CHAPTER 1

INTRODUCTION

1.1 INTRODUCTION

Kindergarten is the first opportunity for children to begin to understand that

school is a place for learning and working. They will learn about sharing, taking
turns, respecting the rights of others, and taking care of themselves. The
kindergarten program provides initial learning experiences in language
development, number concepts, creative skills, and social and physical growth.
Using concrete experiences, pupils are given the building blocks for perceiving,
thinking, and problem solving. Educational experiences provide balance and
variety among physical, mental, spiritual, and social activities as the child’s world
of awareness is extended from the home to the classroom. The kindergarten
classroom is a language-rich experience for all. Students are introduced to basic
reading skills through shared reading experiences, rhymes, poems, classic stories,
and stories created by children. Technology is introduced as a learning tool. Skills
related to visual and auditory discrimination, left to right orientation, vocabulary
development, whole word recognition, and relationships between letters and
sounds are taught in the context of responding to high quality children’s literature
and our language.

Although kindergarten is sometimes thought of as a readiness program for first

grade, it is really total part of the school program. Kindergarten is a grade where
huge growth and maturity is seen within one year’s time. Besides learning to read
or improving their reading and math skills, they also learn very important life
lessons regarding social skills, responsibility, and independence. They will make
new friends and learn how to be helpful and kind to others.

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 We know that kindergarten children learn best by using their senses, by doing,
and through the use of concrete materials. Using this knowledge, the kindergarten
program allows for the many individual differences and growth patterns of each
child, knowing that each child will gain something different from the variety of
these experiences. Throughout the year the kindergarten teachers will be working
together as a team to best meet the needs of your child.

Throughout the year, the trajectory of growth is uneven and unique for each
child, but typically always forward and higher. By the end of Kindergarten, most
children, and the children as a group, reach a place where they are ready to take on
the challenges and adventures of an academic school life, one that still involves
emotional, social, and behavioral growth, but with a new and greater expectation
of intellectual exercise and personal independence.

The trajectory of growth is also uneven and unique for each family. This is
true for families who are experiencing Kindergarten for the first time, as well as
for those who are experiencing it again with a second or third child. As those
parents well know by now, each sibling is unique. While some parts of
Kindergarten may feel familiar, it is important to honor each child’s experience as
his or her own. We encourage you to share family experiences with other families
and build relationships.

1.2 GOALS

As a parents and teachers, we influence our children by what we do and

don’t do, what we value and ignore, how we spend our time with our children, and
the interests and activities we encourage. A number of skills can be introduced to
your children as part of their normal everyday activities, and will serve them well
for the rest of their lives.
Ask any number of teachers and parents, and you will get many different
descriptions of the ideal kindergarten. But there are certain basic agreements
among educators as to what makes a good program. It should:

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1.2.1 The Discipline to Do the Job
In this blog, we talk about discipline as a way of teaching behaviour to our
kids. But another kind of discipline is the ability to stick through tasks, no
matter how difficult. Children need the self-control to do what it takes to
reach their goals. Maybe that means implementing a reading habit every night.
Or encouraging your kids to do a good job instead of accepting halfhearted work.
Maybe it’s trudging up to tennis practice every day, even in the heat of the
summer. Being disciplined helps your child understand that success comes
with effort and “showing up.” You don’t just get somewhere by chance or
luck. You put in the hard work and then see the results.

1.2.2 Spend Time With Your Kids.

Don’t worry about deep conversations with your kids every day, just make
certain to spend time with them. Dinner time, play time, down time, and
family time together all aid in getting to know your child and being
involved in his or her life. Spending time outdoors throwing a ball with
your children, or going for a walk, are great ways for families to bond
through exercise. And don’t worry if progress is slow going. Levine
reminds parents: “Getting to know your child is a quiet, long process.”

1.2.3 Celebrate Success

When a goal is achieved, celebrate! Talk about how proud of your child to
him, to your friends, to anyone. And let them tell you how proud they are
of themselves as well.

1.2.4 Expand your child’s ability to learn about (and from) the world,
organize information, and solve problems.
This increases his feelings of self-worth and confidence, his ability to work
with others, and his interest in challenging tasks.

1.2.5 Provide a combination of formal (teacher-initiated) and informal

(child-initiated) activities.
Investigations and projects allow your child to work both on her own and
in small groups.

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 1.2.6 Minimize use of large group activities that require sitting.
Instead, most activities feature play-based, hands-on learning in small
groups. As the year progresses, large group activities become a bit longer
in preparation for 1st grade.
1.2.7 Foster a love of books, reading, and writing.
There are books, words, and kids’ own writing all over the classroom.

1.3 PROJECT OBJECTIVE

In the end of the training, trainees should be able to:

1.3.1 Giving Appreciation to Pre-Schoolers

Most parents work at teaching their kids basic manners — saying thank
you and excuse me — and that’s a great place to start in building a
foundation of appreciation.

“They knew signing please was how they asked for something,” she says.
“If Grandma and Grandpa brought them something, they might not have
been able to use words, but they could sign thank you or give them a kiss
and hug.”

1.3.2 Expanding the knowledge of children according to physical,

emotional, spiritual and intellectual development.

Firstly, one needs to realise the apparent meaning of child personality

development. Personality means the set of qualities which makes a person
distinct from the other. When such qualities emerge in the growing age of
children, it is known as child personality development. Now when the pace
of the world is advancing, it has become very crucial to make your child
stand out from the rest and be unique. So how can this be achieved? The
answer is simple. It has got to be worked out at the root level to bring the
best out of them. Therefore, the development of a child in a way he/she
becomes socially, morally, and ethically progressive is the need of the
hour. The way in which schools respond to this context matters a lot. If the

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 focus is just on grades and marks, there is a possibility that the quality of
students would be limited. An ideal school is the one which focuses on
both the studies as well as co-curricular activities to enhance their thinking
ability. It’s not important to tell them the answers to the problems; rather
it’s important to teach them how to hunt for the answers. Incorporating the
logics in the mind of children would make them smart and productive.

1.3.3 Train children to be disciplined and self-reliant.

Teaching children principles of self-reliance, however, can actually help

children learn to responsibly manage their emotions and behaviour. Here
are some tips for getting started.

First, recognize that children are constantly pushing their boundaries, so

consistency on your part is important. Secondly, they are on information
overload, trying to understand the world around them, so of course it gets
frustrating at times. Be patient and schedule quiet time so they don’t feel
overwhelmed all the time. As they grow, make learning life skills a natural
part of everyday activities. This makes them feel better about themselves
and cuts down on the tantrums.

The first skill children need to learn is being responsible for their actions.
We need to recognize that young children don’t yet realize that everybody
makes mistakes, so in order to save face with their parents, children will
blame others for messes they make or a bad mark they received in school.
We have to connect the dots for them without making them feel
inadequate.

1.3.4 Creating a spirit of friendship among pre-schoolers.

Is a process when children learn to connect with others in a way that is

acceptable to the community and its culture. The process involves thinking
about self, others and social relationships. Through the socialization
process that has begun since a baby is born, it is hoped that the child can
make social adaptation according to the community's expectation when
they are big

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 1.3.5 Create the affection among students and teachers

 Engage in one-to-one interactions with children

 Get on the child’s level for face-to-face interactions
 Use a pleasant, calm voice and simple language
 Provide warm, responsive physical contact
 Follow the child’s lead and interest during play
 Help children understand classroom expectations
 Redirect children when they engage in challenging behaviour
 Listen to children and encourage them to listen to others
 Acknowledge children for their accomplishments and effort

1.4 PROJECT SCOPE

Before I’m taking to this project, I must apply the approval to the lecturer
Madam Norashida Binti Sarwe. After my project has been approved, I can start
my programme with good and comfortable.

1.5 BACKGROUND PROBLEMS

Before I proceed the program, I faced a lot of problems such as transport

issue and financial problem. However, I with my team members try to solve the
problems accordingly while we manage to customize our program successfully.

1.6 BACKGROUND PLANING

I have planned that I will start the program in this 14th March 2018
(Wednesday) place at TASKA ANIS AYUINI AISYAH, TAMAN KOSAS
AMPANG. And start at hour 9.00am – 1.00pm. That involved in this program
from 10 people from batch DAM417 and DAM917 and including lecturer (1)
Madam Norashida. Total number of 11 people include lecture

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 CHAPTER 2

LITERATURE REVIEW

2.1 INTORDUCTION

In cocu 6, I must review the literature on the consent of the child. it is a

way to educate children to become knowledgeable students in the future. This also
involves parents, teachers and people around.

Early childhood classrooms are a place for young children to learn, grow,
build friendships and have fun. One way that children can do all of these things at
once is through play. It is through play that children can learn about themselves,
and their environment, as well as academic skills, such as math, science, reading,
writing, and social studies. It is up to the teachers and other educators to set up
the learning environment so that it is welcoming for the children to interact with
one another while inquiring about the materials they are given. Through this
process of hands-on play based learning, children can develop the skills necessary
to succeed in school and their everyday lives if given the opportunities to explore.

2.2 DEFINITION OF PLAY

In terms of the early developmental aspects of children’s play, their social,

emotional, cognitive, physical, language, and creative skills are all being
developed through their play and exploration (Stegelin, 2005). Social interaction
between children increases during constructive play. This type of play has several
benefits for the children including; problem solving, using their imagination and
creativity to learn, as well as cooperate with others (Stegelin, 2005).

The idea of children’s social play is an important aspect of learning in

early childhood education. Through both solitary play and social play children

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 develop self-control, problem solving strategies, language fluency in
communication and cooperation, as well as an understanding of symbolic
representation and social behavior (Stegelin, 2005). It is through play that
children learn about their environment and themselves. They enhance their
creativity and imagination and can even take on leadership roles. As children play,
they learn how to get along with others, communicate with peers and how to solve
problems. As a child interacts with other children their language skills develop
and become stronger. Together they learn to explore, cooperate, take turns and
share through play (Stegelin, 2005).

2.3 WAYS CHILDREN LEARN THROUGH PLAY

When children play they are learning, imagining, and creating either on
their own or with other children. The Social Play Continuum is put in place to
support an assessment based on the observation and interaction among children
(Broadhead, 2006). It also encourages educators to assess the child’s learning
progression from social interaction to cooperation and at the same time linking
developmental skills and cooperation.

Broadhead (2006) advocates educators to use observation, reflection and

interaction among children to promote developmentally appropriate practice. The
Social Play Continuum has four domains that show development from Associative
Play meaning children playing by themselves but alongside other children, to
Cooperative Play meaning children interacting and playing together (Broadhead,
2006). As these types of play amongst children increases, their language and
actions become more complex as a result.

Sociodramatic play, also known as dramatic play, is a type of play that has
been shown to develop necessary school readiness skills (Bredekamp, 2005).
Some aspects of sociodramatic play include using creativity and imagination to
invent games and involves using language and social interaction between children.

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2.4 BENEFITS OF PLAY FOR YOUNG CHILDREN

Through the process of using “real” life experiences in their play, the
children are coming to terms with their reality and making sense of life as they
know it (Bhroin, 2007). Expressing this through art or play is important for the
child’s emotional, cognitive and social development (Bhroin, 2007). This type of
play also creates meaningful connections to the child’s life and gives them a way
to express it. On an educational level the children are able to express experiences,
thoughts, fears, dreams and ideas in a safe and fulfilling way, which in turn
develops skills of self-expression and communication that will benefit them
throughout their entire lives.

Most preschool curriculums include: letter, shape and sound recognition,

forming patterns, and understanding how to put letters together to form words
(Bredekamp, 2005). Studies have shown that dramatic play during the early years
develops school readiness skills such as language and communication,
cooperation, and literacy skills (Bredekamp, 2005).

Bredekamp (2005) discusses research that shows when children enter

kindergarten with some prior knowledge about early literacy skills, like letter and
sound recognition, they have an advantage over the other children who have not
had any prior experiences learning literacy skills at learning to read. One way to
include early literacy in play would be to turn a dramatic play center into a
restaurant and include; menus, food signs, pads of paper and pencils so they
children can “write” down the orders just like they see in real restaurants.

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2.5 HOW TO INCORPORATE PLAY IN THE CLASSROOM

Warner (2008) said “Play changed from being activity-based to being

more object-based.” Now instead of playing with toys that have multiple uses,
such as building blocks, children now have computers, video games, and other
toys that just make noise. Those types of toys are intended for a single purpose
that includes no imagination or creativity for the child (Warner, 2008).

The educational toys or manipulatives that children play with should be

chosen carefully depending on the age group. The toys should be able to
challenge the children’s interests and abilities and should match the skill and
ability level of the child without making them feel frustrated (Stegelin, 2005).
Since both solitary and social play is important and necessary in a child’s
development, toys should be able to foster both aspects of play. For example; a
child can play alone with building blocks and in the process develop self-
sufficiency and independence. At the same time, playing with the same building
blocks with a group of children build social skills such as cooperation, sharing,
and empathy for others (Stegelin, 2005).

By identifying how young children view play as a whole, it is important

for us as educators to set up learning environments that encourage more
meaningful play (Howard, Jenvey & Hill, 2006). Constructive play is a type of
play that involves children using hands-on inquiry based learning, and exploring
materials to invent and discover new ways of learning (Drew et al. 2008). Young
children need a developmentally appropriate amount of time, and open-ended
materials available to them to make this type of learning valuable to them (Drew
et al. 2008). Constructive play should also be linked with other types of play in the
classroom, such as dramatic play, and it should be connected to activities in the
school’s curriculum for it to be more educational (Drew et al. 2008).

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2.6 METHOD RESEARCH

3.2.1 INTERNET

Surfing the Internet. Before I made that suggestion, I found Taska at

Ampang to continue the program. The advantage of surfing the internet is
that we can find information on the taska I have chosen. and we choose
children aged from 4 months - 4 years

2.7 CONCLUSION

children continue to grow and change in amazing ways when they move
from childhood to school age. During the Preoperational stage, between 2 and
7 years of age, children are still increasingly high because their bodies take up
more adult parts. They get the ability to run and climb stairs freely, and also
to cut with scissors and tie the writing tool. Cognitive ally
, young children learn how to think symbolically, leading to play of trust, and
their language explodes and matures. Emotionally, children learn how to
express their own feelings and feel reflective empathy. Socially, they begin to
foster relationships with peers and deepen family relationships. Morally, they
begin to understand "right" rather than "wrong," and understand that they
have choices about how to go. Sexually, children continue to form their
gender identity and begin to understand what is meant by men or women.

As educators, it is our programme to provide children with opportunities to

play with drawing, colouring and dancing where they need to use their
imaginations. That type of play is more beneficial than if children were to
play with something that has only one purpose or meaning. A child learns
best through their own interests and exploration of those interests. Educators
need to find out the interests of their students and build a developmentally
appropriate curriculum for that year around what the children are interested
in.

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 Children need physical images of objects for them to be completely tuned
into the activity. In order for children to be entirely engaged in learning they
need some kinaesthetic movement as well. From birth, children can benefit in
many ways from movement. Along with movement, children need to have
many opportunities with hands on learning through exploration and discovery.
Young children also need to build communication skills and what better way
to build these skills then to talk with other children in a dramatic play area.
By doing this child learn one-to-one correspondence with objects and other
children, and by communicating through play children gain social-emotional
concepts that will follow them throughout their lives.

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 CHAPTER 3

METHODOLOGY & PROJECT IMPLEMENTATION

3.1 INTORDUCTION

I have been assigned a task to create a program for CoCu 6 "OFFICE

SPECIAL PROJECT ADMINISTRATION". I have chosen a Happy
Children’s theme for children at Taska Anis Ayuni Aisyah. One of the reasons I
want to implement this program is that I and my team members are too much love
children. Therefore, I have implemented this program to spend some time looking
for experience, benefits and benefits with children at the nursery.

The excellence of pre-school children in education is a proud achievement

for every parent and child to achieve that excellence, the balance in all aspects of
development is important. It covers basic skills and fosters positive attitudes
towards pre-schoolers.

Positive development of children in physical, emotional, spiritual and

educational matters is important. Children are the futures generations that succeed.
They should be rewarded for everyone because they still need to be cared for
properly.

3.2 PROPOSAL

When I make a project, I must make a proposal and send it to 'Chairman.

The proposal is a plan or proposal, especially formal or written submitted for
consideration by others. After research completed the method, I made a proposal
to create a Children’s Ria program involving a child at Taska Anis Ayuni Aisyah,
Kosas Park. The proposal must be submitted and amended by my lecturer Madam
Norashida Binti Sarwe. In reserve content is budget, tentative program, program
details and more.

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3.3 PROGRAM DETAIL

The purpose program which be held as follows:

Table 3: details of the program

PROGRAMME RIANG RIA KANAK-KANAK 2018

PROPOSED DATE 14th MARCH 2018

PROPOSED TIME 9.00am – 1.00pm

PROPOSED VENUE Taska Anis Ayuni Aisyah, Taman Kosas, Ampang.

Table 3.3: shows that the program detail where there are date, time and
venue. The date target is 14th MARCH 2018 at 9.00 am until 1.00 pm in Taska
Anis Ayuni Aisyah, Taman Kosas, Ampang. The theme of the program is "
RIANG RIA KANAK-KANAK 2018" for my classmate of MIRAJ
ACADEMY.

3.4 TARGET GROUP

20 kids in Taska Anis Ayuni Aisyah

No of PAX : 11 pax (Including 1 trainers)

Batch : DAM417 (6 Trainees) & DAM917 (4 Trainees)

3.5 TRAINING TECHNIQUE

COACHING – The trainee’s boss (in this case who is also the coach), gives
informal, unplanned training activities. It provides valuable help for the employee.
In the right situation, it can be an effective supplement to formal training method.
However, in order for this method to work, a mutual trusting between coach and
the one being coach is important.

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 MENTORING – This method established a formal relationship between a junior
and senior colleague and the one with higher experience with the lower
experience. A mentor can help to develop the junior to succeed in the organization

LECTURE – It is an efficient means of training of transmitting large amounts of

factual information to a relative large number of people at the same time. It is
quite a traditional approach.

3.6 BUDGET ALLOCATION

Table 3.4 Budget Allocation

NO ITEMS RM TOTAL
- Nugget 11.00
- Sausage (5pckt) 15.00
- Bihun goreng 50.00
1
- Kuih-muih (s) RM 115.00
FOOD
- Ribena 15.00
- Ice cube 4.00
- Fruits (watermelon, banana, papaya) 20.00
- Sweets 3.00
2
- Nabati (1box) 9.00 RM 17.00
GOODIES
- Jelly 5.00
- Carbonated drinks (100plus &
5.00
Mirinda)
3 - Cloud 9 (3pckt) 12.00
RM 41.00
HAMPER - Jelly (2pckt) 6.00
- Potato 5.00
- Biscuit Jacobs 13.00
4 - Paper plate & cup 15.00 RM 112.50
EQUIPMENT - Plastic spoon & fork 7.00
- Plastic bag 2.00
- Tissue 4.00

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 - A4 paper 12.00
- Clothespin 10.00
- Stationary set 62.50
TOTAL PRICE : RM 285.50
Table 3.4: shows that the costing required for this program. Program costing is
therefore the identification and calculation of revenues and costs associated with
the delivery of services and activities over a significant period of time. A good
example of program costing in the context of a sport organization occurs when
calculations are made to find the probable revenues and costs associated with
providing food & beverage, documentation printing, (i.e. program “Time
Management”). this is all important for my classmate to be comfortable and not
surprised with the programs I do.

3.7 MEMO

My target for this project is DAM 417, DAM 917, and one (1) guide
lecturer during this program. The number of participants is 11pax. The purpose of
creating a scrap is a brief message sent from one person to another in the same
organization. I give memo to those involved, is to make sure they know and
remember when and where the program is being run.

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3.8 TENTATIVE PROGRAMME

I will give them a memo with a tentative program for them to make a reference.
Please refer to the table below.

Table 3.6 Tentative Program

DAY/DATE ACTIVITY
8:00am - Start moving from MIRAJ Academy
8:20am - Arriving at Taska Anis Ayuni Aisyah
8:30am - Preparation at Taska
9:00am - Exercise and ice breaking
9:40am – Morning break
10:10am - Activity start
WEDNESDAY
 Colouring
14TH MARCH 2018
 Creating The Masks
 Dance
 Choose colour name and find out
11:30am - Break
12:00pm - Prize giving ceremony and photo session
1:00pm - End of the programme
Table 3.6: Table 3.7: shows the tentative program running at 14th MARCH 2018
on Taska Anis Ayuni Aisyah, Taman Kosas, Ampang. Tentative program
planning is based on proposals which are subject to change. If planners know
something is tentative, there is almost always a contingency plan which will go
into effect if the main program cannot be implemented. When some complication
is anticipated, the plan is tentative.

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3.9 NAME LIST OF PARTICIPANT

in that proposal, we must take the attendance of the participants. I must

type the full name and identity card participants as each participant can obtain a
certificate from the MIRAJ Academy. My target audience is to attend this
program to find new experiences when dealing with many children.

ESTABLISHMENT OF COMMITTEE MEMBER.

3.6.1 Chart of Participants

ADVISOR

Pn. Norashida Binti Sarwee

PROJECT MANAGER SECRETARY

Wan Mohd Amirul Aiman bin Wan Zain Siti Rohaida Binti Ismail

FACILITY MANAGER

Abdul Kholiq Mokhti Bin Azlan

TEAM MEMBERS

Fatin Shamimi

Sajaratul Daniel Parames

Ain Thivia

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3.9.2 PRESENTATION BY SLIDE SHOW

After completing the list of participant names. In the project, I made a

program like, coloring, dancing, joining the A-Z, it involves the children in
the nursery. Then my slide is related to Cocu 6

3.9.3 MATERIAL USED

Among the items I use are A4 paper, color pencils, water color, pencils,
brushes, plates and various kinds. This is all the stuff for us to do at Taska
Ayuni Aisyah's.

3.9.4 FOOD

we provide a variety of food for children and teachers or babysitters in the

nursery. Among them are, meehoon fries, fruits, nuts, sausages and drinks.

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3.10 GANT CHART

This is a detail about the Gantt chart for calculating or how long the kite manages this work.

3.13 Gantt Chart

NO ACTIVITIES WEEK 1 WEEK 2 WEEK 3 WEEK 4

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
1 Research Title
2 Prepare Proposal
3 Make a Memo
4 Prepare presentation
5 Approval Letter
6 Prepare ingredients
7 Programme Running
8 Writing Report
9 Submission Report

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3.11 FLOW CHART

This is a flow chart where we can refer to know during the presentation conducted.

3.8 FLOW CHART

RESEARCH PREPARE APPROVAL

START TITLE PROOSAL FROM PP

PREPARE SEARCH DETAIL

PREPARING
PRINT OUT THE ABOUT THE
MEMO
SLIDE COPY POWERPOINT PROGRAM

PREESENTATION RESEARCH PREPARING PROGRAMME

PERFORMED TITLE INGREDIENTS PLANING

PREPARE
ACCEPTANCE SUBBMISSION
END PROGRAMME
REPORT BY PP REPORT
REPORT

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3.12 CONCLUSION

It is hoped that this designed program can be implemented perfectly and

successfully. It is also hoped that it will receive full support from management and
all trainers so that all objectives and goals are met.

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 CHAPTER 4

FINDING & ANALYSIS

4.1 INTORDUCTION

the program is to provide traditional pre-school games or activities based

on games, singing, practical activities such as painting and social interaction as
part of a home-to-school transition. It may be that the program can further expand
the mind of the child.

4.2 PROGRAMME OUTCOMES

4.2.1 GATHERED AT MIRAJ ACADEMY

my teammates and my classmates have departed from the MIRAJ

Academy to the Taska Anis Aisyah Aisyah at 8.30am for the preparation
at the nursery.

4.2.2 PREPARATION AT TASKA ANIS AYUNI AISYAH

After arriving at nursery, my teammates preparing for the activity, such as

providing food, colouring, dancing and painting

4.2.3 BREAK KIDS AT TASKA

we have prepared meehon goreng, sausages, naughet, cakes and Ribena for
kids, teachers and classmates.

4.2.4 SESSION 1: COLOORING ACTIVITY

Me and my teammates to give them tools for colouring such as paper and
pencil colours.

4.2.5 SESSION 2: DANCING ACTIVITY

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 The activities dancing, we have provided a mask for each pupil in the
nursery and they will dance with Masked wear it and by the songs that
we play.

4.2.6 SESSION 3: HAND PAINTING

We are providing water colours, brush and plate for them to colour their
hands and imprinting them on paper that is given and each palms that will
make the memories we create for each of them.

4.2.7 PRICE GIVING CEREMONY

After completing all the programs at the nursery, we have provided a

handful of humpers and a certificate for the nursery. We also provide
goodie hands for every pupil in nursery as a tribute.

4.3 ADVANTAGE

Social interaction is the greatest skill your child can learn at such an early age,
for it will determine how he behaves with other people for the rest of his life.
When you send your toddler to a preschool at an early age, he will learn how to
interact with people. Here are some other similar advantages:

4.3.1 Preschool will help your toddler develop important skills, such as taking
turns, listening to others, helping one another, etc. Interacting with other
children of the same age can teach your child to communicate better.

4.3.2 A preschool program can provide your child with all the necessary literacy
skills. The child will get basic knowledge of the alphabet, mathematical
skills, and other fundamental knowledge as well.

4.3.3 Preschool will prepare your kid for a better time during school, for the kid
will know what to expect in a classroom environment.

4.3.4 Since preschool provides children with a space where they can learn
appropriate classroom behaviour at a young age, it can help your child

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 develop a sense of self and independence. Your child will not have to
waste time trying to get adjusted to other children, the classroom
environment and the lessons he is supposed to learn after he has joined the
school.

4.3.5 Of course, preschools make sure that your toddler has a lot of fun, so your
darling will remain active for the entire time he is there. You, as a parent,
will finally have some time to yourself, when your child is off at school.
You will certainly come to cherish this little bit of independence and free
time, after all!

4.4 DISAVANTAGE

There are some disadvantages of sending your child to school at such a young
age. If the school you are sending your child to is not good enough, it can hamper
your child’s growth.

4.4.1 The preschool program needs to be expertly drafted, so that your child
learns all the right things.

4.4.2 The schools should have experienced teachers who are aware of the unique
condition children going through at this particular period.

4.4.3 If the curriculum is not good, it can damage your child’s learning process,
attention span and attitude towards classes. If the program, or the teacher,
is not good enough, your child’s learning and experiential knowledge will
be hampered.

4.4.4 If the children in the school are not closely monitored, they might take to
negative habits. This is the period when your child learns of the world
around him. If he is exposed to bullying or fighting at this age, it will carry
on to the future as well.

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 4.4.5 Some traditional belief systems think that children can learn a lot more
about the world, social interactions, manners, etc. by staying at home, with
his family. There is some truth in this saying, according to popular census.

A bad preschool can damage your child’s ability to relate to his peers or teachers,
or worse, destroy his curiosity for learning. Only after you are perfectly sure the
preschool you have chosen employs only the best teachers and has the best
teaching program, you should consider sending your child to that preschool

4.5 ATTENDANCE OF PARTICIPANTS

Figure 4.5 attendance of participants

After done the ingredients for presentation, I develop new an evaluation form to
the audience evaluate me after the program session ended.

The figure shown is to analyse the form after evaluating the form
disseminated in the participant. In the appendix, I attach the attendance of
participants.

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4.6 CONCLUSION

I hope the program will give the child a satisfaction. and I hope the program will
further expand the minds of the children more widely and clearly. I'm too proud of a child
because they can work together.

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 CHAPTER 5

RECOMMENDED & CONCLUSION

5.1 INTRODUCTION

Pre-schoolers learn “pre-skills,” which lay the groundwork for the future.
Through their playing, singing and learning, pre-schoolers gain skills that
ultimately help them learn to read, write, build their math and science skills, and
become successful students. Pre-schoolers also learn “school readiness” skills,
which help them understand the routines of school, how to work in groups, and
how to be students.

Preschool classrooms are often organized by centres or areas that are

divided by different subjects and types of play. For example, a typical preschool
classroom may have the following centres: reading, arts and crafts, water/sand
table, building and math toys, and an area for pretend play. The school day is
structured with both time for free play, during which children can choose which
centres to play in, as well as structured scheduled devoted to each subject.

Kindergarten is the grade that bridges students’ preschool educations with

their future elementary school learning. There is still plenty of playing, singing,
and craft-making in kindergarten, but it is often balanced with more rigorous
writing, reading, and math lessons. Kindergartners also continue to learn and get
used to the routines of school, how to work in groups, and how to be successful
students.

The expectations for what students should achieve, and specifically

whether they should know how to read and write by the end of kindergarten,
varies across schools. Consult with your child’s school and teacher for details
regarding specific philosophies and curriculum.

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 Kindergarten classrooms are often organized by centres or areas that are
divided by different subjects and different types of play. For example, a typical
kindergarten classroom may have the following centres: reading, arts and crafts,
building and math toys, and a "pretend play" area. The school day is structured
with both time for free play (during which children can choose which centres to
play in) and structured scheduled lessons devoted to each subject.

5.2 RECOMMENDATION

5.2.1 Recommendation 1

Early childhood programme and centres should build alliances with the
education of young children should actively promote public understanding
of early childhood education and care.

5.2.2 Recommendation 2

The committee recommends that the fund well planned high quality centre
based preschool programme for all children at high risk of school failure.

5.2.3 Recommendation 3

Nurseries also need to provide the equipment for students with complete
and sale to use.

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5.3 CONCLUSION

Early childhood development is crucial to how a person develops later on

in life. Reasons for a how a person acts, behaves, and thinks can be traced back to
their childhood circumstances and environment. Parents also play a very
important role in a child's development. If they are involved and provide a
nurturing and rich environment then they contribute in a positive way to their
child's development, which will help them later on in life. The human brain is
most impressionable in the first several years of life. This is why these years are
so extremely important and can impact a person's life even into adulthood.
Unhealthy eating habits and negative social interactions, such as a child being
isolated, can lead to a child not developing in a proper way. A child who is raised
under these circumstances could suffer the consequences later on in life such as
speech impediments or the inability to socialize in a proper and civilized manner.

However, parents can do many things to ensure their child's

developmental process is successful such as, developing a positive bond with their
child, surrounding their child with positive influences and encouraging family and
friends, and attending child development support groups if need be. Since children
truly are the future of any society it is important that each community recognizes
the proper steps that need to be taken in order to ensure each and every child is
given the opportunity to develop properly. Early childhood development programs
are extremely effective and should strongly be considered by parents. Research
has proven that those who attend ECD programs benefit greatly. These children
see better results in school, have better social and more stable emotional
behaviour, and develop stronger relationships with their parents, to name a few.

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