Peraturan keselamatan

Ia melibatkan perkara-perkara seperti pertolongan cemas dan langkah-langkah bagi mengelak kemalangan. Selain itu pendedahan maklumat tentang agensi-agensi yang boleh menyumbang memantapkan keselamatan dan kesihatan kanak-kanak akan dapat membantu guru-guru prasekolah untuk memahami bahawa pendidikan awal kanak-kanak adalah merupakan satu proses pendidikan yang didokongi oleh semua pihak.

Konsep keselamatan merujuk kepada langkah-langkah yang dilaksanakan oleh individu atau kumpulan untuk mengelakkan kemudaratan seperti kemalangan, kematian atau kecederaan. Tanpa perlindungan keselamatan, individu akan berasa takut, bimbang atau mudah terdedah kepada sesuatu yang memudaratkannya sama ada secara sedar atau tidak. Oleh itu satu sistem perlindungan yang adil hendaklah diberikan kepada individu supaya dapat memenuhi tuntutan keperluan ketenteraman, kedamaian, perlindungan, bebas dari rasa resah, bebas dari ketakutan yang semuanya merupakan aspek keselamatan. Ketiadaan keselamatan ini akan menimbulkan satu keadaan yang membahayakan kepada manusia.

Penting bagi kanak-kanak prasekolah kerana:
1. Dapat menjalankan aktiviti dengan bebas dan rasa selesa.
2. Membantu menyuburkan nilai mengutamakan keselamatan.
3. Mengelakkan daripada kemalangan yang tidak diduga.
4. Mengelakkan daripada serangan penyakit.
5. Mengelakkan daripada kematian.

Punca kemalangan
1. Penyelenggaraan alat yang kurang kemas.
2. Sikap cuai dan buruk sangka.
3. Tidak menimbulkan kesedaran mendalam.
4. Tidak dijadikan amalan rutin di kelas.
5. Pengurusan bilik darjah yang longgar.

Langkah-langkah keselamatan prasekolah
1. Susunatur ruang pembelajaran dalam bilik darjah.
• Pembahagian ruang mestilah seimbang. Susun atur perabut hendaklah memudahkan pergerakan murid supaya ‘traffic flow’ dalam kelas berjalan lancar.
• Susun atur perabut tidak melindungi pandangan guru untuk melihat pergerakan murid.
• Pastikan peralatan yang membahayakan seperti gunting disimpan di tempat yang selamat.
• Pastikan peralatan elektrik ditutup selepas digunakan.
• Pastikan jeriji besi sentiasa ditutup.
• Pastikan lantai sentiasa kering.
• Pastikan peti pertolongan cemas sentiasa lengkap.
• Pastikan ada alat pemadam api dalam keadaan baik.
• Pelan kebakaran perlu ada dan diberi latihan kepada murid.

2. Kawasan bilik penyediaan makanan
• Peralatan yang tajam perlu disimpan di tempat yang selamat.
• Peralatan elektrik sentiasa ditutup selepas digunakan dan diletakkan di tempat yang selamat.
• Lantai dapur sentiasa kering.
• Tabung gas sentiasa dalam keadaan baik.

3. Kawasan bilik air
• Lantai bilik air dalam keadaan selamat untuk digunakan.
• Pencuci tandas disimpan di tempat yang selamat.
• Pam tandas dalam keadaan baik.

4. Kawasan luar bilik darjah
• Ruang di luar prasekolah harus dipagar.
• Permukaan longkang dan permukaan lain yang terbuka mesti ditutup.
• Tapak ruang permainan luar harus ditutup dengan ’rubber tiles’ untuk keselamatan murid jika terjatuh semasa bermain.
• Rumput mestilah dipotong pendek.
• Pastikan benda-benda yang tajam dan merbahaya tiada dalam kawasan prasekokah.
• Pastikan peralatan permainan luar dalam keadaan selamat.
• Jika ada bekas bahan kimia sama ada berbentuk cecair atau serbuk pecah misalnya termos, lampu Kalimantan, bersihkan sebersih-bersihnya
• Bahan-bahan sisa logam, paku atau kaca hendaklah dibuang jauh dari kawasan interaksi kanak-kanak prasekolah.
• Kanak-kanak hendaklah memakai pakaian yang sesuai ketika beraktiviti di padang, di bilik air dan sebagainya.
• Semasa aktiviti di padang, pastikan alat-alat sukan disusun dengan keadaan tidak merbahaya.
• Pastikan kanak-kanak tidak bermain di bawah talian elektrik atau berhampiran suis elektrik, terutama ketika hujan. Petir mudah menyambar kawasan tersebut.
• Sekiranya berlaku kebakaran, pastikan kanak-kanak dikeluarkan dari kawasan kebakaran dengan segera.
• Bunyikan loceng kecemasan sekiranya api marak dengan cepat. Hubungi bomba dan polis jika ada yang terperangkap.
• Keselamatan kanak-kanak juga dapat dipelihara daripada orang-orang yang tidak dikenali. Hubungi pihak yang lebih berkuasa di sekolah terlebih dahulu apabila ada tetamu yang tidak dikenali.

Pendidikan keselamatan kanak-kanak

Pendidikan keselamatan kanak-kanak
• Tulis peraturan keselamatan dan pamer di dinding yang boleh dilihat oleh semua kanak-kanak.
• Adakan latihan menghadapi kecemasan ( fire drill ).
• Ajar langkah-langkah keselamatan jalan raya kepada kanak-kanak seperti menyeberang jalan dan penggunaan lampu isyarat.
• Kanak-kanak diajar keselamatan di air, terutama sebelum
melaksanakan aktiviti berkelah.
• Kanak-kanak diberi penerangan tentang tanda-tanda keselamatan seperti bahan beracun dan selekoh merbahaya.
• Sepadukan tema keselamatan dan kesihatan di dalam pengajaran dan pembelajaran.

Classrom Loft

Apakah classroom loft?
Ia merupakan satu ruang di mana kanak-kanak akan memanjat dan membaca di atasnya. Ia seolah-olah sebuah pondok yang diletakkan di dalam kelas.



Kenapa saya minat loft?
Ramai guru yang pening kepala setiap kali memikirkan susun atur ruang pembelajaran di kelas. Tidak terkecuali saya. Apa pun saya memang berminat untuk mencari idea-idea baru setiap kali berada di rumah di hadapan komputer dan melayari internet. Saya memang suka apa yang sering saya baca dan temui seperti gambar ini. Sebenarnya saya sudah lama inginkan ruang ini diwujudkan di dalam kelas. Kalau di US harganya boleh mencapai USD4,500. Itu bagi yang sudah siap dibina. Di loft ini saya membayangkan banyak bahan boleh disimpan dan dipamer di sini. Saya boleh letakkan beanbag, anak patung, bongkah dan komputer dan bahan audio video lain. Menarik bukan?

Ruang Pembelajaran

Semasa menyediakan nota kuliah untuk pelajar saya di Institut Perguruan Tun Hussein Onn, saya terjumpa gambar ruang pembelajaran ini...

Sebelum ini saya ada membaca sebuah buku yang diperolehi semasa menuntut di Universiti Malaya dulu. Buku tersebut siap memberikan pelan ukuran yang sesuai. Ruang ini sangat baik kerana ia dapat menjimatkan ruang pembelajaran bagi kelas yang kecil. Ia boleh digunakan sebagai ruang senyap di mana kita boleh meletakkan buku-buku bacaan untuk kanak-kanak. Di ruang bawah pula boleh dipasang buaian untuk kanak-kanak bersantai sambil membaca. Saya pernah mengusulkan supaya ruang ini diwujudkan di sekolah-sekolah tapi siapalah saya... setakat punya ilmu tapi tiada kuasa!. Bagi anda yang punya peruntukan yang lebih di sekolah apa salahnya mencuba. Kalau di Barat, ianya menjadi salah satu ruang yang popular di kalangan kanak-kanak. Hanya masyarakat kita di Malaysia ini sahaja yang banyak sangat pantang larang misalnya tidak boleh memanjat takut jatuh dan segala macam larangan yang buatkan murid kita tidak yakin untuk mencuba.


Saya rimas dengan ruang pembelajaran yang terlalu sempit. Penuh dengan kerusi dan meja hingga menyukarkan laluan kanak-kanak. Ditambah pula dengan kegilaan guru yang suka menggantung segala macam alatan di dinding dan di tengah kelas sehingga dirasakan seolah-olah berada di sebuah pusat membeli belah yang menjalankan jualan mega. Pergh!!!! pening kepala budak-budak melihatnya apatah lagi bila habuk memenuhi ruang yang penuh begitu. Kalau saya yang tua ini boleh hampir pitam apatah lagi kanak-kanak yang ada di kelas tersebut.

Preschool Planning Guide

By: Laura M. Thurman and Karen B. DeBord
Department of Human Development and Family Studies
University of Missouri-Columbia

Copyright/Access Information

When planning learning for young children, there are several ideas to consider. First, it is especially important to provide activities, projects and themes suited to the age and individual needs of each child. Second, carefully think about each of the following elements while planning.

• Age appropriateness. Consider the ages of the children in the program. A single age group (all 4-year-olds, for example) has different needs from a mixed age group of preschoolers. The curriculum should be suitable for the developmental level of each age group and should offer a range of activities. Set group goals after assessing the needs of a particular age group.
• Individual appropriateness. Think about each individual child and focus on his or her development. Children follow similar growth patterns, but the time frame for each child differs. Individual interests, abilities and family background must be understood before you can meet the needs of each child. Goals and objectives should be set for each child.
  
  Learning is best when new information builds on old knowledge. Planning should center on the child, the family and the child's everyday experiences. As the child develops and grows more independent, he or she becomes less self-centered. This leads to expanding teaching plans.
• Family and culture. Children should not be separated from their family and culture. Plan activities with respect for family differences and wishes. Involve families in program planning as much as possible, realizing that each family has a different way of contributing. Some families may choose to be very involved, and some may choose not to.
• Teacher values. Consider what you as a teacher and caregiver believe to be important. Question your own interests, your personal philosophy and the program philosophy.
• Transitions. A variety of factors such as the length of the day or the daily schedule affect planning. Transitions are times that occur between activities and can disrupt the flow of play. Avoid too many transitions, and give children enough time to become absorbed in their play. A skillful teacher plans carefully to ensure that transition times are smooth.
• Curriculum. After preliminary planning, it is time to choose (or to help the children and/or parents choose) themes, projects and activities to build the total curriculum. Themes are selected that relate closely to the child's immediate world. For example, activities associated with home, family, yards and neighborhoods hold the most meaning for the youngest child. As children develop, their knowledge base and interests expand. In this same way, new or additional information can be added to the curriculum.
• Themes can be used for a brief time (for example, "St. Patrick's Day"), but usually should last at least a week. One theme will usually lead to another; for example, "dinosaurs" may lead the children's interests to "bones," "fossils" or "creatures." The teacher's role in planning themes is to observe closely and take notes on the children's interests. Interests are determined by observing and listening to the children's discussions and play. Play cues can aid the teacher in choosing new topics. Teachers help children develop interests through planning and presenting a variety of materials, including books, pictures, activities and explorative projects.
• Group or individual projects may be ongoing or brief. They can be very child directed mixed with teacher selected. Allowing the child to set the pace and the path of exploration will lead to new ideas and experiences. Projects can be as simple as "mud pies," or as complex as "cameras" and "photography."
• Activities are specific strategies planned to achieve theme and developmental goals. Making volcanoes, water color painting or scarf dancing are activities. Activities are supported by materials available in the learning centers. Activities may be repeated or may be one-time occasions.
• Group time. Planning individual times and group times is important. Individual or alone times can be provided by free choice in activities, a quiet area and rest time. Children coming together as a group is often called "group time" or "circle time." The whole group or a few smaller groups may be formed. During these planned times, all areas of development may be addressed in a social setting.
  
  Songs, finger plays, dramatics, science, math and physical activities can be used during group time. Begin with simple songs and finger plays with groups of children. More complex group activities will be planned as more familiarity with the group occurs. Group times should fit into the whole curriculum and support themes and projects. Plan group opportunities for inside and outside, and for loud and quiet activities.
• Physical environment. Whatever is planned must be flexible and changeable, depending on the needs of the children and opportunities unseen during initial planning. The most complex part of planning the physical environment is coordinating the learning centers. Learning centers are often permanent areas in the room, with materials that change according to changing themes. An environment that encourages flexibility and spontaneity for children's play is essential. Examples of learning centers, suggestions for materials and role playing ideas include:
  • Dramatic play Dramatic play allows children to construct social and emotional knowledge, role play, and understand other's perspectives.
    • Ideas: Housekeeping; restaurant; grocery store; bakery; flower shop; automobile repair.
  • Prop boxes Prop boxes are excellent for sparking creative play and imaginations. To make a prop box, begin with an empty copier or computer paper box with a lid. Cover the box with contact paper and label it with an appropriate title.
    • Ideas: Office/business box; dress up box; sports shop box; grocery store box; hair salon box; repair shop box; veterinarian box; school box. Think of any kind of situation that might inspire dramatic play for which a prop box could be collected.
    • After selecting certain titles, notify staff members and parents about the prop box project and ask for donations. Shop at local rummage or garage sales or at thrift stores. You may get some bargains - many people are willing to donate or reduce the cost of items for projects like this! Contact local businesses for any contributions - hair salons might have empty shampoo bottles, old haircut capes, etc. Remember to send a note of thanks to any business donors with pictures of the children using a particular box. Post or publish pictures in the parent's newsletters showing the "results" of the collection project.
    • Put one prop box out at a time. When the children begin to lose interest in a particular prop box, try some mixing and matching. Introduce different items and take cues from the children. Their enthusiasm will give direction for new ideas and collections. If a prop box isn't used or seems boring after a while, store it away for a time. A new theme or classroom project might spark interest and different uses for the same box.
  • Block area For maximum use and creativity with dramatic play, the block area works well placed nearby. Like the dramatic area, blocks are extremely valuable for learning about size, quantity, space, length and shape.
    • Ideas: Train station; store; caves; cities and towns; camping.
  • Science Science leads to learning about the child's physical "self" as well as environmental awareness, plants, animals and the world.
    • Ideas: Sea life; insects; machines; tool shop; measuring, pouring, mixing; recycling.
  • Writing area Pre-writing activities serve to help children to build knowledge in all areas of language development, including speaking, writing and pre-reading skills.
    • Ideas: Post office; restaurant; books; valentines; writing individual stories.
  • Book area Book areas encourage children to learn all aspects of printed language, including learning about authors, illustrators or artists, and the value and joy of reading.
    • Books should be chosen according to past and current themes and projects. This area should be cozy, comfortable, well lit, and may be decorated and rearranged according to themes.
    • Sensitivity should be given to gender equality, culture, personal abilities, and race or ethnic background in the story line and pictures in books.
  • Art area Art areas enable children to explore color, form and texture through self-expression and creativity.
    • Ideas: Brushes, paints, markers; molding clay, play dough, rolling pins, child-sized scissors; collage materials; shaving cream; yarn, fabric, tape, glue.

Be creative and imaginative in designing learning centers and materials for each. Other centers could include music, creative expression, manipulatives and puzzles, math and number areas, and the outdoors. Learning experiences happen anywhere a child is encouraged to explore.

When you are planning specific activities, remember to include the development of the whole child. A single activity may involve several aspects of development (thinking, feeling, moving). Teachers must plan for learning to occur in all facets of the child's development.

The Assure Model

(From Instructional Media and Technologies for Learning by Heinich, Molenda, Russell, Smaldino, 1999)

Analyze learners
State objectives
Select instructional methods, media, and materials
Utilize media and materials
Require learner participation
Evaluate and revise

The ASSURE model is an ISD (Instructional Systems Design) process that was modified to be used by teachers in the regular classroom The ISD process is one in which teachers and trainers can use to design and develop the most appropriate learning environment for their students. You can use this process in writing your lesson plans and in improving teaching and learning.

The ASSURE model incorporates Robert Gagne's events of instruction to assure effective use of media in instruction.

Analyze learners

Before you can begin, you must know your target audience (your students). You need to write down the following information about your students:

General characteristics - grade, age, ethnic group, sex, mental, emotional, physical, or social problems, socioeconomic level, and so on.

Specific entry competencies - prior knowledge, skills, and attitudes.
Learning styles - verbal, logical, visual, musical, structured, and so on.

State objectives

Once you know your students, you can begin writing the objectives of your lesson. Objectives are the learning outcomes, that is, what will the student get out of the lesson?

The ABCD's of writing objectives are:

• Audience (who are your students?)
• Behavior to be demonstrated
• Conditions under which the behavior will be observed
• Degree to which the learned skills are to be mastered.

Example: Fifth grade social studies students (Audience) will be able to name at least 90% (Degree) of the state capitols (Behavior) when given a list of states (Condition).

Select instructional methods, media, and materials

Once you know your students and have a clear idea of what they should get out of the lesson, then you are ready to select the:

• Instructional method that you feel is most appropriate to meet the objectives for these particular students.
• Media that would be best suited to work with your instructional method, the objectives, and your students. Media could be text, still images, video, audio, and computer multimedia.
• Materials that provide your students with the help they need in mastering the objectives. Materials might be purchased and used as is or they might need some modifications. You can also design and create your own materials for the students to use. Materials would be specific software programs, music, videotapes, images, but would also be equipment, i.e., overhead projector, computer, printer, scanner, TV, laserdisk player, VCR, and so on.

Utilize media and materials

Now it's time to do your lesson and use the media and materials that you have selected. You should always preview the materials before using them in a class and you should also use the equipment in advance to be sure it works and you know how to use it. If you use electronic equipment, don't assume that everything will work. Be sure to have a plan B. Hardware and software are created by humans. Humans make mistakes and so software has mistakes in it. Hardware can malfunction. Don't get discouraged if technology lets you down. Make sure that your instructional materials are suitable and working the best you can and then use it in the classroom.

Require learner participation

Remember, students learn best when they are actively involved in the learning. The passive learner has more trouble learning whatever we try to pour into his/her brain. Whatever your teaching strategy, you can incorporate questions and answers, discussions, group work, hands-on activities, and other ways of getting students actively involved in the learning of the content. It is up to you, the teacher, to make sure that all your students have opportunities to participate in the learning activities in the unit plan. Avoid lecturing for an entire hour. Listen to your students and allow them to become aware of the content. Allow them to learn as opposed to trying to "teach" them.

Evaluate and revise

This last stage is often neglected but it is the most important one. Anyone can develop a lesson and deliver it, but really good teachers must reflect upon the lesson, the stated objectives, the instructional strategy, the instructional materials, and the assessment and determine if these elements of the lesson were effective or if one or more of them need to be changed the next time the lesson is done. Sometimes a lesson may seem like it would be great, at least on paper. But then when you actually teach the lesson with a specific set of students, you might discover there were several things that did not seem to work. Your expectations might be too high or too low. The materials used might not have been appropriate for the grade level or the material might not be very motivating. The instructional strategy might not have got students interesting in participation or the strategy might have been difficult for you to manage. The assessment you used might have shown that students didn't learn what you tested for. This might mean that you did not accurately test for the stated objectives, the method of assessment needs to be revised, or the lesson did not permit enough time for the students to master the objectives.

You are not a bad teacher if a lesson does not work. You are a bad teacher if you don't reflect upon your lessons and work on revising elements of the lesson until your students become successful learners.

Menentukan Matlamat dan Objektif Prasekolah

Di negara kita kebanyakan pusat-pusat prasekolah dijalankan oleh pelbagai agensi yang berbeza seperti agensi kerajaan KEMAS, FELDA, Jabatan Perpaduan, Prasekolah Kementerian Pelajaran dan swasta. Memandangkan pusat-pusat prasekolah ini dikendalikan oleh pihak-pihak yang berbeza maka dari segi matlamat dan objektif penubuhannya juga berbeza. Kepentingan kepada pengajaran 3M membuka mata masyarakat tentang pentingnya pendidikan di peringkat prasekolah. Ibu bapa berlumba-lumba memilih pusat prasekolah yang dapat memenuhi harapan dan kehendak mereka. Inilah yang mendorong munculnya pusat prasekolah seperti cendawan tumbuh pada masa sekarang. Pemilihan pusat prasekolah oleh ibu bapa adalah berlandaskan kualiti yang dimiliki oleh sesuatu pusat prasekolah yang menyediakan pendidikan kepada kanak-kanak. Pusat prasekolah yang mempunyai matlamat dan objektif yang menepati kehendak dan harapan akan lebih menjadi tumpuan ibu bapa.

Terdapat pelbagai kualiti pusat prasekolah yang perlu difikirkan bersama-sama ada penubuhannya menepati matlamat dan objektif atau pun tidak. Di antara penemuan penubuhan pusat prasekolah adalah seperti berikut:

1. Ada sesetengah pengusaha pusat prasekolah tidak melaksanakan program mereka dengan bersungguh-sungguh.
2. Ada pula yang hanya mementingkan keuntungan semata-mata.
3. Ada pengusaha pusat prasekolah hanya mementingkan akademik semata-mata
4. Ada pengusaha pusat prasekolah yang memberi penekanan kepada aspek sosialisasi kanak-kanak.

Sebagaimana Kementerian Pelajaran Malaysia, matlamat penubuhan pusat prasekolah secara umumnya adalah untuk memberi peluang yang sama kepada semua kanak-kanak untuk mendapatkan pendidikan pada umur seawal 4 tahun. Objektif dan matlamat pendidikan prasekolah menggambarkan harapan dan jangkaan yang perlu dicapai oleh kanak-kanak prasekolah. Di sini mari kita lihat apakah penentuan matlamat dan objektif pendidikan prasekolah yang telah dibentuk oleh Pusat Perkembangan Kurikulum, Kementerian Pelajaran Malaysia. Pendidikan prasekolah bertujuan menyuburkan potensi kanak-kanak dalam semua aspek perkembangan, menguasai kemahiran asas dan memupuk sikap positif sebagai persediaan untuk masuk ke tahun satu di sekolah rendah. Pendidikan prasekolah membolehkan kanak-kanak mencapai

tujuan berikut :
i. Mempunyai sifat peribadi, perwatakan dan konsep kendiri yang positif yang menjadi warganegara yang patriotik;
ii. Menggunakan bahasa Melayu dengan betul dan memperkembangkan kemahiran bahasa untuk berkomunikasi;
iii. Menggunakan bahasa Cina dan bahasa Tamil dengan betul untuk berkomunikasi di sekolah yang menggunakan bahasa pengantar bahasa Cina dan bahasa Tamil;
iv. Menggunakan bahasa Inggeris dalam interaksi seharian selaras dengan kedudukannya sebagai bahasa kedua;
v. Mengamalkan nilai-nilai Islam dalam kehidupan seharian untuk murid-murid beragama Islam;
vi. Mengamalkan nilai-nilai murid dalam kehidupan seharian;
vii. Mempunyai kemahiran kognitif, kemahiran berfikir dan kemahiran menyelesaikan masalah;
viii. Mempunyai kematangan emosi dan kemahiran sosial;
ix. Mempunyai kecerdasan dan kemahiran fizikal serta mempraktikkan amalan kesihatan dan keselamatan yang baik; dan
x. Mempunyai daya kreatif dan estetika unuk menghargai keindahan alam dan warisan budaya.

Walau bagaimanapun secara umumnya apa yang perlu kita faham bahawa prasekolah merupakan tempat kanak-kanak mula belajar membiasakan diri dengan rakan sebaya dan orang dewasa. Di mana mereka berpeluang berinteraksi bersama rakan, meningkatkan kemahiran-kemahiran perkembangan menyeluruh mereka di samping meningkatkan keupayaan berkomunikasi. Peruntukan suatu alam persekitaran yang kaya dan menggalakkan potensi maksimum kanak-kanak ini boleh diwujudkan di pusat prasekolah.