Tugasan Kerja Kursus

Information on the Preschool
Teachers’ Organisation of the
Pupils’ Learning Development in
Preparing for the Transition to

Year One

NUR HAZIMAH BINTI ZAM ZURI F1P
NUR IFFAH HANAN BINTI ISHAK F1P

INTRODUCTION

The Preschool to Year One Transition Program is a program that aims to
help pupils cope with the transition and changes from non-formal education at
home or kindergarden to a formal education in Year One of primary school. This
program also ensures that all Year One pupils who come from different
backgrounds, will be able to start the learning process in the same year which is
Year One. Furthermore, this program contains a lot of activities and it also runs
for three months. Besides that, from this program pupils will get a new
experiences in a pleasant and conducive school environment.

THE THREE DOMAINS OF DEVELOPMENT

There are three important domains in the development of a child, the three
domains are cognitive, affective and psychomotor. First, cognitive is to emphasise the
process of problem solving, skills and knowledge. This aspect contributes to children’s
understanding of their environment. Cognitive involves languages and communication
such as listening, speaking and reading skills. Second is affective. Affective is related to
value, concerns, attitudes and having a good personality that can give affects or
changes in a person. This aspect can be understood through spiritual, moral and
socioemotional. Lastly, psychomotor has involves the development of physical
movement, motor skills and also coordination. There are two categories of psychomotor
which is fine motor skills such as writing and gross motor skills such as running.

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Child Development According To Milestones

Child Development According To Milestones for five years old pupils is the
first one is about cognitive which is five years old pupils can count from one to ten
and they also can make a triangle, round and also letter shapes. Next affective
where they love to make a new friend, they can follow a simple rule and five years
old pupils can be independent. While for psychomotor is they can stand with one
foot, can go to the toilet on his own and they also can use a spoon and fork herself.

Child Development According To Milestones for six years old pupils is
cognitive which is they are learning through experience and observation, they start
to find out why something is happening. For affective is they more independent. Six
year old pupil always want an attention from people especially older people and they
quickly felt with criticism and punishment. Psychomotor which is they They can ride
a bike and can dancing to the beat of the song.

Skills that need to be mastered by pupils

Every preschool pupil should have these skills which is listening
and speaking skills, interacting using a simple sentence, can recognise
and pronouncing the alphabet, word reading skills, reading skills and
reading comprehension, and writing skills. All these skills they should be
mastered very well before entering Year One. This is because, these skills
can determine whether they are eligible to enter Year One or not. So let’s
take a look at the skills that preschool pupils have mastered based on
child learning development information implemented by early childhood
education teachers.

Analysis based on the given data

Based on the given data, there are six aspects that are emphasized in Malay
language subjects. The first is about listening and speaking skills. There is one student
who at in the level 1. Teachers can do rehabilitation such as weak pupil should be given
listening and identifying objects or material activity such as animal voice recordings.
Next for level 2, there are eight students. So the activities that teachers can provide
which is teachers can play videos. For instance, Didi and Friends. From this activity,
pupils will listen to the audio and they will sing along. While for the level three, there are
six students who can master well. So teachers need to do enrichment activities like the
pupil should be given listening and identifying activity material such as children's
stories.

Analysis based on the given data

Next, the second aspect is interacting using a simple sentence. For level one
there are one student and the pupil should be given short and grammatical sentence
questions such as “Do you want a cookie?”. Next, for level 2 there are eight students so
the should be given brief questioning activity such as questions about themselves or
about their interests and lastly is level three. There are six students and teachers need
to provide enrichment activities such as teachers can ask pupil using WH Questions
about appropriate topics such as family.

Analysis based on the given data

Next, can recognise and pronouncing the alphabet. For level one, there no
student but the rehabilitation activities that can be implemented are weak pupil should
be given hold, feel and follow the shape of alphabets as well as pronounce the alphabet
activity. Level 2 has four students and reinforcement activities that teachers can do is
teachers can use flashcards that contain the alphabet. So pupil needs to identify the
alphabet and need to pronounce it. While the level three have 11 students and a pupil
who have mastered should be given repetitive activity to recognise and pronounce the
uppercase and lowercase letters with musical movements.

Analysis based on the given data

The fourth aspect is word reading skills. Level one has three pupils
and these weak pupils should be given a simple syllable word reading with
repetition activity. Next, for level two have five pupils so the reinforcement
activities is teachers can prepare a puzzle that contains syllables and pupil
need to connect the puzzle to make one word. After that, they need to read
the word. For level three have seven pupils so pupil who has mastered should
be given word building activity according to the given syllables.

Analysis based on the given data

The next aspect is about reading skills and reading comprehension.
Level one has two pupils and weak pupils should be given simple words and
sentences reading activity. For level two have five pupils. Teachers need to
create activities such as teachers can ask them to read a storybook in front of
the class and for level three have eight pupils. The pupil should be given
reading the materials according to the title and theme and tell a story based
on the materials given such as children's story book.

Analysis based on the given data

The last aspect that needs to be in the Malay language subject is
writing skills. There is no pupil in the level one. The proposed activity that
teachers can do is weak pupil should be given simple and concise words and
sentences writing activity. While for level two have a four pupils and
The pupil should be given medium length sentence writing activity. In the level
three, there are 11 pupils so teachers need to provide enrichment activities
such as a crossword puzzle activity where pupil needs to fill and write the
alphabet in the blanks correctly.

Rehabilitation, Reinforcement and Enrichment
Activities For Special Needs Students.

The activities that teachers can provide for rehabilitation, reinforcement and
enrichment activities for special needs students are, first for listening and speaking
skills teachers can do listening and identifying objects or material activity such as
animal voice recordings in the class. Next, teachers should pronounce the alphabet first
and then the pupil repeat again what their teacher said. While reading skills teacher can
use a puzzle that contains the alphabet and pupil need to read it.
Besides, teachers also can teach the basics of the alphabet to pupil and for the writing
skills, the activities that the pupil can do is they need to connect the dots to form the
alphabet. They also need to be given simple words and sentences writing activity.

From our discussion above, it can be concluded that enrichment activities are very
important because through these activities, pupils can expand their learning experience and
knowledge. In addition, these enrichment activities allow pupil to further develop interest, creativity,
and curiosity.
While rehabilitation activities also play an important role where these activities are carried out on
pupils who are still weak in their studies. Teachers need to provide activities like this in order to
overcome the weaknesses of the pupils.

Conclusion

The early education received by a child is indeed important for the child in preparation for the
transition to Year 1 of primary school. Basic Malay language skills, namely listening and speaking skills, reading
skills, and writing skills are very important for a child to be able to develop oral communication and basic literacy
subsequently becomes the strand of one’s academic achievement in the future. With this early preparation, it can
increase the level of confidence and courage of children as well as make the student better prepared to face
more challenging formal schooling sessions when stepping into year 1 of primary school.

Based on the monitoring that has been made by various parties, it is clear that the early childhood
education programs implemented have succeeded in increasing the level of readiness of children for the
transition to Year 1 of primary school. In addition, the role of all parties, including parents, teachers, and the
school is very important for the preparation of these children. All responsible parties should not view the
preparation as something light and should give full attention to this matter because the preparation of this child is
the starting point to a more difficult level of learning later.

Indeed, the efforts undertaken are expected to further develop the potential of children as a whole to
be able to create a balanced human being as stated in the National Education Philosophy. Lastly, this effort is
also expected to produce the next generation who is highly knowledgeable and skilled in various fields so that
they will be able to contribute to the progress and development of society and our country Malaysia one day.

References

Haslinda. (2012). Pemulihan dan Pengayaan.
Hoque, E. M. (2016). Three Domains of Learning: Cognitive, Affective and Psychomotor. The Journal
of EFL Education and Research (JEFLER), 2(2), 45-52
Kementerian Pendidikan Malaysia. (2021). Kit Program Transisi Tahun Satu 2021.
Kementerian Pendidikan Malaysia. (2017). Kurikulum Standard Prasekolah Kebangsaan .
Wan Aizura A Raman. (n.d.). Pendidikan Awal Kanak-Kanak Dan Kesannya Ke Atas Kesediaan Ke
Sekolah.