) in preparation of

accident or disaster that can happen in your child care centre or kindergarten. The content of report should have
details as below:

Title Details Page

Using this cover page by listing your group members and
Cover page
matric numbers.
Appreciation for who are involved to complete the
Acknowledgement i
assignment such as lecturer, friends, family.
Table of Content Do it in a table and hidden the line of the table. ii
1.1 Introduction to standard operating procedure (SOP)
1.0 Introduction 1.2 Categories of Accident/Disaster in Child Care 1
Centre/Kindergarten
2.1 Process of Creating the SOP
2.0 Content 2.2 Reason of Choosing the SOP 4
2.3 Role Play on Implementing the SOP
3.0 Conclusion 3.1 Summary from introduction to the content. 10
Example:
Munirah, (2019). Brainy Bunch. Pt Publisher. (Book)
References 11
Munirah, (2020). Brainy Bunch. Retrieved from
www.jebon.com by 17th November 2019. (Google)

2) You need to record the process of doing the assignment and implementation of the SOP. Your presentation and
due date for report submission will be on week 12th.

IMPORTANT GUIDELINES

1. All documents should be word processed. No hand written documents will be accepted.
2. Must use font Times New Roman, size 12 pt and use 1.5 lines spacing for the whole document.
3. The report must content not less than 6 pages. (Not included attachment)
4. The deadline for the full project submission is on week 12. Late submission will result in mark deduction
per-day. The report submission through LMS and the upload file must in PDF file.
5. The demonstration conducted and the process of doing assignment must be video recorded as an evidence
and save a copy in a CD. CD should attached with the report.
6. Students are reminded to make backup copies on all their documents. Any excuses will NOT be tolerated.

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DECE 1253 MANAGEMENT OF EARLY CHILDHOOD PROGRAMS

ACNOWLEDGMENT

First of all, we would like to thank Allah SWT and everyone who supported us in carrying out
this group work for subject Management of Early Childhood Programs. Next, we would like to
thank our beloved lecturer Ms, Norhazlina Binti Zaini who always provided us with ideas and
comments to ensure our work went smoothly.

In addition, we would like to thank our team members Wan Nur Izzah Nabila Binti Norazri,
Yasmin Nazirah Hayati Binti Nazri and Nursyuhadah Syaurah Binti Mohd Ismail who have
always provided ideas, working together to complete this task together and 100 percent
commitment to make sure this report is complete and to ensure that all our core ideas and ideas
can be incorporated into this report. However, without a member of this task group, the task will
not be able to complete it in time. Therefore, as a team member we need to encourage each other
to perform this task well.

Finally, we would like to thank our dear friends from other group who have always supported us
to complete this task by providing us with additional ideas and information related to our work to
make it look better than ever.

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DECE 1253 MANAGEMENT OF EARLY CHILDHOOD PROGRAMS

Table Of Content:

1.0 INTRODUCTION 1.1 Introduction to standard operating procedure (SOP)

1.2 Categories of Accident/Disaster in Child Care

Centre/Kindergarten

1.3 What to do if we discover a fire

2.0 CONTENT 2.1 The fire injury that can be encountered

2.2 What Causes a Fire?

2.3 Example of escape plan

3.0 CONCLUSION

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1.0 INTRODUCTION

1.1 Introduction to standard operating procedure (SOP)

An SOP is a procedure specific to your operation that describes the activities necessary to
complete tasks in accordance with industry regulations, provincial laws or even just your own
standards for running your business. Any document that is a “how to” falls into the category of
procedures. In a manufacturing environment, the most obvious example of an SOP is the step-
by-step production line procedures used to make products as well train staff.

An SOP, in fact, defines expected practices in all businesses where quality standards exist. SOPs
play an important role in your small business. SOPs are policies, procedures, and standards you
need in the operations, marketing, and administration disciplines within your business to ensure
success. These can create, efficiencies and therefore profitability, consistency and reliability in
production and service, fewer errors in all areas, a way to resolve conflicts between partners, a
healthy and safe environment, protection of employers in areas of potential liability and
personnel matters, a roadmap for how to resolve issues – and the removal of emotion from,
troubleshooting – allowing needed focus on solving the problem, a first line of defense in any
inspection, whether it be by a regulatory body, a partner or potential partner, a client, or a firm
conducting due diligence for a possible purchase, value added to your business should you ever
wish to sell it.

Developing an SOP is about systemizing all your processes and documenting them. Every
business has a unique market, every entrepreneur has his/her own leadership style, and every
industry has its own best practices. No two businesses will have an identical collection of SOPs.
Below is a listing of just a few typical SOPs, which you will want to consider writing for your
own small business.

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1.2 Categories of Accident/Disaster in Child Care Centre/Kindergarten

Most fire cases are due to human negligence. Not only carelessness, but the attitude of not caring
about the dangers of fire and how to deal with the situation is also a major factor that contributes
to fire incidents. In fact, firefighters themselves admit that many fires occur due to excessive
electrical energy consumption and negligence when operating electrical appliances.

Example cause of fire is Electrical switch. Electrical switches always conduct electricity and can
cause a fire in the event of a short circuit. Therefore, make sure all electrical switches are always
closed when not in use and unplug from the socket. This is very important when you want to
leave the house or leave the house for a long time. In addition, you can also save on electricity
bills. Another message about electrical switches that you may have heard before - Do not touch
the electrical switches with wet hands as you may get an electric shock. In addition is Overload
extension /plug. This overload means we put more load on the extension or plug at home. For
example, using two/three extension cords at the same time, or using the same circuit for
electrical equipment that can cause over-heating. When overheated, the equipment can overheat
and cause a short circuit.

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1.3 How to handle disaster situation.

Natural disasters can be traumatic for children. Having a dangerous school fire can scare
children. Often the whole community is an affected, in turn affecting a child’s sense of safety
and normalcy. Fires in schools present a variety of unique issues and challenges, the role of
parents in reducing trauma, emotional responses and coping techniques to children.

Children look to important adults in their lives for guidance on how to manage their
reactions after an immediate threat is over. Parents, teachers, and other caregivers can help
children and youth cope with the effects of a fire by calming down and reassuring children that
they will be fine. Immediate response efforts should emphasize the teaching of effective coping
strategies, fostering supportive relationships, and helping children understand their reactions.

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DECE 1253
What to do if we discover a fire:
Large fire
• Pull the fire alarm and call for help.
Call: 994
• Alert people in the area to begin evacuation.
Assist those with disabilities.
• Close doors to confine the fire.
• Go to your designated assembly area, away
and upwind from the building.
• Have people who know about the nature and
location of the fire assist emergency personnel
when they arrive
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Small fire
• Pull the fire alarm and call for help.
• Alert people in the area to begin evacuation.
Assist those with disabilities.
• If you know how to use a fire extinguisher
and have a clear exit path behind you, bring the
extinguisher within 6 feet of the fire.
• Use the P-A-S-S procedure to operate the
extinguisher:
✓ Pull the pin in the extinguisher's handle.
✓ Aim the nozzle at the base of the fire.
✓ Squeeze (or press) the handles together.
✓ Sweep from side to side at the base of
the fire until it is out.
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DECE 1253 MANAGEMENT OF EARLY CHILDHOOD PROGRAMS

2.0 Content

2.1 The fire injury that can be encountered

Some burns are minor injuries you can treat at home. Others cause lasting damage to your skin,
muscles, and bones and require long-term medical care. The type of burn you have depended on
what caused it, as well as how severely your skin has been hurt.
Common Causes of Burns
Open flames are one of the most common reasons that people get burned, but there are many
other causes. They include:
➢ Friction burns. When a hard object rubs off some of your skin, you have what’s called a
friction burn. It’s both an abrasion (scrape) and a heat burn. These are common in
motorcycle and bike accidents. Carpet burn is another type of friction burn.

➢ Cold burns. Also called “frostbite,” cold burns cause damage to your skin by freezing it.
You can get frostbite by being outside in freezing temperatures. It can also happen when
your skin comes into direct contact with something very cold for a prolonged period of
time.

➢ Thermal burns. Touching a very hot object raises the temperature of your skin to the
point that your skin cells start dying. Very hot metals, scalding liquids, and flames all
cause thermal burns. Steam can, too

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Degree of fire injuries:

Doctors group burns into different categories based on how deeply your skin has been harmed.
These are called “degrees.” You can have a first-, second-, third-, or fourth-degree burn. The
higher the degree, the more severe the burn is.

➢ First-degree. These burns only affect the outer layer of your skin. A mild sunburn’s one
example. Your skin may be red and painful, but you won’t have any blisters. Long-term
damage is rare.
➢ Second-degree. If you have this type of burn, the outer layer of your skin as well the
dermis – the layer underneath – has been damaged. Your skin will be bright red, swollen,
and may look shiny and wet. You’ll see blisters, and the burn will hurt to the touch.

• If you have a superficial second-degree burn, only part of your dermis is damaged. You
probably won’t have scarring.

• A deep partial thickness burn is more severe. It may leave a scar or cause a permanent
change in the color of your skin.
➢ Third-degree. Sometimes called a “full thickness burn,” this type of injury destroys two
full layers of your skin. Instead of turning red, it may appear black, brown, white or
yellow. It won’t hurt because this type of burn damages nerve endings.
➢ Fourth degree. This is the deepest and most severe of burns. They’re potentially life-
threatening. These burns destroy all layers of your skin, as well as your bones, muscles,
and tendons.

What Parents Need to Know:

As a parent, feeling confident in the safety of your child or children at the school
they attend is extremely important. What parents should do is while the school
staff has been trained and continue to receive guidance on how best to help
students, the best advocate for the child is parents! Parents can ask child's teacher
about the plans the school has in place for emergencies such as fires. Parents can
ask how often school officials and safety experts meet to discuss safety procedures.
While some schools may hesitate to share all parts of their plans and strategies,
make aware of the information available to us

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DECE 1253 MANAGEMENT OF EARLY CHILDHOOD PROGRAMS

What's the school plan?

All schools should have an organized, systematic emergency operations plan in
place to reduce risks or prevent, prepare for, respond to, and recover from a crisis.
These may range from a death or accident affecting a member of the school
community to a natural disaster or crisis& affecting a lot of individuals in the
school.

Fire preparation of school sessions:

➢ Make an escape plan
It is important to have a plan when there are children in your home. Children sometimes need
help getting out of the house. They may not know how to escape or what to do unless an adult
shows them.
➢ Keep children safe from fire and burns by keep children 3 feet away from fire
➢ Prepared fire extinguishers

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DECE 1253 MANAGEMENT OF EARLY CHILDHOOD PROGRAMS

2.2 What Causes a Fire?

Most fire cases are due to human negligence!
Not only carelessness, but the attitude of not caring about the dangers of fire and how to deal
with the situation is also a major factor that contributes to fire incidents. In fact, firefighters
themselves admit that many fires occur due to excessive electrical energy consumption and
negligence when operating electrical appliances.
Example cause of fire:
1. Electrical switch
Electrical switches always conduct electricity and can cause a fire in the event of a short circuit.
Therefore, make sure all electrical switches are always closed when not in use and unplug from
the socket. This is very important when you want to leave the school or leave the school for a
long time. In addition, you can also save on electricity bills. Another message about electrical
switches that you may have heard before - Do not touch the electrical switches with wet hands as
you may get an electric shock!
2. Overload extension /plug
This overload means we put more load on the extension or plug at home. For example, using
two/three extension cords at the same time, or using the same circuit for electrical equipment that
can cause over-heating. When over-heated, the equipment can overheat and cause a short circuit.

2.3 Example planning picture

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3.0 Conclusion

The project result in two main outputs. First on overall index of fire safety that provides
possibilities for countrywide comparisons was developed, based on a fire safety awareness index
used by the Estonia rescue board. The index provides input data to future fire prevention
planning activities. The second output is a classification framework for the prevention measures.
These out puts rely both on quantitative and qualitative data. It is based on the feedback from the
participants. Although the developed index and classification framework also present the
possibility for international comparisons. It has to be noted that despite the systematic and
scientific approach used to develop them, no direct causality conclusion can be drawn

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A) Rubric for Report

Criteria Inadequate=D Adequate=C Above Average=B Exemplary=A

(Below Standard)
0–2
Organization
Writing lacks logical organization. It
shows some coherence but ideas
lack unity. Serious errors.
(Meets Standard)
3–4
Writing is coherent and logically
organized. Some points remain
misplaced and stray from the topic.
Transitions evident but not used
throughout essay.
(Exceeds Standard)
5–7
Writing is coherent and logically
organized with transitions used between
ideas and paragraphs to create
coherence. Overall unity of ideas is
present.
(Far Exceeds Standard)
8 - 10
Writing shows high degree of attention
to logic and reasoning of points. Unity
clearly leads the reader to the
conclusion and stirs thought regarding
the topic.

0-5 6 – 10 11 – 15 16 - 20
Level of Content
Shows some thinking and reasoning Content indicates thinking and Content indicates original thinking Content indicates synthesis of ideas, in-
but most ideas are underdeveloped reasoning applied with original and develops ideas with sufficient depth analysis and evidences original
and unoriginal. thought on a few ideas. and firm evidence. thought and support for the topic.

0–2 3–4 5–7 8 - 10

Development
Main points lack detailed Main points are present with limited Main points well developed with Main points well developed with high
development. Ideas are vague with detail and development. Some quality supporting details and quantity. quality and quantity support. Reveals
little evidence of critical thinking. critical thinking is present. Critical thinking is weaved into points high degree of critical thinking.

Grammar & 0–2 3–4 5–7 8 - 10

Mechanics Spelling, punctuation, and
grammatical errors create
distraction, making reading
difficult; fragments, comma splices,
run-ons evident.
Errors are frequent.
Most spelling, punctuation, and Essay has few spelling, punctuation, Essay is free of distracting spelling,
grammar correct allowing reader to and grammatical errors allowing reader punctuation, and grammatical errors;
progress though essay. Some errors to follow ideas clearly. Very few absent of fragments, comma splices,
remain. fragments or run-ons. and run-ons.

0–2 3–4 5–7 8 - 10

Style
Mostly in elementary form with
little or no variety in sentence
structure, diction, rhetorical
devices or emphasis.
Approaches college level usage of Attains college level style; tone is Shows outstanding style going beyond
some variety in sentence patterns, appropriate and rhetorical devices usual college level; rhetorical devices
diction, and rhetorical devices. used to enhance content; sentence and tone used effectively; creative use
variety used effectively. of sentence structure and coordination

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DECE 1253
0–2
Format
Fails to follow format and
assignment requirements; incorrect
margins, spacing and indentation;
neatness of essay needs attention.
B) Presentation Rubric
Criteria Unsatisfactory-Beginning
Presentation/ 0-5 points
Content Presentation content shows a lack of
(Group grade) understanding of the topic. There is
inadequate evidence of research and
insufficient relevant information and
facts. Content is confusing and/or
contains frequent inaccuracies.
Required elements are missing and/or
randomly organized. Sources, if
included, generally lack proper
citation format (APA 6th ed.).
Presentation/ 0-3 points
Design Slides generally lack visual appeal and
(Group grade) are text-heavy with little or no visuals
and/or exhibit an overuse of color or
animations. Media, (e.g., images), if
used, are rarely cited on each slide. No
theme is evident and the presentation
appears disjointed rather than unified
and/or frequent errors (grammar,
punctuation, spelling, formatting, etc.)
on the slides
Presentation/ 0-3 points
Oral Delivery Ineffective in delivering the oral
(Group grade) presentation demonstrating below
average/poor communication skills.
Substantially over/under the time limit
to present and/or not all members
presented. Lack of preparation was
evident.
3–4
Meets format and assignment
requirements; generally correct
margins, spacing, and indentations;
essay is neat but may have some
assembly errors.
Developing
6-10 points
Presentation content shows general
understanding of the topic. There is
limited evidence of research in locating
relevant information and facts and/or
supporting statements made. Content
contains some inaccuracies,
inconsistencies, misinterpretations,
and/or somewhat unclear. A required
element may be missing and/or some
sources may be improperly cited (APA
6th ed.).
4-6 points
Slides generally include a mix of white
space, visuals, and/or text but not
consistently and/or some overuse or
inappropriate use of color or
animations. Theme (e.g., template) is
not consistently evident throughout the
presentation and/or some errors
(grammar, punctuation, spelling,
formatting, etc.) on the slides.
4-6 points
Somewhat effective in delivering the
oral presentation demonstrating
average communication skills. Slightly
over/under the time limit. Some
members presented more than others.
More preparation was needed.
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MANAGEMENT OF EARLY CHILDHOOD PROGRAMS
5–7
Meets format and assignment
requirements; margins, spacing, and
indentations are correct; essay is neat
and correctly assembled.
Accomplished
11-15 points
Presentation content shows an adequate
understanding of the topic. Some
research effort is evident in locating
relevant information and facts. Content
is mostly accurate and reasonably
organized. May contain some
inconsistencies in content or some
connections made may not be
supported. Required elements are
included and sources are properly cited
(APA 6th ed.) for the most part.
7-8 points
Slides are effectively designed with
visual appeal including white space,
visuals, and minimal text for the most
part. Color and animations are used
appropriately. Theme (e.g., template) is
evident in the presentation for the most
part to produce a cohesive presentation
and/or minor errors (grammar,
punctuation, spelling, formatting, etc.)
on the slides.
7-8 points
Effective in delivering the oral
presentation demonstrating good
communication skills and generally
close to the time limit for the group to
present (20 minutes total). All group
members presented and preparation was
evident for the most part.
8 - 10
Meets all formal and assignment
requirements and evidences attention to
detail; all margins, spacing and
indentations are correct; essay is neat
and correctly assembled with
professional look.
Exemplary
16-20 points
Presentation content shows a thorough
understanding of the topic. Substantive
research effort is evident in locating
relevant information and facts. Content
is accurate and sequenced in a clear,
logical way. All required elements are
included and sources are properly cited
(APA 6th ed.).
9-10 points
Slides are visually well designed,
aesthetically pleasing with appropriate
use of white space, visuals, and
minimal text, on each slide. Color and
animations are used judiciously. Theme
(e.g., template) is evident throughout to
produce a highly cohesive presentation.
Basically free from errors (grammar,
punctuation, spelling, formatting, etc.)
on the slides.
9-10 points
Highly effective in delivering a well-
polished oral presentation within the
time limit for the group to present (20
minutes total). All group members
presented equally. Preparation was
strongly evident.
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