Pre School Teaching - ET01232012 - NOSS

STANDARD PRACTICE
NATIONAL OCCUPATIONAL SKILLS STANDARD (NOSS)

FOR
PRESCHOOL TEACHING
LEVEL 3
1. INTRODUCTION
The Standard Practice and Standard Content are part of the NOSS document which shows the
structured career path of Preschool Teachers. This NOSS document is developed to meet Level
3 requirements which are currently of priority to the preschool industry. The panel of experts
concluded that this job area requires significant range of varied work activities, performed in a
variety of contexts, most of which are complex and necessary. Much responsibility and
accountability are expected of preschool teachers as they are the primary care and education
providers in building future generations. To produce competent preschool teachers in this
industry, the needs for knowledge and skills training are essential.
The NOSS comprises of 7 core and 2 elective Competency Unit (CU) titles. This NOSS
covers the preschool teacher’s job area which is one of the pillars under the subsector of early
childhood education in the education and training services sector. (Refer Figure 1.1
Occupational Area Analysis Chart for Job Area Preschool Teaching).
Industry requirements and skills development in the preschool teaching industry in Malaysia
has directly contributed to the up-scaling of quality preschool education. This NOSS specifies
competencies expected of a competent preschool teacher. The career path of this job area can
be expanded to Senior Preschool Teacher/ Preschool Supervisor at level 4 and Preschool
Principal at level 5.
Preschool teaching is critical for the development and well-being of preschool children as they
are the country’s assets. Teaching the preschool children is in line with the National Philosophy
of Education in Malaysia.
The demand for the employment of preschool teachers as professionals is promising due to the
growth of the industry and nation. The job area for this profession is mostly significant in the
preschool education. Presently, there is no official standardisation of skill certification for
preschool teachers in the local preschool industry. Besides being used as a basis for training
curriculum, this NOSS will also provide opportunity for those experienced preschool teachers
to be certified through Accreditation of Prior Achievement (APA).
The NOSS document comprises Job Profiles (JP) of (a) Competency Unit (CU) titles,
(b) Competency Profile (CP) and (c) Curriculum of Competency Unit (CoCu). The
Competency Profile consists of competency unit titles, descriptors, work activities and
performance criteria. The Curriculum of Competency Units (CoCu) comprise work activities,
related knowledge, applied skills, attitude/safety/environmental, training hours, delivery mode,
assessment criteria, employability skills (core abilities & social skills), tools, equipment and
materials (TEM) and references. The information in the
i
CoCu can be used by training centres to conduct training to help preschool teachers in meeting
the industrial requirements. This NOSS can also be used by the industry to determine the job
scope, responsibilities, remuneration, job modification and career enhancement of a preschool
teacher.
ii
1. OCCUPATIONAL PROFILE CHART
SECTOR EDUCATION AND TRAINING SERVICES
SUB SECTOR EARLY CHILDHOOD EDUCATION

ISLAMIC INSTRUCTOR
RESEARCHER
AREA PRESCHOOL EDUCATION
ET-010-6
LEVEL 6 PENYELIDIK ISLAM NOT AVAILABLE NOT APPLICABLE
PAKAR (AL-KHABIR)
I-031-5
LEVEL 5 ET-010-5 PRESCHOOL PRINCIPAL
VOCATIONAL TRAINING
PENYELIDIK
MANAG
ISLAM
ER
– MU’TABAR KANAN
I-031-4
LEVEL 4 ET-010-4 VOCATIONAL TRAINING PRESCHOOL SUPERVISOR
PENYELIDIK EXECUTI
ISLAM VE
I-031-3
LEVEL 3 NO LEVEL VOCATIONAL TRAINING PRESCHOOL TEACHER
OFFICE
R
LEVEL 2 NO LEVEL NO LEVEL NOT APPLICABLE
LEVEL 1 NO LEVEL NOT APPLICABLE

NO LEVEL
Figure 1.1 Occupational Area Analysis Chart for Job Area Preschool Teaching
iii
2. OCCUPATIONAL AREA ANALYSIS CHART
SECTOR EDUCATION AND TRAINING SERVICES
SUB SECTOR EARLY CHILDHOOD EDUCATION

ISLAMIC INSTRUCTOR
RESEARCHER
AREA PRESCHOOL EDUCATION
ET-010-6
LEVEL 6 PENYELIDIK ISLAM NO LEVEL NOT APPLICABLE
PAKAR (AL-KHABIR)
I-031-5
LEVEL 5 ET-010-5
VOCATIONAL TRAINING
PENYELIDIK
MANAG
ISLAM PRESCHOOL MANAGEMENT AND ADMINISTRATION
ER
– MU’TABAR KANAN
I-031-4
LEVEL 4 ET-010-4 VOCATIONAL TRAINING
PENYELIDIK EXECUTI
ISLAM VE
I-031-3 PRESCHOOL TEACHING

LEVEL 3 NO LEVEL VOCATIONAL TRAINING
OFFICE
R
LEVEL 2 NO LEVEL NO LEVEL NOT APPLICABLE
LEVEL 1 NO LEVEL NOT APPLICABLE

NO LEVEL
iv
3. DEFINITION OF COMPETENCY LEVEL
The NOSS is developed for various occupational areas. Candidates for certification must be
assessed and trained at certain levels to substantiate competencies. Below is a guideline of each
NOSS Level as defined by the Department of Skills Development, Ministry of Human Resources,
Malaysia.
Malaysia Skills Certificate Level 1: Competent in performing a range of varied work

activities, most of which are routine and predictable
Malaysia Skills Certificate Level 2: Competent in performing a significant range of

varied work activities, performed in a variety of
contexts. Some of the activities are non-routine
and required individual responsibility and
autonomy.
Malaysia Skills Certificate Level 3: Competent in performing a broad range of varied

work activities, performed in a variety of contexts,
most of which are complex and non- routine. There
is considerable responsibility and autonomy and
control or guidance of others is often required.
Malaysia Skills Diploma Level 4: Competent in performing a broad range of complex

technical or professional work activities performed in
a wide variety of contexts and with a substantial
degree of personal responsibility and autonomy.
Responsibility for the work of others and allocation
of resources is often present.
Malaysia Skills Advanced Diploma Competent in applying a significant range of

Level 5: fundamental principles and complex techniques
across a wide and often unpredictable variety of
contexts. Very substantial personal autonomy and
often significant responsibility for the work of others
and for the allocation of substantial resources
features strongly, as do personal
accountabilities for analysis, diagnosis,
planning, execution and evaluation.
v
4. MALAYSIAN SKILL CERTIFICATION
The pre-requisites for the enrolment of this programmeme are as below:

i. Physically and mentally fit,
ii. Able to converse, read and write in Bahasa Malaysia and English, AND
iii. Sijil Peperiksaan Malaysia (SPM) / Sijil Peperiksaan Malaysia Vokasional
(SPMV), OR
iv. Sijil Kemahiran Malaysia (SKM 2 – childcare provider) or any other recognised/
equivalent certificates.
Candidates, after being assessed, verified and fulfilled Malaysian Skill Certification requirements
shall be awarded with Sijil Kemahiran Malaysia (SKM) for Level 3; as for Level 4 and 5
candidates, shall be awarded Diploma Kemahiran Malaysia (DKM) and Diploma Lanjutan
Kemahiran Malaysia (DLKM) respectively.
This NOSS outlines competency units in the Preschool Teaching environment as required by the
industry and has been developed and documented following extensive collaboration across key
Malaysian organisations. To meet the requirements of this industry, it is imperative that the
competency units outlined follow a high standard as well as maintenance of consistency
throughout the assessment process. This can only be done by stipulating a precise framework in
which the assessment of competency units must be conducted. The training and assessment of
Preschool Teacher (Preschool Education) must be deployed in accordance with National Skills and
Development Act (Act 652) (NASDA) and in adherence to the needs and requirements of the
industry and national policies as follows:
a) The final assessment of competence must include the combination of documented
continuous assessment conducted by the facilitator during training and the results of post-
training examination;
b) The post-training examination must be practical in nature and involve demonstration and
application of the competency units at the workplace setting or real-world examples;
c) The competency units as outlined in this NOSS must be assessed throughout the training
programme and during a post-training examination;
d) The learning environment and facilities need to be in accordance with the requirements
of the Preschool Teaching industry;
e) The development and assessment of the competency units must demonstrate that they
have developed transferable skills;
f) The development and assessment of the competency units must include documentation by
candidates both during training and examination; and
g) All training and assessment materials must be mapped and verified to be in accordance with
the NOSS Preschool Teaching Level 3 by a panel of industry subject matter experts
appointed by Jabatan Pembangunan Kemahiran (JPK).
vi
5. JOB COMPETENCIES
The Preschool Teacher (Preschool Teaching) Level 3 is competent in performing the

following tasks:
 Preschool Children’s Health, Safety and Security Assurance

 Preschool Teaching and Learning
 Classroom Management
 Assessing Preschool Children
 Child Guidance
 Organising Preschool Children Out-Of-School Activities
 Building Family and Community Relationship
 Inclusion of Children with Learning Disabilities
 Preschool Nutritional Guidance
6. WORKING CONDITIONS
Generally preschool teachers work under operating hours similar to that of the
organisation/preschool centre which may also include outside normal working hours or work
during weekends. They work in preschool education industry, locally or overseas, as a team to
ensure operations are successfully executed. Since this is an educational service-based industry, they
need to have knowledge and effective teaching skills, positive attitude and effective interpersonal
communication skills to deal with various related job functions in the preschool settings.
Personnel in this field of work is also required to adhere to health, safety and security and
environment procedures because the work place may lead to accidents and injuries.
7. EMPLOYMENT PROSPECTS
Excellent prospects exist for certified preschool teachers in preschool education industry. Preschool
teachers possess extensive skills, high moral values and sound work ethics in contributing to the
growth and development of preschool children. They provide the required knowledge and skill
capabilities to the children, families and the communities.
The Government policy (Economic Transformation Programmeme 2010-2020) promotes more

capable preschool teachers to maximise their effectiveness in the preschool settings and contribute
to the continuous development of the potential of individuals holistically towards fulfilling the
National Education Philosophy.
Other related occupation with respect to employment opportunities are:
 Preschool Supervisor
 Assistant Principal
 Preschool Programme Coordinator
vii
Other related industries with respect to employment opportunities are:
 Preschool Events Management

 Training Institutions
 Public sector related to Early Childhood Care and Education (ECCE)
 Private sector related to Early Childhood Care and Education (ECCE)
8. TRAINING, INDUSTRIAL/PROFESSIONAL RECOGNITION, OTHER QUALIFICATIONS

AND ADVANCEMENT
Candidates are trained in training institutions both public and private sectors with the on- job-
training (OJT). The basic qualifications for the three levels of Preschool Teacher Level 3,
Supervisor (Preschool teaching) - SKM Level 4, Principal (Preschool teaching) – SKM Level 5 is
together with a minimum of three (3) years of working experience.
Other courses for skills advancement purposes can be developed in the following fields:
 Toys Manufacturing
 Educational Apparatus and Furniture
 Preschool Education Consultancy
 Media (ECCE related)
 ECCE Books Publishing
 Entrepreneur in ECCE
9. SOURCES OF ADDITIONAL INFORMATION
LOCAL:
 Bahagian Pembangunan Kurikulum

Kementerian Pelajaran Malaysia Aras
4 - 8, Blok E9, Parcel E
62604 Putrajaya
Wilayah Persekutuan Putrajaya
(www.moe.gov.my)
 Lembaga Peperiksaan Kementerian

Pelajaran Malaysia 50605 Jalan
Duta
Kuala Lumpur (ww
w.moe.gov.my)
 Kementerian Kesihatan Malaysia
Blok E1, E6, E7 & E10
Parcel E, Pusat Pentabiran Kerajaan
Persekutuan
62590 Putrajaya
Wilayah Persekutuan Putrajaya
(www.kkm.gov.my)
viii
COMPETENCY PROFILE (CPC)
Sub Sector EARLY CHILDHOOD EDUCATION (PRESCHOOL EDUCATION)
Job Area PRESCHOOL TEACHING
Level THREE (3)
CU Title CU Code CU Descriptor CU Work Activities Performance Criteria
1. Preschool Children’s ET-012- This Preschool Children’s 1. Ensure safety and 1. Security measures in and out of
Health, Safety and 3:2012- Health, Safety and Security security indoors the premises taken in accordance
Security Assurance C01 Assurance Competency Unit is and outdoors with Regulatory / Statutory
to ensure preschool children’s Bodies’ Requirements and
health, safety and security Standard Operating Procedure
indoor and outdoor while the (SOP).
school is in session in
accordance with Occupational 2. Safety and security procedures,
Safety Health and rules and regulations are adhered
Environment act OSHEA, to at all times.
Regulatory and Statutory
Bodies Requirements and 2 Monitor children’s 3. Children’s routine health-check
Standard Operating Procedure health (physical and clinical) recorded in
(SOP). and safety accordance with Regulatory /
Statutory Bodies’ Requirements and
The preschool teacher is to Standard Operating Procedure
check and record children’s (SOP).
health and physical conditions
in compliance with health, 4. Measures for injury and
safety and security rules and emergency are responded to in
routines as well as to keep accordance with Standard
children under supervision at Operating Procedure (SOP).
all times.
2
3. Educate children on 3.1 Health safety and security

health, safety and practices explained and
security demonstrated to children
4. Evaluate the practices of 4.1 Children’s health, safety and

children’s health, safety security practices checked,
and security assurance identified and reported in
accordance with Regulatory /
Statutory Bodies’ Requirements
and Standard Operating Procedure
(SOP)
2. Preschool Teaching ET-012- This Preschool Teaching and 1. Analyse Requirements 1.1 Contents Standard and Learning
and Learning 3:2012- Learning competency unit is and contents of National Standard in accordance with
C02 to develop children aged 4 - 6 Preschool Curriculum Regulatory / Statutory Bodies’
in the developmental domains Standard (NPCS / KSPK). Requirements and Standard
of physical, social, emotional, Operating Procedure (SOP)
intellectual and spiritual specified.
through effective formal and 2. Plan teaching and
informal teaching-learning learning activities 1. Lesson plan details, (subject
processes. matter, learning outcomes,
materials, assessment, etc.)
The Preschool Teacher is listed.
responsible for planning and
executing preschool education 2. Teaching and learning methods
programme to teach young and activities stated.
children effectively by 3. Lesson plans produced
adopting appropriate according to Developmentally
approaches and practices to Appropriate Practices (DAP).
ensure the holistic
development and well-being
of children in accordance to
the National
3
3. Carry out lessons 1. Principles, methods and

Preschool Curriculum techniques of teaching and
planned
Standard (NPCS / KSPK). learning applied.
2. Contents of planned lessons
delivered.
3. Resources and materials
utilised.
4. Feedback recorded.
4. Evaluate effectiveness
of lessons executed 4.1 Self reflection on the delivery
practiced.
4.2. Feedback responded to.
4.3 Intended learning outcomes and

achievement level recorded.
3. Classroom ET-012- This Classroom Management 1. Plan classroom setting for 1. Date, day, time, subjects and
Management 3:2012- Competency Unit is to enable teaching and learning venue determined
C03 preschool teacher to create activities
conducive learning 2. Themes, topics, methods and
environment for enhancing teaching-learning materials
children’s growth and identified.
development.
3. Teaching-learning materials
The preschool teacher is to obtained and prepared.
facilitate and support children’s 2. Create learning 2.1 Learning environment set up
physical, cognitive, language, environment to enhance according to lesson plan.
aesthetic, social-emotional, moral children’s growth and
and spiritual development by development.
providing a
4
safe, secure and friendly 3. Evaluate effectiveness 1. Space, tools, equipment and
environment that promotes of classroom materials for teaching and
respect for each other as well as environment learning activities and the
for rules and routines. learning corners organised
according to setting lay out.
2. Classroom rules and routines

with children established and
practiced.
3. Learning tools, equipment and
materials kept in place.
4. Assessing Preschool ET-012- This Assessing Preschool 1. Plan assessment 1. Purposes and Requirements
3:2012- Children Competency Unit activities of assessing preschool children
Children
C04 is to ensure children’s needs determined.
and desires are attended to
effectively in accordance 2. Types of assessment selected.
with their learning abilities
and development stages. 3. Children and developmental
Assessment of children domains to be assessed
provides advice and guidance identified.
to relevant parties and
professionals in providing 4. Assessment plan produced.
remedial support and
intervention. 2. Prepare assessment 2.1 Assessment materials (checklist,
materials rating scale, etc.) obtained as per
The preschool teacher is to planned assessment.
regularly monitor, observe,
analyse, document and report 3. Execute observation of 5. Observation techniques applied.
children’s children 6. Observation data recorded.
5
development, progress and 4.1 Assessment data compiled.
4. Analyse assessment
areas of concern as well as to
plan and carry out follow- up data
4.3 Assessment analysis findings
activities.
recorded.
4.3 Follow-up activities identified.
5. Prepare children’s 1. Children development progress

progress report reported.
2. Recommendations
for improvement
proposed.
6. Report progress results to
responsible personnel 3. Progress report
/ parties involved conveyed.
4. Feedback responded to
according to progress report
Requirements and Standard
Operating Procedure (SOP).
6
5 Child Guidance ET-012- The Child Guidance 1. Assess children’s 1. Difficult situations and difficulties
3:2012- Competency Unit is a unit for behaviour and attitude encountered by children identified.
C05 preschool teachers to develop
children's positive attitude, 2. Non judgemental, unbiased
behaviour and ethical practices attitude practised.
and values to help build
confidence and guide them to 3. Guidance approaches
manage difficult situations that 2. Execute child guidance selected.
foster new learning.
4. Guidance methods, procedures
The preschool teacher and techniques applied.
promotes the development of
self control in preschool
3 Evaluate effectiveness 5. Change in behaviour
children through positive
of guidance methods, determined.
guidance by setting clear,
procedures and
consistent and fair limits for
techniques. 6. Self reflection
children’s acceptable behaviour
and engages them in practised
developing rules and
procedures for behaviour of 7. Effectiveness of guidance
class members. methods, procedures and
techniques recorded and
reported in accordance with
Regulatory / Statutory Bodies’
Operating Procedures (SOP).
7
6 Organising Out-of- ET-012- This Organising Out-of-School 1. Check out-of-school 1.1 Date, time, location and nature of
School Activities 3:2012- Activities Competency Unit is to activities and annual activities confirmed.
C06 promote active learning and events as planned
enrich children’s personal
experiences through intellectual, 2. Prepare out-of-school 1. Parent’s permission and children’s
physical, spiritual, social and activities and annual participation obtained and
emotional development, to build events based on school confirmed in accordance with
their self-esteem and potential calendar Regulatory / Statutory Bodies’
through the implementation of Requirements and Standard
out-of-school activities such as Operating Procedure (SOP).
concerts, field trips, outings,
holiday camps, sports day, nature 2. Checklist on relevant
walk, and other experiential materials, health and safety
activities.
measures (first-aid, name list)
The preschool teacher is to produced.
3. Conduct out-of-school
carry out formal and informal activities and annual 3. Children’s out-of-school activities
experiential learning activities events as planned documentation obtained and
conducted out of the school.
compiled.
4. Children’s safety and security
assured.
3. Children activities
attended to and monitored.
4. Evaluate implementation
of out-of-school activities 4. Feedback on out-of-school
activities analysed.
5. Implementation status of out-of-

school activities determined.
6. Evaluation report produced.
8
7 Building Family and ET-012- The Building Family and 1. Create environment that 1. Information about preschool’s
Community 3:2012- Community Relationships promotes mutual setting philosophy, policies,
Relationships C07 Competency Unit is to develop understanding, trust and approaches and procedures
reciprocal relationships among co-operation with family provided to stakeholders.
children, families, preschool and community
teachers, the preschool and the 2. Respects for families as child’s
local community, to support primary care giver, differences in
individuals in realising their values practices, cultural, religious
capabilities to develop and community tradition conveyed
responsible and responsive to stakeholders.
practices that respond to the
3. Approachable and comfortable
needs of preschool children and 2. Build relationships with
families in an ever- changing environment established.
family and community
societal context. 4. Cooperatively worked with
families in defining needs and
The preschool teacher establishes goals for their children.
relationships with parents based
on mutual understanding, trust 5. Family enquiries, conversation
and co- operation, initiates open with families responded to.
communication and reciprocal 6. Family and community
dialogue with parents, builds relationships developed.
collaborative relationships with
other professionals such as 7. Children records confidentially
health and social services to 3. Report parties’ kept.
enhance children’s growth and involvement and
development. 8. Activities, events and projects
participation in activities,
involvement and participation
events and projects by the report produced in accordance
school with Standard Operating
Procedure (SOP).
9
8 Inclusion of Children ET-012- The Inclusion of Children 1. Assess needs and interests 1. Characteristics of children with
with Learning 3:2012- with Learning Disabilities of children with learning learning disabilities identified.
Disabilities E01 Competency Unit is to enable disabilities for inclusion
preschool teacher to adapt 2. Needs and interests of children
teaching and learning with learning disabilities for
practices towards enhancing inclusion determined.
the growth and holistic
development of children with 3. Adapted activities, resources and
learning disabilities. environment identified.
2. Plan adaptations for
The preschool teacher children with learning 4. Teaching and learning resources
modifies activities, teaching and materials prepared.
disabilities
strategies, materials and the
learning environment to 5. Adapted activities modified.
include children with learning
disabilities into the regular 6. Modified learning environment
classroom.
set up.
3. Carry out modified
activities. 7. Activities adapted to needs and
interests of children with learning
disabilities implemented.
8. Feedback on learning outcomes of

children with learning disabilities
recorded.
4. Evaluate effectiveness of
9. Feedback on learning outcomes of
adaptations children with learning disabilities
analysed.
10. Effectiveness status of

adaptations determined.
11. Evaluation report with

recommendations produced.
10
5. Follow 1. Adapted activities and modified

up activities for lessons performed according to
adaptations recommendations.
2. Recommendation for referrals

made to immediate superior
when necessary.
9 Pre-school Nutritional ET-012- This Preschool Nutritional 1. Educate preschool 1. Eating patterns, behaviour and
Guidance 3:2012- Guidance Competency Unit is children and families on food allergies of preschool
E02 to guide preschool teachers to nutrition children identified
cultivate healthy eating habits
in children, to support their 2. Nutritional food value plan
growth and development, and complied to food pyramid and in
shape their later eating habits. accordance with Regulatory /
Statutory Bodies’ Requirements
The preschool teacher
and Standard Operating Procedure
educates children on the
(SOP).
importance of nutrition and
good eating habits, and to 2.1 Preparation of nutritious meals and
guide them to make wise food 2. Plan healthy menus
safety ensured in accordance with
choices according to Regulatory / Statutory Bodies’
nutritional needs, religious Requirements and Standard
beliefs and culture which will Operating Procedure (SOP).
help them grow and develop
healthy.
11
3. Monitor food hygiene and 1. Food handlers and food regulation

children’s eating habits standard complied in accordance
with Regulatory / Statutory
Bodies’ Requirements and
Standard Operating Procedure
(SOP).
2. Safely serve nutritious meals or

snacks in accordance with
3. Table etiquette of children

assured.
4. Food preparation and serving

areas are safe, cleaned and
cleared in accordance with
5. Storage of food is safely stored in

accordance with Regulatory /
Statutory Bodies’ Requirements and
Standard Operating Procedure
(SOP).
12
CURRICULUM of COMPETENCY UNIT (CoCU)
Competency Unit Title PRESCHOOL CHILDREN’S HEALTH, SAFETY AND SECURITY ASSURANCE
This Preschool Children’s Health, Safety and Security Assurance Competency Unit is to ensure preschool children’s
health, safety and security indoor and outdoor while the school is in session in accordance with Occupational Safety
Health and Environment Act (OSHEA), Regulatory and Statutory Bodies’ Requirements and Standard Operating
Procedure (SOP).
Competency Unit Descriptor
The preschool teacher checks and records children’s health and physical conditions in compliance with health,
safety and security rules and routines as well as to keep children under supervision at all times.
Pre-requisite: none
Training
Competency Unit ID ET-012-3:2012-C01 Level 3 100 Credit Hours 10
Duration
Attitude / Safety / Training Delivery
Work Activities Related Knowledge Related Skills Assessment Criteria
Environmental Hours Mode
1. Ensure safety 1. Standard safety 1. Explain standard Attitude: Knowledge Knowledge 1. Indoor and outdoor
and security measures safety measures and safety and security
indoors and emergency procedures  Responsible for 1.0 hr  Lecture assured.
outdoors 2. Standard emergency children’s safety  Video
procedures 2. Carry out daily check and security  Group 2. Pest control
on safety of (indoors and discussion carried out.
 fire drill
equipment, outdoors).
 accidents and  Briefing
playground and Skills: 3. Emergency and
injuries environment accident
 Meticulous in Skills:
(including free from checking on safety 1.5 hrs procedures
3. Hazardous equipment, stagnant water) of materials and adhered to as
tools, objects, materials  Demonstrat required by
equipment.
and ion regulatory,
 Practical
13
Work Activities Related Knowledge Related Skills Attitude / Safety / Training Delivery Assessment Criteria
plants 1.3 Comply with session statutory
emergency  Cautious in requirements and
1.4 First aid procedures administration of SOP.
medicine
1.5 Application of first 1.4 Conduct fire drill in 4. Hazardous
aid treatment accordance with SOP Safety: materials, objects,
tools and
6. Procedure for 5. Carry out Cardio equipment safely
 Accountable
stored and out of
administration of Pulmonary for children’s
medicine Resuscitation (CPR) children’s reach.
safety and
security indoor and 5. First aid kit content
7. Insurance 6. Enforce procedures outdoor.
coverage checked and
for managing accident maintained.
and injuries  Adhere to health,
8. Security safety and 6. Procedure for first
procedures 7. Store/keep hazardous security, aid treatment
 Gate securely materials, objects, environmental complied.
locked tools and equipment rules and
 Children are out of children’s reach regulations. 7. Administration of
handed to medicine to
authorised person children observed.
only.
8. Children insured.
1.8 Maintain first aid kit
content and expiry 9. Gate locked and
date other security
measures taken.
1.9 Conduct first aid 10. Children handed to
treatment authorised person
only according to
1.10 Comply SOP.
administration of
medicine in
accordance with
instructions provided
by parents
14
11. Explain the benefits

of insurance
coverage to parents
12. Carry out security

procedures
2 Monitor 1. Routine physical 1. Conduct routine Attitude: Knowledge Knowledge 1. Children’s routine
children’s check physical check. health-check
health and  Observant and 1.0 hr  Lecture, (physical and
safety 2. Health and 2. Identify signs and alert of child’s  Discussion clinical) carried out
immunization records symptoms of child’s health and safety. and recorded.
health condition.  Meticulous in Skills: Skills:
3. Children’s medical monitoring 2. Actions taken in
3. Take actions with children’s health 1.5 hrs response to
and health history  Practical
regard to child’s and safety. children’s health
session
health condition  Responsive to condition recorded.
4. Children’s allergy  Case
according to SOP. children’s health
and safety needs. study 3. List of
5. Precautionary
4. Keep children with children with
measures for
allergy away from Safety: allergy and their
environmental safety
their allergies. allergies prepared
 Adhere to health, and recorded.
5. Check the safety and
environment to security, 4. Children are kept
ensure it is safe for environmental in safe
children’s activities. rules and environment.
regulations at all
times.
15
3 Educate 1. Health, safety and 1. Conduct lessons for Attitude: Knowledge Knowledge: 1. Integration of
children on security needs of children to apply health, safety and
health, safety children health, safety and  Value health, safety 1.0 hr  Lecture, security in lesson
and security security needs to and security  Discussion plan and routines
2. Integration of their everyday life.  Video observed.
children’s health,  Creative in
safety and security 2. Demonstrate integrating and Skills: 2. Health, safety and
needs in the conduct techniques and role planning activities. Skills: security needs as
of daily lessons model health, safety  Demonstration per lesson plan
and security practices 1.5 hrs  Coaching delivered.
 Sensitive when
3. Components in communicating  Role play
NPCS (KSPK) 3. Explain precautionary with children on 3. Health and safety
related to children’s rules and regulations personal health, practices
health, safety and concerning self health, safety and security explained and
security safety and security. needs. demonstrated to
children.
4. Techniques to teach 4. Ensure children heed Safety:
children on issues on precautionary rules 4. Children complied
health, safety and regulations with precautionary
concerning self health,  Adhere to health,
andsecurity rules and
safety and
safety and security. regulations.
security,
5. Precautionary environmental
measures for children 5. Explain the rules and 5. Personal health,
to handle personal importance of regulations. safety and security
health, safety and personal health, explained,
security safety and security. demonstrated and
 hazardous tools, guided to children.
equipment, and 6. Demonstrate ways of
materials practising personal 6. Children’s
 people health, safety and identification of
 personal hygiene security. threats to personal
security guided.
16
6. Personal security 7. Observe children’s 7. Children’s act
 Good or bad practice personal against identified
touch health, safety and 8. Threats observed
 Body security.
language
8. Guide children to
7. Suggestive verbal practice personal
language health, safety and
security.
9. Guide children on
ways to identify
threats to personal
security.
10. Coach children to act

against identified
threats.
4 Evaluate the 1. Evaluation methods, 1. Identify evaluation Attitude: Knowledge Knowledge: 1. Evaluation criteria
practices of techniques, criteria criteria and and procedures
children’s and procedures procedures  Objective in 1.0 hr  Lecture listed.
health, safety assessing the  Group
and security 2. Occupational Safety 2. Select evaluation practices of discussion 2. Evaluation format
assurance Health and format and tools children’s health, and tools
 Tutorial determined.
Environment Act safety and
(OSHEA), 3. Carry out the security. Skills:
3. The evaluation
evaluation Skills: findings such as
3. Regulatory and  Analytical in 1.5 hrs
Statutory Body assessing the compliance or non
4. Analyse the  Demonstrat compliance, good
Requirements, such as practices of practices of ion
Education Act 550 children’s health, practices, and
children’s health,  Mentoring recommendations
(1996). safety and security. safety and
security.  Coaching made for
improvement
4. Standard Operating documented.
Procedure (SOP).
17
4.5 Reflect on the  Responsive to

practices of children’s children’s needs
health, safety and and changing
security. situations.
Safety:
 Adhere to health,
safety and
security,
environmental
rules and
regulations.
18
Employability Skills
Core Abilities Social Skills
01.11 Apply thinking skills and creativity 1. Communication skills

10. Prepare reports and instructions 2. Interpersonal skills
11. Convey information and ideas to people 3. Multitasking and prioritising
03.09 Manage and improve performance of individuals 4. Self-discipline
12. Provide consultation and counselling 5. Teamwork
13. Monitor and evaluate performance of human resources 6. Integrity
15. Liaise to achieve identified outcomes
16. Identify and assess children’s needs
04.06 Allocate work
17. Implement project/work plans
18. Inspect and monitor work done and/or in progress
06.07 Develop and maintain networks
19
Tools, Equipment and Materials (TEM)
ITEMS RATIO (TEM : Trainees)
1. Standard Operating Procedure (SOP) 1:1

2. Regulatory and Statutory Body Requirement, i.e. Education 1:1
Act 550 (1996) 1:1
3. Child Act 2001
4. Convention on the Rights of the Child (1999 ), Child Protection 1:1
Act (1999)
5. National Preschool Standard Curriculum (NPCS/KSPK) 1:1
6. Occupational Safety Health and Environment Act OSHEA 1:1
7. Insurance coverage Forms 1:1
8. First Aid Kit with content 1:5
9. Thermometer 1:5
10. Fire Extinguisher 1:25
11. Fire blanket 1:25
12. List of emergency number 1:1
13. Records book 1:1
20
References
REFERENCES
1. Bahagian Pembangunan Kurikulum, Kementerian Pelajaran Malaysia (2010). Dokumen Standard Kurikulum Prasekolah.
Putrajaya: Author.
2. Convention on the Rights of the Child (1999 ), Child Protection Act (1999)
3. Marotz, L.R. (2009). Heath, Safety, and Nutrition for the Young Child (7th Ed.), Clifton Park, NY: Delmar Cengage Learning.
4. Lynn R. Marotz (2009), Health, Safety and Nutrition for The Young Child, 7th edition
5. Rahim M.Sail, Abdul Rahman Md Aroff, Asnarulkhadi Abu Samah, Azimi Hamzah, Sidek Mohd Noah Zakaria Kasa (2008), Handbook on
Social Skills and Social Values in Technical Education and Vocational Training. (2nd Ed). Putrajaya: Department of Skill
Development, Ministry of Human Resources Malaysia.
6. Robertson, C. (2010). Safety, Nutrition, and Health in Early Education (4th Ed.). Belmont, CA: Wadsworth Cengage Learning.
7. Schaefer-Wilson, J. (2008). Consumers’ Reports Guide to Childproofing and Safety. NY: Consumers Union of the United States, Inc.
Http//:www:amazon.co.uk/First-Aid-Manual-Authorised-Association/dp/0751337048 First Aid Manual
8.
21
Competency Unit Title PRESCHOOL TEACHING AND LEARNING
This Preschool Teaching and Learning Competency Unit is to develop children aged 4 - 6 in the developmental domains
of physical, social, emotional, intellectual and spiritual through effective formal and informal teaching-learning
processes.
The Preschool Teacher is responsible for planning and executing preschool education programme to teach young
Competency Unit Descriptor children effectively by adopting appropriate approaches and practices to ensure the holistic development and well-being
of children in accordance to the National Preschool Curriculum Standard (NPCS
/ KSPK).
Pre-Requisite: ET-012-3:2012-C01 Preschool Children’s Health, Safety and Security Assurance

ET-012-3:2012-C03 Class Management
Training Credit
Competency Unit ID ET-012-3:2012-C02 Level 3 200 20
Duration
Hours
Work Activities Related Knowledge Applied Skills Attitude / Safety / Training Delivery Assessment
Environmental Hours Mode Criteria
1. Analyse 1. Introduction to NPCS / 1.1 Interpret NPCS / Attitude: Knowledge Knowledge: 1. Philosophy and
requirements KSPK. KSPK: aims of NPCS /
and contents of i. Six strands i. Meticulous in 1.5 hrs  Lecture KSPK specified.
National 2. The philosophy and aims (tunjang): interpreting  Group
Preschool of NPCS / KSPK. NPCS / KSPK Discussion 2. Six strands of
 Communicati
Curriculum  Q&A NPCS / KSPK
on,
Standard (NPCS 3. Contents and ii. Resourceful in defined.
/ KSPK).  Spiritual, determining
requirements of NPCS /
KSPK:  Humanities, contents and
 Interpersonal, requirements of
 Physical and
Aesthetics,
22
i. Six strands (tunjang):  Science and NPCS / KSPK Skills: Skills:
 Communication, Technology.  Workshop
 Spiritual, ii. Related skills for iii. Decisiveness in 2.5 hrs  Presentation
respective strands. identifying the
 Humanities,
iii. Content Standards – contents and
 Interpersonal,
suggested teaching requirements of
 Physical and
NPCS/ KSPK.
Aesthetics, strategies.
 Science and iv. Learning Standards –
Technology. age-appropriate
ii. Related skills for learning activities.
respective strands.
iii. Content Standards – 1.2 Identify relevant
suggested teaching contents of NPCS /
strategies. KSPK.
iv. Learning Standards –
age-appropriate learning
activities.
2. Plan teaching 1. Child Development. 1. Identify Attitude: Knowledge Knowledge: 1. Lesson plan
and learning developmentally details, (subject
activities 2. Child Psychology. appropriate learning i. Meticulous in 1.5 hrs  Lecture matter, learning
activities. planning the  Group outcome,
3. Developmentally lessons. Discussion materials,
Appropriate Practices 2. Determine assessment, etc.)
 Q&A
(DAP). meaningful, ii. Resourceful in Skills: documented
purposeful and fun- preparation of according to
4. Teaching and learning filled learning materials and 4.5 hrs NPCS / KSPK
Skills: format.
approaches and activities. activities.
methodologies.
3. Prepare a variety of iii. Creative and  Assignment
 Workshop 2. Age appropriate
5. Content standard and age appropriate innovative in
learning Standard of teaching and learning planning  Presentatio teaching
NPCS / KSPK. materials. teaching and n
23
6. Methods of obtaining 4. Source for teaching learning strategies,
teaching and learning and learning activities and equipment and
resources / materials. materials from preparing learning
various resources. materials. activities stated
7. Lesson Plan Format. in lesson plan.
5. Create learning Safety:
environment 2.3 Lesson plans
produced as per
according to  Adhere to health,
contents. safety and Developmentally
security, Appropriate
environmental Practices (DAP)
rules and
regulations.
3. Carry out 1. Principles of Early 1. Execute lesson Attitude: Knowledge Knowledge: 1. Children’s
lessons childhood Education. planned with good participation in
planned 2. Class Management practices. i. Creative in 1.0 hr  Lecture teaching and
3. Preschool Appropriate conducting  Discussion learning process
Practices (Pedagogy). 2. Apply class teaching  Q&A observed.
4. Methods and techniques management skills. strategies & Skills:
learning 2. Teaching and
of teaching and learning.
3. Apply methods and activities. 4.0 hrs Skills: learning activities
5. Characteristics and
techniques. executed as per
appropriateness of the
ii. Sensitive to lessons planned.
resources and materials  Teaching
4. Create conducive children’s needs
6. Utilisation of spaces, Practicum
and 3. Age appropriate
appropriate teaching learning environment. developmental  Simulation resources and
materials and equipment. domains s materials
5. Utilise the learning - Role utilised.
centres according to Play
iii. Enthusiastic in
contents.
conducting 4. Feedback on
activities. teaching and
learning
24
recorded.
Safety:
i. Adhere to
health, safety
and security,
environmental
rules and
regulations.
4. Evaluate 1. Methods of assessment 1. Comply with Attitudes: Knowledge Knowledge: 1. Methods of

effectiveness of assessment methods assessment
lessons executed 2. Evaluation procedures and procedures. i. Non-bias and 1.5 hrs  Lecture applied.
non-judgemental  Q&A
3. Modification procedures 2. Record the in the assessing  Briefing on 2. Self assessment
referring to NPCS / evaluation of and evaluating Skills: evaluation on the delivery
KSPK. children’s progress. procedures procedures reflected.
towards the 3.5 hrs
4. Application of 3. Review the children. Skills: 3. Intended
appropriate measures effectiveness of the children’s
(for enhancement and lesson executed. ii. Follow up  Group learning
further improvement) measures are outcomes
discussion.
4. Follow up on the applied reviewed.
persistently.  Presentation
reviewed lesson plan.
4. Follow up
Safety: strategies
prepared and
N/A executed.
25
10. Prepare reports and instructions 1. Communication skills

11. Convey information and ideas to people 2. Conceptual skills
03.09 Manage and improve performance of individuals 3. Learning skills
03.10 Provide consultation and counselling
4. Interpersonal skills
5. Multitasking and prioritising
6. Self-discipline
04.06 Allocate work
7. Teamwork
18. Inspect and monitor work done and/or in progress 8. Integrity
26
1. NPC / KPK and NPCS / KSPK 1:1

3. Regulatory and Statutory Body Requirement, i.e. Education Act 550 1:1
(1996), Child Act 2001, Convention on the Rights of the Child (1999 ),
Child Protection Act (1999)
4. Educational tools and teaching aids 1:5
5. Stationery – Art blocks, paint brushes and paints, pencils, eraser

1:5
6. Record book
1:1
7. Multimedia – radio, TV, computer, DVD
1:1
8. Whiteboard, whiteboard eraser and markers
1:25
9. Resource books and references
1:25
10. Various types of jotter book
1:25
27
References
REFERENCES
1. Bahagian Pembangunan Kurikulum, Kementerian Pelajaran Malaysia. Akta Pendidikan Prasekolah (1996): Kurikulum Prasekolah Kebangsaan (2003).
Bahagian Pembangunan Kurikulum, Kementerian Pelajaran Malaysia. (2010) Kurikulum Standard Prasekolah Kebangsaan, Dokuman
2. Standard Kurikulum Prasekolah. ISBN: 978-967-5094-64-4
Bahagian Pembangunan Kurikulum, Kementerian Pelajaran Malaysia. (2010) Modul Pentaksiran Perkembangan Murid di Prasekolah.
3. ISBN: 978-967-5094-62-0
Ministry of Human Resources. (August 2008). Handbook on social skills and social values in Technical Education and vocational training. (2nd Ed.)
4. ISBN:978-967-5026-20-1
Beaty, J. J. (2008). Skills for Preschool Teachers (8th ed.). New Jersey: Pearson Education Inc. ISBN-13: 978-13-158378-8
5.
Beaty, J. J. (1996). Preschool Appropriate Practices (2nd ed.). Orlando: Harcourt Brace College Publishers. ISBN: 0-15-502633-X.
6.
28

Competency Unit Title CLASSROOM MANAGEMENT
This Classroom Management Competency Unit is to enable preschool teacher to create conducive learning
environment for enhancing children’s growth and development.
The preschool teacher facilitates and supports children’s physical, cognitive, language, aesthetic, social- emotional,
moral and spiritual development by providing a safe, secure and friendly environment that promotes respect for one
Competency Unit Descriptor another as well as for rules and routines.
Pre-requisites:
ET-012-3:2012-C01 Preschool Children’s Health, Safety and Security Assurance
ET-012-3:2012-C02 Preschool Teaching and Learning ET-
012-3:2012-C05 Child Guidance
Training
Duration
Attitude / Safety Training Delivery Assessment

Work Activities Related Knowledge Related Skills
/ Environmental Hours Mode Criteria
1. Plan classroom 1. Curriculum content of 1. Check weekly time Attitude: Knowledge: Knowledge: 1. Time
setting for NPCS / KSPK scheduling. scheduling
teaching and  Responsive to 2 hrs  Lecture details listed.
learning activities 2. Select teaching and children’s  Q&A
2.Weekly time scheduling
learning activities. needs, interests  Group 2. Layout of
and abilities. Skills: discussion location for
1.3Weekly lesson plan selected
3. Determine location and
space for teaching and  Resourceful 3 hrs teaching and
1.4Balanced time
learning activities. learning
scheduling (e.g. active
29
and passive activities, and creative in activities
core and thematic). 4. Sketch layout for planning Skills: produced.
teaching and learning teaching and
5. Transition periods activities. learning  Practical 1.3 Materials and
activities.  Group equipment
6.Class layout 5. Identify materials and assignment required for
equipment required for Safety: teaching and
1.7Children’s needs, teaching and learning learning
interests and activities.  Adhere to activities
abilities health, safety determined.
and security,
1.8Characteristics of a environmental
conducive environment rules and
regulations.
2. Create learning 2.1 Child development 1. Determine stages of Attitude: Knowledge: Knowledge: 1. Stages of
environment to children’s children’s
enhance 2.2Curriculum content of development,  Creative and 2 hrs  Lecture development,
children’s NPCS / KSPK interests and needs. innovative in  Discussion interests and
growth and setting up the needs
development 3. Developmentally 2. List requirements for learning Skills: Skills: specified.
appropriate practices a clean, safe and environment.
(DAP) secure environment. 3 hrs  Simulation 2. List of
 Resourceful in  Group requirements for
4. Children’s needs, 3. Check availability and creating the Discussion a clean, safe and
interests and accessibility of learning secure
materials, tools and  Assignme environment
abilities environment.
equipment. nt produced.
5. Characteristics of a  Approachable
conducive environment: 4. Set up learning and friendly, 3. Materials, tools
environment. caring, patient, and equipment
 sufficient materials, required for
professional
tools and equipment and ethical in creating
5. Explain classroom
 materials and tools are maintaining conducive
rules and routines to
readily accessible classroom learning
children.
 sufficient space to
carry out activities
30
 clean, safe and 6. Practise classroom control, environment
secure rules and routines prepared.
procedures for  Sensitive
6. Children’s health, positive behaviour. towards 4. Children’s
safety children’s positive
and security 7. Reinforce children’s emotions and responses to
positive behaviour to feelings. activities and
7. Classroom control: maintain classroom learning
 Positive order. Safety: environment
reinforcement recorded.
techniques 8. Apply positive  Adhere to
reinforcement health, safety 5. Classroom
 Ways to regulate self routines
techniques to maintain and security,
emotion environmental adhered to as
classroom order.
rules and per rules and
9. Self regulate regulations. routines set.
preschool teacher’s
emotions in class.  Adhere to 6. Rules and
requirements routines
of classroom complied by
control in children.
accordance
with Standard 7. Children’s
Operating positive
Procedure behaviour
(SOP). displayed.
3. Evaluate 3.1 Records of children’s 3.1 Interpret records of Attitudes: Knowledge: Knowledge: 1. Concerns and
effectiveness of positive responses to children’s positive ways for
classroom  Objective and 2 hrs  Lecture improvement
activities and learning responses to activities
environment honest in  Group identified.
environment and learning
evaluating the Discussion
environment. effectiveness 2. Recommendati
ons for
31
2. Procedures and 2. Identify concerns and of the Skills: Skills: improvement
techniques of evaluation ways for improvement. learning of learning
3. Record format environment 3 hrs  Assignment environment
3. Record created. and recorded.
feedback
recommendations for
Safety:
improvement.
Not Applicable.
32

15. Liase to achieve identified outcomes
6. Self-discipline
04.06 Allocate work
7. Teamwork
33
1. NPC (KPK) and NPCS (KSPK) 1:1

3. Regulatory and Statutory Body Requirement, i.e. Education Act 550 (1996), Child Act 2001, 1:1
Convention on the Rights of the Child (1999 ), Child Protection Act (1999)
4. Samples of classroom rules and routines
1:1
5. Samples of classroom floor layout
1:1
6. Samples of posters and leaflets on routines
1:1
7. Samples of record format
1:1
8. Samples of weekly time scheduling
1:1
9. List of materials, tools and equipment for creating conducive learning environment
1:25
10. Slides / pictures of conducive learning environment
1:25
11. Audio Visual Aids (AVA)
1:25
34
References
REFERENCES
1. Bahagian Pembangunan Kurikulum, Kementerian Pelajaran Malaysia. Akta Pendidikan Prasekolah (1996): Kurikulum Prasekolah
Kebangsaan (2003).
2. Bahagian Pembangunan Kurikulum, Kementerian Pelajaran Malaysia. (2010) Kurikulum Standard Prasekolah Kebangsaan, Dokuman Standard
Kurikulum Prasekolah. ISBN: 978-967-5094-64-4.
3. Ministry of Human Resources. (August 2008). Handbook on social skills and social values in Technical Education and vocational
training. (2nd Ed.) ISBN: 978-967-5026-20-1.
4. Beaty, J. J. (2008). Skills for Preschool Teachers (8th ed.). New Jersey: Pearson Education Inc. ISBN-13: 978-13-158378-8.
5. Beaty, J. J. (1996). Preschool Appropriate Practices (2nd ed.). Orlando: Harcourt Brace College Publishers. ISBN: 0-15-502633-X.
6. Dukes, C. and Smith, M. (2009). Building better behaviour in the Early Years. UK: SAGE Publications Ltd. ISBN: 978-1-84787-520-4.
7. Diffily, D. and Sassman C. (2004.) Teaching effective classroom routines. USA: Scholastic Inc. ISBN: 0-439-51380-4.
8. Bullard, J. (2010). Creating environments for learning, birth to age eight. New Jersey: Pearson Education, Inc. ISBN-13:978-0-13- 158579-9.
35
Competency Unit Title ASSESSING PRESCHOOL CHILDREN
This Assessing Preschool Children Competency Unit is to ensure children’s needs and interests are attended to effectively
in accordance with their learning abilities and developmental stages in order to enhance their growth and development.
Assessment of preschool children provides information, advice and guidance for the planning of learning and teaching
activities as well as to lend support and intervention to relevant parties and professionals.
Competency Unit Descriptor The preschool teacher regularly monitors, observes, analyses, documents and reports children’s
development, progress and areas of concern as well as to plan and carry out follow-up activities.
Pre-requisite:
ET-012-3:2012-C02 Preschool Teaching and Learning
ET-012-3:2012-C08 Inclusion of Children with Learning Disabilities
Training
Duration
1. Plan 1. Curriculum content of 1. Interpret NPCS Attitude: Knowledge Knowledge: 1. Contents and
assessment NPCS (KSPK) and (KSPK) contents and learning standards
activities outcome standards learning standards  Thorough in 1.0 hr  Lecture stated.
interpreting  Discussion
2. Child development 2. Identify children to be NPCS (KSPK) Skills:  Case study 2. Objectives and
assessed methods of
3. Purposes of  Accurate in 2.0 hrs assessment
assessment 3. Identify objectives for selecting types of determined.
assessment assessment
36
4. Theories of 4. Select assessment 3. Child’s name, time,
assessment related to methods Safety: Skills: setting, duration and
preschool children developmental
5. Schedule  Adhere to health,  Practical domains
5. Ethical issues in assessment safety and  Assignment determined.
assessment security,  Discussion
environmental and 4. Assessment
6. Types of rules and feedback schedule
assessment regulations. produced.
7. Frequency, time and

setting for assessment
to take place
1.8 Documentation of
assessed
information/ data
1.9 Assessment criteria
2. Prepare 1. National Preschool 1. Select performance Attitude: Knowledge: Knowledge: 1. Performance

assessment Assessment standard from the standard selected
materials Instrument National Preschool  Resourceful in 1.5 hrs  Lecture as per the purposes
Assessment preparing  Discussion of assessment.
2. Child development Instrument assessment tools
(Instrumen  Case study
and materials 2. Assessment
3. Purposes of Pentaksiran Skills:
 Q&A
checklist
assessment Prasekolah  Accountable for produced.
Kebangsaan) selecting reliable 2.5 hrs
4. Types of assessment and valid materials 3. Rating scale
materials: 2. Set rating scale for for assessment produced and pilot
 Checklist assessment tested.
 Rating scale
37
2.4 Observation
5.Format for 3. Format observation Skills: record format
observation: records: produced.
 Checklist  Checklist  Practical
 Anecdot  Anecdote  Assignment,
e  Running record presentation
 Running  Rating scale and feedback
record
 Rating
scale
3 Execute 1. Child development 1. Observe children Attitude: Knowledge: Knowledge: 1. Methods for
observation of observation
children 2. National Preschool 2. Document  Objective in 1.5 hrs  lecture selected.
Assessment observational observing  video
Instrument process. children, and  case study, 2. Children’s
(Instrumen recording  discussion, behaviour observed
Pentaksiran Skills:  observation as per selected
Prasekolah methods.
 Observant of
Kebangsaan) children’s 2.5 hrs Skills:
behaviour 3. Children’s observed
3. Observation behaviour
procedures and  assignment documented using
techniques  Sensitive to , observation record
children’s presentatio forms
responses n and
4. Purposes of
feedback
assessment simulation
3.5 Assessment
schedule
6. Assessment Methods
 Checklist
 Rating scale
 Anecdote
 Running record
 Observation
38
4 Analyse 1. Child development 1. Apply analysis Attitude: Knowledge: Knowledge: 1. Collected data
assessment techniques and  Objective in interpreted.
data 2.National Preschool procedures interpreting and 1.0 hr  lecture
Assessment Instrument analysing  case study 2. Conclusion about
(Instrumen Pentaksiran 2. Interpret data children’s  discussion children’s
Prasekolah Kebangsaan collected behaviour and behaviour,
progress Skills: Skills: development and
3.Analysis techniques and 3. Identify changes in progress recorded.
procedures the children’s  Accountable for 2.0 hrs  Practical
behaviour decisions made  assignment
4.Purposes of ,
assessment 4. Identify status of  Ethical and presentatio
children development professional to n and
5. Types of and progress ensure feedback
assessment confidentiality of
5. Conclude children’s assessment
behaviour,
development and Safety:
progress
 Assessment
result should not
be used to label
children.
39
5 Prepare 1. Children’s progress 1. Determine purposes Attitude: Knowledge: Knowledge: 1. Children’s progress
children’s report of assessment reports produced as
progress report information  Meticulous in 1.0 hr  lecture per purpose of
2. Purposes of  reporting to parents preparing  case study assessment.
assessment  self-reflection on children’s  discussion
information: improving teaching- progress 2. Recommendations
 reporting learning on self
to parents  Fair, unbiased, improvement
 self-reflection on 2. Determine report and professional Skills: specified and
improving teaching- in reporting Skills: recorded.
content
learning children’s
progress
 practical
3. Reporting procedures 5.3 Write report. 2.0 hrs assignment,
 Ethical and
professional to presentation
4. Report writing ensure and feedback
techniques confidentiality of
assessment
5.5 Reporting format
Safety:
 Progress results of
each child should
not be exposed to
others, only to the
parents and
appointed party.
40
6 Report progress 1. Children’s progress 1. Discuss children’s Attitude: Knowledge: Knowledge: 1. Discussion of
results to report progress report with  Knowledgeable children’s progress
responsible parents / guardians. and confident in 1.0 hr  lecture with parents /
personnel / parties 2. Relevant parties: communicating  discussion guardians
involved  parents / guardians 2. Suggest ways of with parents. documented.
 administrator improving children’s
 professionals progress to parents /  Courteous in Skills: Skills: 2. Planned activities
(doctors, speech guardians. interacting with for teaching -
therapists, parents. 2.0 hrs  simulation learning
psychologists) 3. Recommend ways of  role play improvement
improving teaching  Attentive in produced.
3. Reporting procedures and learning to listening.
administrators. 3. Recommendations
and techniques
from professionals
 Ensure
4. Consult with confidentiality of documented and
4. Effective
professionals the assessment followed through.
communication and
interpersonal skills in assessment information.
reporting children’s information.
progress:
 do not talk down to Safety:
parents
 knowledgeable Not applicable.
about children’s
progress
 professional in
reporting
41

03.09 Manage and improve performance of individuals 4. Self-discipline
12. Provide consultation and counselling 5. Teamwork
13. Monitor and evaluate performance of human resources 6. Integrity
04.06 Allocate work
42

Act 550 (1996) 1:1
3. Child Act 2001
4. Convention on the Rights of the Child (1999 ), Child Protection 1:1
Act (1999)
5. National Preschool Standard Curriculum (NPCS/KSPK) 1:1
6. Occupational Safety Health and Environment Act OSHEA 1:1
7. Insurance coverage Forms 1:1
8. First Aid Kit with content 1:5
9. Thermometer 1:5
10. Fire Extinguisher 1:25
11. Fire blanket 1:25
12. List of emergency number 1:1
13. Records book 1:1
43
References
REFERENCES
1. Bahagian Pembangunan Kurikulum, Kementerian Pelajaran Malaysia (2010). Dokumen Standard Kurikulum Prasekolah.
Putrajaya: Author.
3. Marotz, L.R. (2009). Heath, Safety, and Nutrition for the Young Child (7th Ed.), Clifton Park, NY: Delmar Cengage Learning.
4. Lynn R. Marotz (2009), Health, Safety and Nutrition for The Young Child, 7th edition
5. Rahim M.Sail, Abdul Rahman Md Aroff, Asnarulkhadi Abu Samah, Azimi Hamzah, Sidek Mohd Noah Zakaria Kasa (2008), Handbook on
Social Skills and Social Values in Technical Education and Vocational Training. (2nd Ed). Putrajaya: Department of Skill
Development, Ministry of Human Resources Malaysia.
6. Robertson, C. (2010). Safety, Nutrition, and Health in Early Education (4th Ed.). Belmont, CA: Wadsworth Cengage Learning.
7. Schaefer-Wilson, J. (2008). Consumers’ Reports Guide to Childproofing and Safety. NY: Consumers Union of the United States, Inc.
Http//:www:amazon.co.uk/First-Aid-Manual-Authorised-Association/dp/0751337048 First Aid Manual
8.
44

Competency Unit Title CHILD GUIDANCE
The Child Guidance Competency Unit is a unit for preschool teachers to develop children's positive attitude, behaviour
and ethical practices and values to help them build confidence and guide them to manage difficult situations that will
foster new learning.
The preschool teacher promotes the development of self control in young children through positive guidance by
setting clear, consistent and fair limits for children’s acceptable behaviour and engages them in developing rules and
Competency Unit Descriptor procedures for behaviour of class members.
Pre-requisites:
012-3:2012-C03 Class Management
ET-012-3:2012-C04 Assessing Preschool Children
Training
Duration
1. Assess 1. Child development 1. Apply observation Attitude: Knowledge Knowledge: 1. Children’s
children’s techniques. behaviour, or/and
behaviour and 2. Pro-social behaviour i. Insightful of 2 hrs  Lecture attitude
attitude 2. Identify child’s children’s  e-learning/ determined.
3. Emotional behaviour / behaviour and Video 2. Differences
intelligence attitude between pro- and
attitude.  Case study
Skills: anti- social
ii. Observant of  Group
4. Common discussion behaviour defined.
behavioural 3. Differentiate children’s 4 hrs
problems in early between pro-social behaviour and  Q&A
3. Causes of
childhood (eg: play and anti-social attitude  Tutorial behavioural
entry, kicking and behaviour (eg: problems listed
squeezing, hugging iii. Non
and back slapping judgemental
45
biting) can be pro-social or when observing and specified.
anti-social) children’s
5. Observation 4. Investigate behaviour and Skills: 1.4 Corrective action
techniques that are behavioural problems attitude plan established
ethical, just, valid and (eg: talk to parents  Practical and documented
developmentally and other staff) iv. Caring and according to
sessions
appropriate concerned over Standard
children’s  Scenario based
5. Prepare corrective training (SBT) Operating
6. Positive discipline actions according to behaviour and Procedures
attitude  Role play
Standard Operating  Coaching (SOP).
7. Behaviour Procedure (SOP).
management
strategies (eg: Safety:
conflict resolution,
verbalisation of Not Applicable.
emotion and using
persona dolls)
1.8 Recognition of
serious cases that
need referral
1.9 Standard Operating

Procedures (SOP)
2. Execute child 2.1 Positive discipline 1. Guide children to Attitude: Knowledge Knowledge: 1. Children’s
guidance  positive reinforcement distinguish between acceptable and
(praises, acceptable and non i. Observant of 2 hrs  Lecture non-acceptable
encouragement, etc) acceptable children’s behaviours
 Case study
 lead children to self behaviour. acceptable and  Problem base identified.
control non acceptable learning
 help children change, 2. Guide children to behaviour (PBL) 2. Behaviour
 foster children’s display acceptable ii. Patient in guidance Skills: displayed by
ability behaviour. children Skills: children
to think and reason
46
2. Behaviour towards 3 hrs observed.
management 2.3 Apply strategies to acceptable  Video taping
strategies (eg: manage problematic behaviour  Role play 3. Strategies for
conflict resolution, behaviour. iii. Persevering  Simulation behaviour
verbalisation of in  Scenario based management
emotion and using 5. Follow recording guidance children training (SBT) applied and
persona dolls) procedures. towards acceptable recorded.
behaviour
3. Various types of 6. Convey concerns iv. Caring and 4. Children’s
serious cases that and suggestions to empathetic in behaviour reported
need referral (eg: responsible guidance and to responsible
signs and symptoms personnel/ parties managing personnel/ parties
of abuse, violent involved. children’s involved.
behaviour) behaviour
v. Sensitive in
4. Recording communicating
procedures (eg: with parents
NPCS/ KSPK)
Safety:
safety and
security,
environmental
rules and
regulations.
3 Evaluate 1. Evaluation 1. Determine evaluation Attitude: Knowledge Knowledge: 1. Evaluation criteria

effectiveness techniques that are criteria. i. Honest and determined.
of guidance fair, valid and analytical in 2 hrs  Lecture
methods, developmentally 2. Determine changes assessing  Group 2. Changes in
procedures appropriate in children’s effectiveness of discussion children’s
and behaviour after guidance behaviour
 Q&A
techniques 2. Evaluation criteria guidance provided. methods, identified.
 Tutorial
procedures and
techniques. Skills:
3.3 Evaluation tools 3.3 Follow evaluation 3.3 Evaluation
47
using NPCS/KSPK procedures using Skills: procedures
guidelines. NPCS/KSPK ii. Self critical of 2 hrs complied.
guidelines. methods,  Coaching
procedures and  Mentoring 4. Data analysed,
4. Analyse guidance techniques used to  Simulation assessed and
methods and guide children’s  Case Study reported.
techniques behaviour
employed.
iii. Acceptance of 5. Self-reflection
5. Reflect on guidance personal short practised.
methods and comings when
techniques guidance
employed. children’s
behaviour
iv. Confident in
evaluating
effectiveness of
guidance
methods,
procedures and
techniques.
Safety:
Not applicable.
48

03.11 Monitor and evaluate performance of human resources 4. Self-discipline
05.01 Implement project / work plans 5. Teamwork
6. Integrity
1 Record book 1:1

2 Video recorder 1:25
3 Standard Operating Procedure (SOP) 1:1
4 Regulatory and Statutory Body Requirement, i.e. Education Act 550 1:1
Child Protection Act (1999), National Preschool Standard Curriculum
(NPCS/KSPK)
5 Samples of classroom rules and routines 1:1
6 Audio Visual Aids (AVA) 1:25
7 Whiteboard, whiteboard eraser and marker pens 1:25
8 Samples of assessment and evaluation tools (forms, checklists, log 1:25
books, etc.)
49
1:25
9 Persona dolls
10 Weekly time scheduling 1:25
1:25
11 Annual planner
References
REFERENCES
1. Convention on the Rights of the Child (1999 ), Child Protection Act (1999) Core
2. Ability Profile, Jabatan Pembangunan Kemahiran
3. Kementerian Kesihatan Malaysia
4. Kementerian Pelajaran Malaysia: Kandungan Kurikulum Pelaksanaan Program Latihan Guru Prasekolah Swasta dan Jabatan Perpaduan Negara dan
Integrasi Nasional (JPNIN), (2010)
5. Rahim M.Sail, Abdul Rahman Md Arof, Asnarul Khadi abu Samah, Azimi Hamzah, Sidek Mohd Noah, Zakaria Kasa (2008), , Handbook on Social skills
and Social Values in Technical Education and Vocation and Vocational Training, Ministry of Human Resources (Second Edition). Universiti Putra
Malaysia
6. Beaty, Janice J., (2008) Skills for Preschool Teacher, Pearson Education Ltd. ISBN: -13: 978-0-13-158378-8
7. Durrant, J.E. (2010) Positive Discipline in Every Day Teaching; Guidelines for Educators. Save the Children, Sweden. ISBN 978-616-90503-1- 5
Essa, E.L. (2006) Introduction to Early Childhood Education. Thomson Delmar Learning. New York. ISBN -13 978-1-4180-0079-0 Casper, V.
8.
& Theilheimer, R. (2010) Early Childhood Education: Learning together. McGraw-Hill, Bank Street. ISBN: 978007-337-0
9.
50

Competency Unit Title ORGANISING OUT-OF-SCHOOL ACTIVITIES
This Organising Out-of-School Activities Competency Unit is to promote active learning and enrich children’s personal
experiences through intellectual, physical, spiritual, social and emotional development, thus building their self-esteem
and potential through the implementation of out-of-school activities such as concerts, field trips, outings, holiday camps,
sports day, nature walk, and other experiential activities.
Competency Unit Descriptor The preschool teacher carries out formal and informal experiential learning activities conducted out of the school to
promote love for learning that leads to preschool children.
Pre-requisites:
ET-012-3:2012-C02 Preschool Teaching and Learning
Training
Duration
1. Check out-of- 1. Importance of out-of- 1. List aims and Attitude: Knowledge: Knowledge: 1. Aims and
school school activities and objectives of out-of- objectives of out-
activities and their objectives. school activities and i. Sensitive to 1 hr  lecture of-school activities
annual events annual events. diverse culture.  group and annual events
as planned discussion documented.
2. Types of out-of- 2. Identify types and
school activities ii. Resourceful in  Q&A
nature of out-of- 2. Types and nature
involved. school activities for sourcing activities
Skills: of activities
the year. with relevant determined.
3. Relationships among particulars for
3. Determine details events. 1.5 hrs
centres, parents and 3. Details such as date,
communities. and types of out-of- time, location
51
school activities. iii. Creative and Skills: and activities
4. Preschool teaching innovative in confirmed.
and learning.
organising annual  project and
5. Preschool children events. presentation
health, safety and  role play
security assurance. iv. Decisiveness in
identifying
activities.
Safety:
i. Adhere to health,
safety, security,
and environmental
rules and
regulations.
2. Prepare out- of- 1. Yearly calendar 1. Contact relevant Attitude: Knowledge: Knowledge: 2.1Correspondences
school planning authority and and documents to
activities and agencies i. Approachable 1 hr  lecture relevant agencies
annual events 2. Networking within and friendly  group compiled and filed.
based on 2. Write to respective discussion
neighbourhood and 2.3 Checklist on
school agencies involved.
community. ii. Knowledgeable  briefing relevant materials,
calendar
and meticulous in  Q&A health and safety
3. Confirm the
3. Effective availability and preparing out-of- measures (first-
communication details for events. school activities. Skills: aid, name list)
Skills: prepared.
4. Event 1.5 hrs
management. 4. Form event iii. Resourceful in  project and
organising preparation of 2.4 Roles and
presentation responsibilities for
committee. materials and  assignment committee
activities.  role play assigned.
5. List relevant details
required for out-of-
52
school activities. iv. Accountable and 5. Minutes of
responsible in meetings and
6. Seek parents’ and preparing out-of- circulars to parents
guardians’ school activities. compiled.
permission for
children’s 6. Parent’s
participation. Safety:
permission and
i. Adhere to health, children’s
7. Follow-up with participation
relevant parties safety and obtained.
involved including security,
parents about environmental 7. Insurance
upcoming events. rules and coverage for
regulations. participants
8. Verify insurance confirmed.
coverage
requirement for ii. Adhere to
respective events. insurance policies
for events.
3. Conduct out- 1. Organising and 1. Conduct activities / Attitude: Knowledge: Knowledge: 1. Out-of-school
of-school managing of out-of- events as planned. activities or events
activities and school activities. i. Approachable 1 hr  lecture documented.
annual events 2. Apply event and friendly  group
as planned 2. Event management discussion 2. Children’s safety
management skills.
and security
ii. Enthusiastic in supervised.
3. Utilisation of spaces, Skills: Skills:
3. Utilise spaces, conducting
appropriate materials materials and
and equipment. activities and 1.5 hrs  project
equipment according
events.
to plan.
4. Health, safety and
security assurance. iii. Responsible and
accountable for
consequences.
53
iv. Creative and
innovative in
conducting out-
of-school
activities.
v. Sensitive to
children’s needs.
Safety:
safety and
security,
environmental
rules and
regulations.
4. Evaluate 1. Methods and 1. Review effectiveness Attitudes: Knowledge: Knowledge: 4.1 Participants’
implementatio techniques of event of activities recommendation
n of out-of- management implemented. i. Self-reflection 1 hr  Lecture and feedback
school and truthful in
activities  Group documented and
2. Application of 2. Recommend action evaluation compiled.
discussion
appropriate plans for future
measures for improvement of process. Skills:
4.2 Report produced.
effectiveness of event’s Skills:
ii. Non-biased in 1.5 hrs
implementation of implementation.
event. evaluation.
 Project
54
Safety:
safety and
security,
environmental
rules and
regulations.
55

03.10 Provide consultation and counselling 4. Interpersonal skills
15. Liaise to achieve identified outcomes 5. Multitasking and prioritising
16. Identify and assess children’s needs 6. Self-discipline
04.06 Allocate work 7. Teamwork
17. Implement project/work plans 8. Integrity
56
Child Protection Act (1999)
1:1
2. Standard Operating Procedure (SOP)
1:1
3. Occupational Safety Health and Environment Act OSHEA
4. Multimedia – radio, tv, computer, DVD, LCD, microphones 1:25
1:1
5. Folders and files for report and documentation
1:25
6. Checklists and feedback forms
1:25
7. Materials for outdoor activities(e.g. hand sanitizer, mosquito repellent, sun
block, caps, bottled water)
8. First aid box 1:25
9. Samples of correspondence, permission slip/consent forms. 1:25
57
References
REFERENCES
Kurikulum Prasekolah. ISBN: 978-967-5094-64-4
3. Ministry of Human Resources. (August 2008). Handbook on Social Skills And Social Values in Technical Education and Vocational Training. (2nd Ed.)
ISBN:978-967-5026-20-1
5. Hendrick, J. (2003) Total Learning, Developmental Curriculum For The Young Child. NJ: Upper Saddle River: Pearson Education, Inc. ISBN: 0-13- 042070-0.
6. Casper, V. & Theilheimer, R. (2010) Early Childhood Education: Learning Together. McGraw-Hill, Bank Street. ISBN: 978007-337-0
58

Competency Unit Title BUILDING FAMILY AND COMMUNITY RELATIONSHIPS
The Building Family and Community Relationships Competency Unit is to develop reciprocal relationships among
children, families, preschool teachers, the preschool and the local community, to support individuals in realising their
capabilities to develop responsible and responsive practices that attend to the needs of preschool children and families
in an ever-changing societal context.
Competency Unit Descriptor
The preschool teacher establishes relationships with parents based on mutual understanding, trust and co- operation,
initiates open communication and reciprocal dialogue with parents, and builds collaborative relationships with other
professionals such as health and social services to enhance children’s growth and development.
Training
Duration
1. Create 1. Information about 1. Communicate with Attitude: Knowledge: Knowledge: 1. Positive feedback
environment families and the local people from diverse  Friendly, from families and
that promotes community backgrounds. approachable and 1.0 hr  lecture community
mutual courteous to  group received.
understanding, 2. Communicating with 2. Identify parents, family and discussion
trust and co- families and local characteristics of a community  e-learning 2. Characteristics of
operation with community community–friendly Skills: a community–
family and environment  Proactive in friendly
community 3. Characteristics of a establishing 2.0 hrs environment
community–friendly 3. Select strategies to relationships with listed.
environment achieve community– families and
friendly school community 3. Enrolment,
participation in
59
school activities
1.4 Strategies of
achieving
1.4 Establish
community–friendly  Sensitive Skills: and invitation for
community–friendly environment in the to families involvement in
school school from diverse  Workshop community
backgrounds  Role play activities
 Attentive in  Presentation increased.
listening to family & feedback
and community
members
2. Build 2.1 Activities, events 1. Identify activities, Attitude: Knowledge: Knowledge: 1. Activities, events
relationships and projects for events and projects and projects for
with family and family and for family and  Helpful and 1.5 hrs  lecture family and
community community by the community by the supportive  group community
school school discussion selected.
 Sincere and
2.2. Activities, events
and projects in the
2. Identify respectful Skills: 2. Activities, events
and projects in the
activities, events and Skills:
community 2.5 hrs community
projects in the
identified.
community  workshop
3. Benefits of family and
community  presentation 3. Relationships with
3. Comply with & feedback
involvement for family and
guidelines for
children community
working with families
enhanced as per
and community
4. Guidelines for guidelines to
working with family benefit children,
4. Enhance
and community families and
relationships with
community.
families and
5. Communicating with community
families and local 4. Implementation of
community the activities,
5. Record the
events and projects
implementation of
6. Recording for family and
the activities, events
procedures community
and projects for
family and
60
community by the recorded as per
2.7 Recording format school recording format.
3. Report 1. Purposes of 1. Determine purposes Attitude: Knowledge: Knowledge: 3.1 Activities, events
parties’ establishing of establishing and projects for
involvement relationships with relationships with  Meticulous in 1.0 hr  lecture family and
and family and family and obtaining  discussion community
participation community community. feedback reported as per
 Honest and purposes, criteria
in activities, and feedback.
2. Criteria for 2. Identify criteria for thorough in Skills:
events and successful successful reporting Skills:
projects by relationships with relationships with
the school  practical
family and family and 2.0 hrs
community community
3. Feedback and report 3. Obtain feedback on

on activities, events activities, events and
and projects for projects for family
family and and community
community
4. Write report on
4. Reporting format activities, events
and projects for
family and
community
61

10. Prepare reports and instructions 2. Conceptual skills
11. Convey information and ideas to people 3. Interpersonal skills
03.01 Manage and improve performance of self and children
12. Provide consultation and counselling
5. Self-discipline
13. Monitor and evaluate performance of children
6. Teamwork
14. Provide coaching
7. Integrity
15. Develop and maintain team harmony and resolve conflicts
16. Facilitate and coordinate teams and ideas 8. Learning skills

04.01 Negotiate acceptance and support for objectives and strategies
62

(NPCS/KSPK)
3. LCD Projector, laptop 1:25
4. Recording format 1:1
5. Reporting format 1:1
6. School calendar 1:1
7. List of community activities, events and projects 1:1
8. Sample of feedback forms / survey 1:1
References
REFERENCES
2. Beaver, M., Booty, M., Brewster, J., Neaum, S., Sheppard, H. & Tallack, J. (2005). Children’s Care, Learning and Development: NVQ 2 Candidate
Handbook. UK: Nelson Thornes
3. Beaty, J. J. (2008). Skills for Preschool Teachers.( 8th ed.). New Jersey: Pearson Education Inc. ISBN-13: 978-13-158378-8.
4. Morrison, G.S. (2009). Early Childhood Education Today. 11th Ed. New Jersey: Pearson Education Incorporated
5. Wortham, S.C. (2006). Early Childhood Curriculum: Developmental Bases for Learning and Teaching. 4th Ed. New Jersey: Pearson Education
Incorporated
6. Gordon, A. M. & Browne, K. W. (2004). Beginnings & Beyond: Foundations in Early Childhood Education (6th Ed.). Thomson Delmar. NY.
63

Competency Unit Title INCLUSION OF CHILDREN WITH LEARNING DISABILITIES
The Inclusion of Children with Learning Disabilities Competency Unit is to enable preschool teacher to adapt
teaching and learning practices towards enhancing the growth and holistic development of children with learning
disabilities.
The preschool teacher modifies activities, teaching strategies, materials and the learning environment to include
Competency Unit Descriptor children with learning disabilities into the regular classroom.
Pre-requisites:
012-3:2012-C03 Classroom Management
Training
Competency Unit ID ET-012-3:2012-E01 Level 3 100 Credit Hours 10
Duration
1. Assess needs 1. Types of learning 1. Obtain information Attitude: Knowledge: Knowledge: 1. Profile of children
and interests disabilities about the family with learning
of children (Malaysian context) history / background  Objective in 1.0 hr  Lecture disabilities and
with learning  Dyslexia (reading) of children with assessing children  Professional their family
disabilities for  Dyscalculia learning disabilities. with learning talks obtained and
inclusion (numeracy) disabilities. recorded.
 Discussion
 Dyspraxia (motor 2. Consult parents / Skills:  e-learning 2. Children’s
guardians on the  Empathy towards
coordination skills)  Case study
child’s behaviour, children with 1.0 hr behaviour,
 Dysgraphia needs and interests at abilities, needs
learning
(writing) home. disabilities. and interests
 Dysphasia (speech consulted,
& language)
64
 ADHD observed and
3. Observe children’s  Observant and Skills:
 ADD behaviour, needs and sensitive to documented.
 Mild Autism interests in classroom. individual needs of
children with  Simulation 3. Children with
2. Characteristics of 4. Determine learning  Practical characteristics of
children with learning adaptations of disabilities.  Assignment learning
disabilities. activities, resources,  Presentation disabilities
materials and and feedback reported to
 Patient with
3. Needs and interests environment. management.
behaviour,
of children with abilities, needs
learning disabilities. and interests of 4. Adapted activities,
children with resources, materials
4. Policies and learning and environment
legislation for special disabilities. listed and
needs (e.g. Akta OKU specified.
(1996), Akta
Pendidikan Khas  Ethical and
professional to
(1997), Akta
ensure
Pendidikan 550
confidentiality of
(1996), Convention on
children with
the Rights of the Child
learning
(1999 ), Child
disabilities.
Protection Act (1999).
Safety:
5. Introduction to Early
Not applicable.
Intervention
1.6 Family background of

children with learning
disabilities.
65
2. Plan 1. Contents and learning 1. Interpret NPCS Attitude: Knowledge: Knowledge: 1. Self-reliant
adaptations standards of NPCS / (KSPK) contents and timetable
for children KSPK. learning standards  Resourceful in 1.0 hr  lecture produced as per
with learning planning the  discussion adaptation
disabilities 2. The Practice of 2. Schedule a self- adapted activities  e-learning requirements.
Inclusive Early reliant time table. for children with  case study
Childhood Education learning 2. Adapted lesson
3. Identify instructional disabilities. plan with a variety
3. Individualised strategies and a Skills: Skills: of instructional
Education variety of teaching  Creative in styles, and
Programme (IEP) aids based on NPCS planning the  assignment teaching and
1.0 hr learning materials
/ KSPK to include to adapted activities.
 presentation produced.
4. Support for children children with learning and feedback
with special needs disabilities. 3. Learning
and their families.
environment for
4. Source supporting inclusion set up.
5. Child Development teaching and learning
materials from various Safety:
4. Orientation for
6. Developmentally resources. inclusion
Appropriate Practices  Adhere to health, conducted.
5. Set up a modified safety, security
7. Teaching and learning learning environment and well being of
children and the 5. Teaching and
approaches and (e.g. physical setting). learning materials
methodologies environment.
prepared.
2.8 Resources and 6. Prepare an

materials for adapted orientation for 2.6 Evaluation
activities inclusion. materials for
adaptations
7. Prepare evaluation produced.
materials for the
adaptations.
66
3. Carry out 1. Principles of Early 1. Conduct lessons Attitude: Knowledge: Knowledge: 1. Lesson conducted
modified Childhood Education according to as per planned with
activities adapted classroom  Creative in 1.0 hr  Lecture adapted activities
2. Classroom time scheduling. conducting the  Discussion for children with
Management adapted activities learning
3. Developmentally 2. Observe children for children with disabilities.
while they carry out learning Skills: Skills:
Appropriate Practices
adapted activities. disabilities. 2. Children’s
4. Methods and 1.0 hr  Simulation participation in
techniques of teaching  Attentive in adapted activities
and learning  Presentation
observing and recorded.
and feedback
5. Resources and identifying needs
materials for adapted and interests of
activities children’s with
learning
6. Utilisation of spaces, disabilities.
teaching materials and
equipment for adapted  Patient with
activities behaviour,
abilities, needs
and interests of
children with
learning
disabilities.
Safety:
safety, security
and well being of
children and the
environment.
67
4. Evaluate 1. Child Development 1. Interpret children’s Attitudes: Knowledge: Knowledge: 1. Children’s

effectiveness participations.  Objective in progress
of 2. Purposes of observing and 1.0 hr  lecture interpreted,
adaptations assessment 2. Conclude children’s evaluating  discussion concluded and
progress. children’s  video viewing documented.
3. Methods and performance.  case study
techniques of 3. Write evaluation  Ethical and 2. Evaluation of
assessment professional to Skills: children’s progress
report.
ensure the with
4. Evaluation confidentiality of Skills: recommendations
 simulation
procedures children with produced.
learning  presentation
1.0 hr and feedback
5. Early disabilities.
intervention
6. Individualized
Education Safety:
Programme (IEP) Not applicable.
7. Reporting procedures
and techniques
8. Report writing skills
9. Reporting format
5. Follow up 1. Curriculum content 1. Interpret evaluation Attitude: Knowledge: Knowledge: 1. Areas of concern
activities for of NPCS (KSPK) progress report of from children’s
adaptations and learning children’s progress.  Reflective and 1.0 hr  lecture evaluation
standards critical of self  discussion progress report
2. Review effectiveness effectiveness in  case study identified.
2. Child Development of lesson executed. adapting and Skills: 2. Follow up adapted
carrying out Skills: activities and
3. Practice of inclusion 3. Modify adapted activities. 1.0 hr lessons modified as
and intervention activities.  feedback per
68
recommendation
4. Developmentally 4. Report to  Creative in of evaluation
Appropriate management / adapting activities progress report.
Practices administrator for for children with 5.3 Requirement for
referral to special needs. referral to
5. Teaching and learning professionals. professionals
approaches and Safety: reported to
methodologies 5. Comply with
management /
Standard Operating  Adhere to health, administrator in
6. Resources and Procedure (SOP). safety and
materials for security, accordance with
adapted activities. environmental Standard
rules and Operating
7. Evaluation Report regulations. Procedure
of the child’s (SOP).
progress
5.8 Standard Operating

Procedure (SOP).
69

6. Self-discipline
04.06 Allocate work
7. Teamwork
70

(NPCS/KSPK)
3. Samples of Individualized education program (IEP) 1:1
4. Akta Pendidikan 1996, Peraturan-peraturan Pendidikan (Pendidikan 1:5
Khas) 1997, Bahagian II 3 (2) 1:5
5. Persons with Disabilities Act 2008 (Act 685) 1:5
6. Dokumen Standard Kurikulum Standard Prasekolah Pendidikan Khas 1:5
Kebangsaan (Masalah Pembelajaran)
7. United Nations (UN) Convention on the Rights of Persons with 1:25
Disabilities
8. Samples of educational tools and teaching aids modified for children 1:1
with special needs
9. Record book 1:25
10. Multimedia – radio, tv, computer, DVD 1:1
11. Characteristics of special needs – posters, leaflets/ brochures 1:1
12. Directory of professionals 1:1
71
References
REFERENCES
2. Bahagian Pembangunan Kurikulum, Kementerian Pelajaran Malaysia. (2010) Dokumen Standard Kurikulum Standard Prasekolah Pendidikan Khas
Kebangsaan (Masalah Pembelajaran).
Kurikulum Prasekolah. ISBN: 978-967-5094-64-4
4. Bahagian Pembangunan Kurikulum, Kementerian Pelajaran Malaysia. (2010) Modul Pentaksiran Perkembangan Murid di Prasekolah.
ISBN: 978-967-5094-62-0
5. Ministry of Human Resources. (August 2008). Handbook on social skills and social values in Technical Education and vocational training. (2nd Ed.)
ISBN: 978-967-5026-20-1
7. Beaty, J. J. (2008). Skills for Preschool Teachers.( 8th ed.). New Jersey: Pearson Education Inc. ISBN-13: 978-13-158378-8.
8. Beaver, M. Booty, M. Brewster, J. Neaum, S. Sheppard, H. & Tallack, J. (2005). Children’s Care, Learning and Development: NVQ2 Candidate
Handbook, UK: Nelson Thornes. ISBN: 978-0-7487-9560-4.
9. Morrison, G. S. (2009). Early Childhood Education Today. (11th Ed.). New Jersey: Pearson Education Inc. ISBN-13: 978-0-13-503990-8.
10. Deiner, P.L., (2010). Inclusive Childhood Education: Development, Resources, and Practice (5th Ed.). Wadsworth Cengage Learning, Canada.
11. Gordon, A. M. & Browne, K. W. (2004). Beginnings & Beyond: Foundations in Early Childhood Education (6th Ed.). Thomson Delmar. NY.
72

Competency Unit Title PRESCHOOL NUTRITIONAL GUIDANCE
This Preschool Nutritional Guidance Competency Unit is to guide preschool teachers to cultivate healthy eating habits
in children, to support their growth and development, and shape their later eating habits.
Competency Unit Descriptor The preschool teacher educates children on the importance of nutrition and good eating habits, guides them to make
wise food choices according to nutritional needs, religious beliefs and culture which will help them grow and develop
healthily.
Pre-requisite: ET-012-3:2012-C01 Preschool Children’s Health, Safety and Security Assurance
Training
Competency Unit ID ET-012-3:2012-E02 Level 3 100 Credit Hours 10
Duration
Attitude / Safety / Training Delivery Assessment
1. Educate 1. Nutrition for 1. Explain importance of Attitude: Knowledge: Knowledge: 1. Nutritional talks
preschool preschool children nutrition for children’s for children and
children and growth and  Resourceful in 1.0 hr  Lecture family
family on 2. Child development development getting and giving  Professional conducted and
nutrition relevant talks recorded.
3. Family’s religion, 2. Explain nutritional information on  Discussion
culture, socio- requirements for nutrition for Skills: 2. Children’s eating
 e-learning
economic preschool children preschool children patterns,
 Case study behaviour and
background and 2.0 hrs
lifestyles 3. Identify children’s food allergies
 Passionate about surveyed and
eating patterns, nutrition and good
4. Food Pyramid behaviour and food identified.
eating habits
allergies
5. Eating habits 3. Guidelines for
73
Work Activities Related Knowledge Related Skills Attitude / Safety / Training Delivery Assessment
1.6 Children’s food 1.4 Guide children to  Sensitive to food choices
make good food diversity in Skills: produced
allergies
choices in religions, cultures displayed and
accordance to and practices  Simulation disseminated.
religious beliefs, concerning food  Assignments
family culture and and feedback
food pyramid
Safety:
 Aware of
children’s food
allergies
 Keeping children’s
records and family
information
confidential.
2. Plan healthy 1. Food nutrients 1. Identify food groups Attitude: Knowledge: Knowledge: 1. Samples of
menus and portion based on menus produced
2. Food pyramid for the food pyramid for  Sensitive to 1.5 hrs  Lecture as per dietary
preschoolers (e.g. preschoolers. children’s needs,  Discussion needs and food
My Pyramid for culture, religious  Professional choices.
preschoolers) 2. Select food choices beliefs and food talks
based on dietary allergies. Skills: 2. Nutritious menu
 Video displayed and
3. Dietary needs of needs and food
preschool children: allergies.  Creative in 2.5 hrs disseminated to
 Nutrients planning menu for family.
 Portion 3. Prepare nutritious preschoolers.
and attractive menu Skills:
 Sizes
for meals or snacks.
 Culture and  Assignments
religious beliefs  Demonstratio
n
74
4. Food choices: Safety:
 Variety
 Taste
 Colour
 Adhere to
health
 Texture requirements for
 Temperature children.
5. Eating patterns and  Take heed of
behaviour of children children’s food
allergies.
2.6 Food allergies
3. Monitor food 1. Food handling and 1. Adhere to food Attitude: Knowledge: Knowledge: 1. Food handling,
hygiene and food regulation handling and food food regulation
children’s standard: regulation standard  Observant of 1.0 hr  Lecture standard and
eating habits  Typhoid and hygienic children’s  Discussion hygienic practices
vaccination for practices. allergies, adhered to.
food handlers behaviour and
 Food safety (e.g. 2. Supervise children on etiquette at table. 2. Children assist in
storage, table setting and table Skills: Skills: laying out
handling.) etiquette during meal  Meticulous in crockery and
or snack time. monitoring food 2.0 hrs  Demonstration cutlery as per table
2. Table setting hygiene and  Role play setting for meals
3. Assure children children’s eating and snack.
 Assignment
3. Table etiquette observe religious habits.
practices pertaining 3. Table etiquette is
4. Hygienic practices to meal time.  Sensitive to practiced by
religious children during
5. Food allergies 4. Keep children with practices. meal and snack
food allergy away time.
from their allergies.
3.6 Signs and symptoms
of food poisoning
75
Safety:
 Adhere to health
and nutritional
requirements for
children.
 Take heed of
children’s food
allergies.
76

10. Prepare reports and instructions 2. Conceptual skills
11. Convey information and ideas to people 3. Interpersonal skills
03.01 Manage and improve performance of self and children
12. Provide consultation and counselling
5. Self-discipline
13. Monitor and evaluate performance of children
6. Teamwork
14. Develop and maintain team harmony and resolve conflicts
15. Facilitate and coordinate teams and ideas
7. Integrity
16. Liaise to achieve identified outcomes 8. Learning skills
04.01 Negotiate acceptance and support for objectives and
strategies
77

Act 550 (1996), Child Act 2001, Convention on the Rights of
the Child (1999 ), Child Protection Act (1999), National
Preschool Standard Curriculum (NPCS/KSPK)
3. Audio visual aids (AVA) 1:25
4. Flipchart paper (for group work discussion/ presentation) 1:25
5. Food Pyramid Chart 1:1
6. Food Pyramid Chart for preschoolers 1:1
7. Crockery and cutlery for table setting 1:25
8. Samples of menus 1:1
9. Posters and leaflets on hygienic practices 1:1
10. Materials for hygienic practices 1:25
11. List of food allergies 1:1
12. Food Handling Regulations Handbook 1:5
78
References
REFERENCES
1. Jabatan Kemajuan Masyarakat. (2009) Manual Pengurusan Tabika dan Taska Kemas: Garis Panduan Pengurusan Makanan dan Minuman Tabika dan
Taska
3. Eliason, C. & Jenkins, L. (2008). Practical Guide to Early Childhood Curriculum. 8th Ed. New Jersey: Pearson Education Incorporated
4. Smith. G., (2004). Food for Preschool Children: Recipes, Nutrition Guide & Special Needs. Kuala Lumpur: Swan Printing Sdn Bhd.
5. National Coordinating Committee on Food and Nutrition (2005) Recommended Nutrient Intakes for Malaysia: a Report of the Technical Working Group on
Nutritional Guidelines. Ministry of Health. Assessed http://moh.gov.my/opencms/opencms/moh.mi.html
6. C. Robertson (2010).Safety, Nutrition and Health in Early Education. USA: Wadsworth / Cengage Learning. ISBN-13:978-1-4283-5293-3
7. Nutritional Guidance in Preschool.pdf (page 75 of 75). ISBN 0- 7559-4787-8. Retrieved on 21/6/2012 www.scotland.gov.uk
8. Food Act 1983 and Food Regulation 1985.
9. Food Allergy In Infants And Children www.allergycentre.com.my/infants.html
10. Nutrition for Kids.www. mychildmalaysia.com/topic/162/Nutrition=+for+kids
11. Malaysia Dietary Guidelines. (2010). Nutrition of Health Malaysia. ISBN-978-983-3433-71 1
12. Beaver M., Booty M., Brewster J., Neaum S., Sheppard H., Tallack J. (2005).Children’s Care, Learning and Development. UK: Nelson Thones. ISBN- 978-0-7487-
9560-4
13. Lynn R. Marotz. (2001). Health, Safety and Nutrition for the Young Child. (7th Ed.). USA: Delmar Cengage Learning. ISBN:-
13:978-0-495-80946-3,ISBN-10:0-495-80946-2
79
NOSS PRESCHOOL TEACHING – CREDIT HOUR AND CONTACT HOUR
PRESCHOOL
CHILDREN’S HEALTH, PRESCHOOL ASSESSING
SAFETY AND CLASS
TEACHING AND PRESCHOOL
SECURITY MANAGEMENT
LEARNING CHILDREN
ASSURANCE PS-03-03
PS-03-02 PS-03-04
(15) (20)
PS-03-01 (20)
(10)
ORGANIZING BUILDING
CHILD FAMILY AND
GUIDANCE PRESCHOOL COMMUNITY
PS-03-05 OUTDOOR RELATIONSHIP
(15) ACTIVITIES S PS-03-07
PS-03-06 (10)
(10)
INCLUSION OF
PRESCHOOL
CHILDREN WITH
NUTRITIONAL 120 credit hour @
LEARNING
GUIDANCE 10 contact hrs=
DISABILITIES
PS-03-09 1200 contact hour
PS-03-08
(10)
(10)

Pre School Teaching - ET01232012 - NOSS

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Pre School Teaching - ET01232012 - NOSS

Uploaded by

Copyright:

Available Formats

STANDARD PRACTICE

NATIONAL OCCUPATIONAL SKILLS STANDARD (NOSS)

SECTOR EDUCATION AND TRAINING SERVICES

SUB SECTOR EARLY CHILDHOOD EDUCATION

LEVEL 2 NO LEVEL NO LEVEL NOT APPLICABLE

LEVEL 1 NO LEVEL NOT APPLICABLE

SECTOR EDUCATION AND TRAINING SERVICES

SUB SECTOR EARLY CHILDHOOD EDUCATION

I-031-3 PRESCHOOL TEACHING

LEVEL 2 NO LEVEL NO LEVEL NOT APPLICABLE

LEVEL 1 NO LEVEL NOT APPLICABLE

Malaysia Skills Certificate Level 1: Competent in performing a range of varied work

Malaysia Skills Certificate Level 2: Competent in performing a significant range of

Malaysia Skills Certificate Level 3: Competent in performing a broad range of varied

Malaysia Skills Diploma Level 4: Competent in performing a broad range of complex

Malaysia Skills Advanced Diploma Competent in applying a significant range of

The pre-requisites for the enrolment of this programmeme are as below:

The Preschool Teacher (Preschool Teaching) Level 3 is competent in performing the

 Preschool Children’s Health, Safety and Security Assurance

The Government policy (Economic Transformation Programmeme 2010-2020) promotes more

Other related occupation with respect to employment opportunities are:

 Preschool Events Management

8. TRAINING, INDUSTRIAL/PROFESSIONAL RECOGNITION, OTHER QUALIFICATIONS

9. SOURCES OF ADDITIONAL INFORMATION

 Bahagian Pembangunan Kurikulum

 Lembaga Peperiksaan Kementerian

Sub Sector EARLY CHILDHOOD EDUCATION (PRESCHOOL EDUCATION)

Job Area PRESCHOOL TEACHING

Level THREE (3)

CU Title CU Code CU Descriptor CU Work Activities Performance Criteria

3. Educate children on 3.1 Health safety and security

4. Evaluate the practices of 4.1 Children’s health, safety and

3. Carry out lessons 1. Principles, methods and

4.2. Feedback responded to.

4.3 Intended learning outcomes and

2. Classroom rules and routines

4.3 Follow-up activities identified.

5. Prepare children’s 1. Children development progress

5. Implementation status of out-of-

6. Evaluation report produced.

8. Feedback on learning outcomes of

10. Effectiveness status of

11. Evaluation report with

5. Follow 1. Adapted activities and modified

2. Recommendation for referrals

3. Monitor food hygiene and 1. Food handlers and food regulation

2. Safely serve nutritious meals or

3. Table etiquette of children

4. Food preparation and serving

5. Storage of food is safely stored in

11. Explain the benefits

12. Carry out security

10. Coach children to act

4.5 Reflect on the  Responsive to

Core Abilities Social Skills

01.11 Apply thinking skills and creativity 1. Communication skills

ITEMS RATIO (TEM : Trainees)

1. Standard Operating Procedure (SOP) 1:1

Pre-Requisite: ET-012-3:2012-C01 Preschool Children’s Health, Safety and Security Assurance

4. Evaluate 1. Methods of assessment 1. Comply with Attitudes: Knowledge Knowledge: 1. Methods of

Core Abilities Social Skills

10. Prepare reports and instructions 1. Communication skills

06.07 Develop and maintain networks

ITEMS RATIO (TEM : Trainees)