Wednesday, November 25, 2009

Permainan Luar Bilik Darjah

Permainan Luar Bilik Darjah
Permainan di luar darjah penting dalam pembangunan kemahiran kanak-kanak di samping membuka peluang kepada mereka untuk meningkatkan kemahiran sosial dan yakin untuk berinteraksi.
Permainan luar bilik darjah juga sebenarnya member peluang kepada kanak-kanak meperkembangan domain psimotornya. Pertumbuhan dan perkembangan murid yang sihat, selamat dan ceria dapat memupuk keyakinana diri dan membentuk personaliti yang positif. Komponen Perkembangan Psikomotor memberi fokus kepada empat aspek penting iaitu:-
1. Penguasaan motor halus
2. Perkembangan motor kasar
3. Kesihatan
4. Kselamatan
Penguasaan motor Kasar dan motor halus ini amat penting dalam pergerakan asas untuk membolehkan murid melibatkan diri dalam aktiviti fizikal dan aktiviti pembelajaran dengan penuh yakin.
Dalam aspek kesihatan, murid dilatih untuk mengamal cara hidup yang sihat melalui pemakanan yang seimbang, menjaga kebersihan dan cara menjauhkan diri dari penyakit.
Aspek keselamatan pula membantu murid mengenal pasti objek dan situasi yang membahayakan diri dan mengetahui langkah-langkah yang perlu diambil untuk bertindak.
Aspek kesihatan dan keselamatan pula dapat dicapai melalui tunjuk cara oleh pihak yang berkaitan dengan kesihatan, lakonan dan lawatan ke Pusat Kesihataan dan tempat-tempat lain yang berkaitan.
Perkembangan Fizikal dapat dikuasai melalui aktiviti fizikal di dalam dan di luar bilik darjah dengan menggunakan pelbagai alat permainan yang disediakan.

Sekolah Rumah dan Komuniti


“Hubungan tiga dimensi iaitu sekolah, rumah dan komuniti perlu diberi penekanan.Ketiga-tiga entiti ini perlu ada hubungan yang mantap dan akrab kerana kejayaan sistem pendidikan negara bergantung kepada sejauhmana ketiga-tiga elemen ini dapat berfungsi, saling melengkapi dan bantu membantu antara satu sama lain. Pihak pengurusan sekolah harus memainkan peranan utama dalam merapatkan hubungan antara rumah dan komuniti ini.

Hubungan tiga dimensi yang disebut oleh beliau menerangkan bahawa permuafakatan dan perkongsian bijak penting untuk membawa kejayaan kepada sesebuah institusi pendidikan pada masa kini.

Menurut Betty Boult (Donald, 1978), seorang Pembantu Superintenendent di Coquitlam, British Columbia:
“In many schools, parents are welcomed as equal partnerships in their child’s education. Educators at such institutions believe that making education a meaningful experience for students requires partnerships, education is a shared trust”.

Sebenarnya konsep perkongsian dalam pendidikan merupakan konsep lama yang telah diperbaharui daripada amalan-amalan yang telah biasa diamalkan dalam masyarakat kita seperti gotong-royong, kerjasama dan tolong-menolong. Malah masyarakat lain dalam dunia ini seperti Cina, Jepun dan India juga telah mengamalkan sikap bekerjasama sehingga terhimpun madah, unggapan, bidalan atau perumpamaan yang menggambarkan kebaaikan dan kepentingan mengamalkan semangat bekerjasama.

Di kalangan masyarakat Melayu, unggapan yang biasa kita dengar ‘seperti aur dengan tebing’, ‘bukit sama didaki, lurah sama dituruni’. Di kalangan masyarakat Cina madah seperti ‘semua manusia adalah saudaraku, semua makhluk adalah sahabatku’. Sementara di kalangan masyarakat Jepun pula, ‘persaudaraan adalah perlindungan yang paling mahal’. (Aminah Hamim & Gunawan Mahmood, 2001)

MOTIVATI IBUBAPA DAN KANAK-KANAK



Ibu bapa adalah antara guru yang paling sesuai untuk mendidik anak-anak. Dan tempat terbaik untuk kanak-kanak belajar ialah rumah mereka sendiri. Bantu anak anda membina kemahiran, sama ada kemahiran menulis, membaca, mempelajari bahasa baru atau sekadar membiasakan diri dengan tabiat pembelajaran baru, dengan melakukan perkara mudah berikut:


Cara mereka menilai diri akan mempengaruhi motivasi, sikap dan tingkah laku mereka dalam setiap situasi dan terhadap setiap orang yang mereka berinteraksi. Ibubapa harus memberikan galakan kepada anak-anak mereka agar perkembangan emosi positif dapat di bentuk pada peringkat yang lebih awal lagi.

Ibubapa harus juga menjauhi perkara-perkara berikut agar pembentukan emosi positif tercapai. Antara lain adalah:
Tiada Perbandingan
Elakkan membanding anak anda dengan anak jiran, saudara mara atau rakan. Ia tidak memotivasikan anak anda untuk melakukan yang terbaik (untuk membesar lebih tinggi atau berlari lebih laju). Sebaliknya, anda memperbesarkan kelemahannya dan dia berasa dia mengecewakan anda.
2. Ketepikan Jenaka
Jangan berjenaka tentang kekurangan fizikal, penampilan atau keturunan. Kukuhkan kepercayaan bahawa yang anak anda sempurna tidak kira ketinggian atau berat badan dan kasih sayang anda tiada penghujungnya.
3. Jangan Memberi Gelaran
Jangan merendah-rendahkan anak anda. Jangan menggelarnya “lembab” atau “bodoh” jika dia gagal melakukan sesuatu. Sebaliknya, cadangkan apa yang boleh diperbaiki dan hulurkan bantuan sekiranya diperlukan.
4. Elakkan Hukuman Automatik
Elak hukuman automatik. Contohnya, menghukum anak kerana tidak menghabiskan makanan akan membuatkannya benci makan. Cuba jelaskan peraturan waktu makan dan beri hadiah sekiranya peraturan dituruti. Disiplin seharusnya adil, tegas dan mesra.
5. Sentiasa Positif

Jika anda ingin berkata sesuatu yang negatif, hentikanlah. Tak sudah-sudah bercakap aspek negatif tentang anak anda (contohnya, bercerita kepada saudara mara yang anak anda kencing malam) akan menunjukkan padanya yang anda mementingkan personaliti itu sahaja.
6. Ucap Selamat Tinggal Kepada Momok
Jangan takutkan anak anda dengan hantu, raksasa atau polis jahat. Ia mungkin berkesan untuk jangka pendek tetapi membawa kepada fobia dalam hidupnya kelak. Kanakkanak yang selalu ditakutkan hantu akan takut tempat gelap dan membina personaliti yang percaya perkara karut.
7. Elakkan Anak Anda Berasa Serba Salah
Jangan buat anak anda berasa bersalah akibat bersikap “jahat” kerana perasaan itu akan membuatnya lebih risau, menyalahkan diri sendiri malah menjadi lalai dalam jangkamasa panjang. Sentiasa berkomunikasi dengan jelas, tetapkan harapan munasabah dan elak dari menyalahkannya sekiranya kesalahan terjadi.
8. Adakan Masa Bersama
Cipta kenangan menyeronokkan bersama anak anda. Suka memancing? Rancang aktiviti memancing dan bawanya bersama. Dengan menyertakan anak anda dalam masa riadah anda, ia akan membuatnya berasa penting dan dihargai.
9. Didik Berdikari
Daripada melakukan segalanya untuk anak anda, tanyalah dia, ”Bagaimana boleh saya bantu kamu?” Biarkan anak anda mebuat keputusan dan benarkan dia melakukan kesilapan dan belajar melaluinya.
10. Tingkatkan Pujian
Kanak-kanak memerlukan pujian dan penegahan positif. Ini akan membantu mereka percayakan diri sendiri dan memahami yang anda (dan orang lain) turut mempercayai dirinya.

Sunday, November 22, 2009

Taman Asuhan Kanak-kanak


Kajian menunjukkan bahawa kejayaan masa depan kanak-kanak bergantung kepada persediaan yang telah diterima semasa umur sebelum 5 tahun (PERMATA Negara, 2009). Sehingga kini masih belum ada acuan atau dasar yang menentukan halatuju asuhan dan didikan kanak-kanak dibawah empat tahun (Shahizan Hasaan &Amad Shahabudin Che Noh (2005). Walaupun begitu, terdapat beberapa universiti, terutamanya OUM yang gigih melahirkan graduan yang terlatih dalam menangani asuhan dan didikan awal kanak-kanak.
bacaan lanjutan.....

Penilaian Perkembangan Kanak-Kanak

Penilaian adalah satu aspek penting dalam proses pembelajaran dan pengajaran. Penilaian juga bertujuan untuk mengesan perkembangan kanak-kanak, mengenal pasti pelbagai potensi dan mengenal pasti kekuatan dan kelemahan. Dimana semua ini akan membantu guru-guru mengesan keberkesanan pengajaran yang telah dilaksanakan. Putri Zabariah dan Rosazizi Abdul Rahim (2008) mendefinisikan penilaian sebagai satu proses pengumpulan maklumat melalui pemerhatian tingkahlaku dan pemerhatian terhadap interaksi. ...bacaan lanjut

Thematic Learning Method


Kurikulum TADIKA dikembangkan berdasarkan kurikulum intergrasi dengan pendekatan tematik iaitu di organisasikan melalui suatu topik atau tema. (Katz and chard, 1989) dalam Soemiarti Patmonodewo (2003) menetapkan kreteria untuk pemilihan tema-tema iaitu mestilah ada perkaitan, kesempatan untuk menerapkan keterampilan, kemungkinan adanya sumber dan minat guru.baca selanjutnya

Friday, August 28, 2009

Bulan Puasa





Dah seminggu berpuasa dgn family kt rumah.kebetulan musim cuti sekolah dan cuti Semester, so Mak Teh ada banyak masa kt rumah.baru seminggu puasa dah ada satu malam tak terjaga utk bersahur.nasib baik musim cuti,kalau tak kesian anak2.Jadi Mak Teh tidur lewat paling awal pun pukul 4pagi.sebelum tidur kejutkan Pak Teh dulu.pukul 5 baru kejut anak2 sahur.mungkin ini tahun terakhir cukup satu family, sebab tahun depan abang long dah masuk U.bila abang long cuti baru genap semula.tapi takpe janji abang long jadi anak yang berguna pada agama dan bangsa.

Friday, August 21, 2009

Assignment ni aku dapat D


IMPACT of INFLUX OF TOURIST

1.0 INTRODUCTION
Low Cost Carrier introduce in North America and Europe in early 1970 by Southwest and repeated by Ryanair in 1990s. (Zhang, Hanaoka, Inamura and Ishikura,2009). Airasia founded in year 2001 with sensational financial growth from RM86 million debt to 161 million credit by the year of 2005 (Aruan, 2005) carried 10 million people visiting Malaysia in year 2007.(Market Bulletin, 2008)

The growth of tourism and its increasing importance to economies can be seen from the growth over the years. The decade start well with 7.4 million tourist arrivals as a result of Visit Malaysia Year campaign in 1990, increase to 20.97 million in year 2007 with total receipt were RM46.1 billion. (Victor Wee, 2007)

As a result, Malaysia becomes World’s top ten tourism destination by International tourism arrivals.

In this report, I will analyse how Low Cost Carrier were generate impact to the numbers of international visitor arrival and later influent advantages and disadvantages to our socio-economic. To achieve this objective I will base on literature research from book, annual report, research paper and news paper.

Generally, by terms low cost Carrier is refers to low fares flight (Fernandez, 2009) and tourism identifies as tourist attraction with hotel or accommodation sector. (Goeldner and Ritchie, 2009).

However this accommodation and attraction has a different roles such as attraction forms the basic pleasure oriented travel while hotel and resorts built to meet visitor accommodations.
This report also divided to five sections with stress to positive and negative impact, suggestion to overcome the disadvantage and conclusion.

2.0 POSITIVE IMPACT
As per expectations, tourism sector were major contributor to our economic growth with 1/10 figure since first Visit Malaysia Year Campaign in year 1990. The numbers of visitor increase from 4.8 Million to 22.0 Million when second Visit Malaysia Year 2007 was launched.

2.1 ECONOMY
For the past four years, the World Economic Forum has engaged key industry and thought leaders through its Aviation, Travel & Tourism Industry Partnership Programme to carry out an in-depth analysis of the T&T competitiveness of economies around the world. The goal is to construct a platform for multi-stakeholder dialogue to ensure the development of strong and sustainable national T&T industries capable of contributing effectively to international economic development.

Malaysia is ranked 7th regionally, with its rich natural resources and good round transport infrastructure. The country also benefits from excellent price competitiveness , with low comparative hotel and fuel prices, low ticket taxes and airport charges, very competitive hotel prices, and a favourable tax regime.

Malaysia’s policy environment is assessed as highly conducive to the development of the sector, and the country is prioritizing Travel & Tourism; it markets the country at many international tourism fairs and also has an excellent evaluation for its destination-marketing campaigns. With regard to weaknesses, health and hygiene indicators lag behind those of many other countries in the region, with, in particular, a low physician density.


2.1.1 Tourist Receipt
The World Tourism Organisation forecasts that international arrivals worldwide are expected to reach 1.0 billion by 2010. Of this, 791 million or about 80 per cent is envisaged to be intra-regional tourists, with the rest being longhaul travellers. The East Asia and Pacific region is expected to receive 200 million travellers.

In spite of the rising competition from other tourist-seeking economies, Malaysia’s tourism sector is expected to benefit considerably from the growth of international travel during the Ninth Plan period. Tourist arrivals to Malaysia are poised to grow at an average rate of 8.4 per cent per annum and estimated to reach 24.6 million by 2010.

Correspondingly, tourist receipts are set to rise at an average annual rate of 13.9 per cent to RM59.4 billion in 2010, and is expected to contribute substantially to the total earnings in the services account of balance of payments.

Increased joint development efforts under the purview of the Indonesia-Malaysia-Thailand Growth Triangle are expected to further encourage cross border tourism activities.

Further cooperation under the Brunei Darussalam-Indonesia-Malaysia-the Philippines East ASEAN Growth Area (BIMP-EAGA) will continue to encourage travel and tour activities among these countries.

For the Ninth Plan, the strategy will focus on fully realising the tourism potential as an important source of growth in terms of foreign exchange earnings, entrepreneurship development and employment generation. Efforts will be intensified towards strengthening Malaysia’s position as a preferred global tourist destination. Thus, the strategic thrusts will include the following:


2.1.2 Low Cost Carrier and Low Cost Carrier Terminal
Much to the understand of traditional network airlines in North America, Europe and Asia, well-capitalized start ups have entered the low-cost carrier (LCC) market, and existing no-frills carriers have grown rapidly. These carriers are exploiting a powerful, previously-untapped market opportunity to:

• Leverage low unit costs to stimulate demand among more price-sensitive travelers with lower fares.
• Seize market share from less agile competitors saddled with legacy labor and infrastructure costs.

The LCC model has demonstrated its ability to consistently deliver operating margins exceeding those of full-service airlines. In contrast to the major network carriers, operating margins for many of the new entrances in this environment range from 15 to 30 percent.

Low-cost carriers have been able to demonstrate consistent profitability over 31 years of consecutive annual profits for Southwest, 13 for Ryanair, 6 for easyJet, and 3 for both JetBlue and Virgin Blue.

In Asia, Airasia was launching in year 2001 and rapidly expend from lost to gain in year 2006, with 17 numbers of flagships Boeing 737-300 air craft.
Low Cost Carrier need Terminal to make them stay low. In asia there are two major low cost Carrier Terminal i.e in Kuala Lumpur and air budget Terminal in Singapore (Market Bulletin,2008). Low cost terminal will affect Low Cost Carriers lowered the cost and later giving a good reputation to the airport itself. So, for the long term the number of flight land will increase and numbers of visitor arrival also increase.
As a result last year 11.0 Million peoples arrivals at LCCTI Kuala Lumpur generated 9% of GDP(market bulletin 2008)

2.1.3 Hotel and Accommodation
Malaysia had approximately 98440 rooms in some 1460 hotels in year 1997. Until then the supply of hotel room in has increase by 38% to 160237 in year 2008. Table 1 express the distribution of hotel room in Malaysia


The hotel room occupation rate average at 70% shown, that how good return hotel sector which is employ approximately 1 million people. The strong growth in international arrivals and domestic tourism contributed to a higher average hotel occupancy rate, which increased from 59.2 per cent in 2000 to 63.5 per cent in 2005. During peak seasons, the average occupancy rate in key destinations, namely, Wilayah Persekutuan Kuala Lumpur, Kota Kinabalu and Melaka, was more than 80 per cent. Hotels in the tourist resorts of Genting Highlands in Pahang and Langkawi in Kedah had all year round occupancy rates of above 80 per cent and 60 per cent, respectively. The other popular destinations, including Johor Bahru in Johor and Kuching in Sarawak, had average occupancy rates of between 50 to 60 per cent throughout the Plan period.

The impact in term and tourism recept record from RM 9 billion to 46 billion in 2008. Hotel and resorts are built to meet a demand for accommodation of the travellers and tourist. In year 2008 there are 45% from 31603 tourists are foreigner with contribution of Ringgit Malaysia 20 million currencies exchange. (Haminah Hassan, 2008)
As a result, the increasing local and foreigner tourism were contributing the growth of development of hotel and resorts. This hotel sector was employs 7.7% of total11 Million workers in Malaysia.

2.1.4 Tourism Product
To enhance the distinct appeal of Malaysian tourism products and services, the Government continued to promote the country’s traditional advantages, namely, its cultural and natural heritage. The emphasis on promoting cultural and historical heritage as well as eco- and agro-tourism propagated the popularity of destinations such as Melaka, Pulau Pinang, the east coast of Peninsular Malaysia, Sabah and Sarawak.

Other tourism products included shopping, leisure and sports-related activities as well as business-related events, particularly the meetings, incentives, conventions and exhibitions (MICE) segment.

2.1.4.1 Eco-Tourism, Agro-Tourism and Homestay Programme.
During the Plan period, the Government continued to promote and develop eco-tourism as guided by the National Eco-tourism Plan, which identified 48 priority sites. Malaysia leveraged on the listing of the Mulu Caves and the Kinabalu Park on UNESCO’s World Heritage Sites as well as other natural sites such as marine parks at the Tioman and Redang islands, to promote its rich and diverse natural resources as tourist attractions. The homestay programme was enhanced to increase participation of the rural population in tourism-related activities as well as provide rural households opportunities to supplement their incomes. An additional 463 homestay operators were trained and licensed during the Plan period, bringing the total to 1,089 from 79 villages.

2.1.4.2 Cultural and Heritage Tourism.
As part of efforts to preserve cultural and heritage sites and meet the special interests of potential tourists, a number of projects were implemented. More than 60 monuments and 25 historical sites were upgraded as tourist attractions. New and existing cultural centres provided an avenue to showcase Malaysia’s traditional arts and crafts including batik,pua kumbu and songket.

2.1.4.3 Thematic Events.
Greater efforts were undertaken to promote the country as a destination for continuous year-round events of festivities and celebrations. These events included Colours of Malaysia, Food and Fruit Festival and the National Water Festival as well as the annual KL Fashion Show, highlighting Malaysian textiles including batik and songket. In view of the tremendous potential of shopping as an attractive tourism product, the Mega Sales Shopping Carnivals were further promoted and complemented by a variety of other events to attract international and domestic visitors.

2.1.4.4 The Meetings, Incentives, Conventions and Exhibitions
The market was an important source of growth for the tourism sector, due to its capability to attract the high spending business travellers. The significant contribution made by both international and local participants in the MICE segment, in terms of number of events and receipts, is as shown in Table 8-2.


2.1.4.5 Sports and Recreation Tourism.
Malaysia continued to host annual global events, such as Petronas F1 Grand Prix, the Raja Muda International Regatta, Le Tour de Langkawi and World Amateur Inter-Team Golf Championship as well as Putrajaya Boat Championship. To develop the potential of the sailing and cruising industry, an additional 10 marinas were built at strategic locations including Pulau Langkawi, Pulau Pangkor, Pulau Pinang and Pulau Tioman.

2.1.5 Investment
The anticipated growth in tourism will require the expansion of tourismrelated infrastructure and facilities. The public sector will supplement private sector efforts with an allocation of RM1.0 billion, and concentrate on the upgrading and maintenance of existing facilities such as public parks, pedestrian and bicycle pathways, rest and recreation areas as well as other basic amenities. Improved infrastructure will be built, including the establishment of additional tourist information centres as well as provision of better access via roads, rails, jetties and bridges to popular tourist destinations.


In order to continue promoting Malaysia as a preferred tourist destination in this region, the private sector will be encouraged to develop innovative tourism products and services to meet the demand of different market segments as well as develop potential niche markets. The emphasis will also be on the repackaging of existing attractions and developing new travel and tourism products. Marketing and promotional activities will be tailored to key market segments with a view to increasing greater inbound and domestic travel.

The tourism industry offers tremendous scope for creativity, innovativeness and entrepreneurship development with wide ranging investment opportunities, including hotels and resorts development as well as provision of a varied range of services and attractions.


2.1.6 Human Resources and Job Opporturnity
To meet the increasing demand for trained and experienced human resource at the managerial, supervisory and technical levels, particularly for the hotel and travel subsectors, provision of relevant training programmes will be further emphasised. The NTHRDC together with the MLVK and the Ministry of Higher Education as well as the Tourism Accreditation Board will coordinate technical and vocational, as well as management and supervisory training and liaise with the private sector to ensure output is in line with the growing sophistication of the tourism industry. In this regard, the existing NOSS will be constantly reviewed by the MLVK to ensure relevancy of skill standards to meet the more stringent demands of the tourism industry. Students in schools will also be given exposure on career opportunities in the tourism industry, while institutions of higher education will be encouraged to offer a wider range of tourism-related courses. Tour guides will be continuously retrained, while new ones given intensive training to ensure quality service. Tourist guides will also be encouraged to learn foreign languages, particularly Arabic, German, Japanese and Spanish.

3.0 NEGETIVE IMPACT
Instead of Tourism and Travelling contributing advantanges to the country there are a negative impact packaging to our society.
3.1 SOCIETY
3.1.1 Drug Abuse and Drug Trafficking
Drug-trafficking remains a problem and international drug syndicates are increasingly turning to Malaysia as a regional production hub for crystal methamphetamine and Ecstasy (MDMA). Narcotics imported to Malaysia include heroin and marijuana from the Golden Triangle area (Thailand, Burma, Laos), and other drugs such as amphetamine type stimulants (ATS). Small quantities of cocaine are smuggled into and through Malaysia from South America. Local demand and consumption of drugs is very limited in Malaysia; however, crystal methamphetamine, Ecstasy, and ketamine, mostly from India, are smuggled through Malaysia en route to consumers in Thailand, Singapore, China, and Australia. Ketamine from India is an increasingly popular drug in Malaysia.

Since 2006, Malaysia has also been a location where significant quantities of crystal methamphetamine are produced. This trend continued in 2008, with a large methamphetamine laboratory seized in Southern Malaysia, and frequent police reports of ethnic Chinese traffickers setting up labs in Malaysia. Between January and July 2008, police encountered and identified 7,992 addicts, of whom 3,584 were new cases.

3.1.2 Sex Exploitation entertainment and prostitution.

As many as several thousand women from Thailand, Indonesia, the People’s Republic of China (P.R.C.), Cambodia, and Burma are trafficked to Malaysia for commercial sexual exploitation.

CSE and pornography (Commercial Sexual Exploitation - CSE) continue to be major demand-side factors across the region, burgeoning (often unfettered) commercial sexual exploitation in destination countries providing ample incentive to traffickers to meet demand. However, industry sectors are also sources of demand for trafficked victims including fisheries, forestry, mining, garment and other consumer goods light industry.

There is no reliable direct evidence of the trade growing or declining, and there exist no reliable, academically rigourous attempts to quantify or value the trade in humans. There is significant evidence of organised crime involvement in the trade, in particular in the ownership of the means of exploitation, particularly in :
a) regional hubs for the demanding industries, and
b) more distant but lucrative destination markets.




4.0 SUGGESTION
A more integrated approach to tourism planning and implementation shall be undertaken to ensure sustainable development of the industry. Emphasis will be given to preserving and enhancing existing natural and cultural assets that are susceptible to environmental damage. Local authorities and communities will be encouraged to be more actively involved in project preparation, implementation and maintenance to ensure adverse environmental impact is minimised.

The role of State Tourism Action Councils should be further strengthened to include monitoring, surveillance and regular evaluation of project outcomes. This is to reinforce, among others, the environmental impact assessment and other relevant guidelines, which continue to be important considerations when formulating and implementing projects and related infrastructure. It will be necessary to ensure that providers of tourism products and services take into account the specific criteria and guidelines on carrying capacity of environmentally-sensitive tourist areas such as islands, highlands and coastal areas. Tourism programmes and projects, particularly hotels and resorts, will need to incorporate, among others, water and energy conservation as well as waste disposal aspects in their implementation, management and maintenance plans.

Marketing and promotion efforts will be intensified to sustain the competitiveness and attractiveness of tourism products and services. The theme ‘Malaysia Truly Asia’ will be capitalised upon to strengthen it as a distinct and identifiable image recognised by the international tourism community.

To avoid human trafficking, It is recommended that synergism among the National Human Rights Institutions In Southeast Asia in the combat against trafficking of women and children.

US Security Report that, our government does not fully comply with the minimum standards for the elimination of trafficking. However, it is making significant efforts to do so. While the government took some steps to combat trafficking, Malaysia lacks comprehensive anti-trafficking legislation to enable officials to provide adequate victim protection and work effectively at the interagency level to combat trafficking in persons.

The Ministry for Women, Family, and Community Development announced in December 2004 the establishment of a dedicated shelter for foreign trafficking victims. The National Human Rights Commission (Suhakam) drafted a national action plan on trafficking, though it has not yet been approved by the government.


5.0 CONCLUSION
Tourist and Travelling contribute 10% of Malaysian economic. On early 1990s, our income from this section not even touch 5% to our economic development. Last year this sector giving approximately one million job opportunity to Malaysian worker. To make these sector sustainable and more visitor arrival we have to maintain our tourist product, improve our service and even more friendly.
With a small expenditure this tourist and Travel will able to reduce our poverty level.


REFERENCE
Jennifer Blanke, Thea Chiesa, (2009), The Travel & Tourism Competitiveness Report 2009 Managing in a Time of Turbulence, Geneva, World Economic Forum
United States Department of State, Bureau for International Narcotics and Law,Enforcement Affairs International Narcotics Control Strategy Report Volume IDrug and Chemical ControlMarch 2009.

Cathy Zimmerman and Charlotte Watts (2003), WHO ethical and safety recommendations for interviewing trafficked women, HEALTH ORGANIZATION

Hamimah Hassan, (2008), Ten Years After Financial Crisis: Tourism Growth in Malaysia. UPM kL.

Victor Wee (2007), World Tourism Conference – Tourism success Stories and Shooting star, WCT07, Madrid

Wednesday, March 18, 2009

WHY ADULT LEARNERS RESORT TO PLAGIARISM AND LOGICAL SUGGESTIONS AND PRACTICAL SOLUTIONS TO ELIMINATE THIS PROBLEM



INTRODUCTION
Plagiarism derive from Latin word “Plagiarius” meaning ‘kidnapper’ or “abductor” (William, 2002). Plagiarism commonly happened seriously in academic institution where the submission of work with the integrities take accoutered for credit.

University of Lead gives a new definition as “Plagiarism is defined as presenting someone else’s work as your own. Work means any intellectual output, and typically includes text, data, images, sound, or performance.” (MacDonald-Ross, 2005)

Carroll, (2002) said most of the academic work done by undergraduate students at university will be based on the words, information and ideas of other writers. Then, the original sources of contribution might consist mainly of selecting, ordering, summarizing, and interpreting what others have said. Therefore, it is important to learn how to reference properly that is, how to specify clearly and precisely what your debts are and how to acknowledge them. Then your own contribution can be clearly identified and appreciated.

In this assignment I divide to three section i.e. section 1, focusing on why it happens especially among the adult and distance learner. Then I will suggest a solutions to avoid this happens base on Landon(2004) statement in Educator’s Voice the problem fall in two parts, first the problem “…why students cheat, as well as how to handle it…”.

In Section 2, I will explain on Information Evaluation Criteria base on journal wrote by Christina C Jocoy and David diBiase “Plagiarism by Adult Learners Online: A case study in detection and remediation”; and in Section 3, I will present data The most reasons cited by students (with corresponding perceptions by staff) show in article by Mike Hart and Tim Friesner in articles “ Plagiarism and Poor Academic Practice – A Threat to the Extension of e-Learning in Higher Education?” in form of bar chart.

PLAGIARISM: REASONS AND SOLUTIONS
Many researches show that plagiarism among adult learner on the rise. Jocoy and DiBiase (2006), Hart and Friesner (2004), Harris (2004) show that the number of plagiarism among the adult learner was increase year by year.






Table 1: Numbers of incedent of plagiarism
Base on Jocoy and DiBiase(2006)


There are many reasons why plagiarism happens. Dordoy (2002) in their research illustrate that 59% of the student cheating to get a better grade and 54% of the student has a bad time management and so on (refer to table 2).

Hart and Friesner (2004) List out numerous major factors why adult learner resorting in plagiarism base on Tribe and Rendell (2003) studies as follows:
  • Less Commitment to the learning process and instead concentrating upon the final certificate.(JISC 2002 )
  • Life Style, family responsibility and house pressure encouraging student to acquire the best possible result with the minimum works(JISC, 2002)
  • Less Effective Time Management particularly by first year student
  • Wide education background and low entry policy
  • Previous college experience experience may dispose students toward qualification getting rather than independent learning.
  • Use of Internet extensively and not acknowledgement the sources properly (Harpin, 2003).
  • Confusing between collusion or collaboration and copying partly of the written (Moon, 2005)
    Universal Library which all material is regard as free (Moon, 2005)
  • Less knowledge of illegitimate of plagiarism (Moon, 2005)
From the list given by Hart and Friesner(2004) and Dordoy(2004) we can summarize the reason why plagiarism happen as intentionally and unintentionally such as:

Pressure to Get Metter Mark
Jocoy and DiBiase (2006) highlight that adult learner have a big pressure to get better grade. This pressure came from spouse normally regarding to financial factor which they have to spend over the education or for living.

Laziness and Bad Time Management
Sergiou (2004) in her studies involving 33 student and 3 lecturer to detect the view of plagiarism. The result show that “Over half of the students questioned admitted that they had plagiarised intentionally due to time limitations.”

Lazzy student also can obtain these recycle paper from internet. Some website promoting “Research Papers, Essays, and Book Reports” for sales via CollegeTermPapers.com, MegaEssays.com, Cyber Essays, SparkNotes.com, TermPaperSites.com, and Education-Majors.com.

While using Google browsing engine by title or subject easily list out some paper available for sale. The paper varies from too good and too worse depends on how much money should transact (Harris, 2002).

Lack of knowledge
Understanding what we can do and what we cannot do is important. Some student do not know what they was involving in plagiarism. One out of three lecturers interviewed by Sergeou (2004) also explained that he had discovered that if students do not understand plagiarism, they do not bother to pursue what it means. Theytend to 'just leave it at that'

As explained by Carroll (2002) about managing the relating of other ideas a proper acknowledgment involve skill of summarizing, paraphrasing, precis skill where need to be abbreviated and the ability to relate one idea to another.

Proper paraphrasing will distinguish the good paper. The good skill and habits of write an appropriate citing word and construct a reference list will improve the overall of writing. Moon (2005) said ‘you do not need to be able to define the word for summarizing, paraphrasing or précis but you should be able to use the techniques when requires”.

How To Eliminate Practice Of Plagiarism
The overall goal of an assignment are required the student writing by their own using reliable sources. Then the issue of plagiarism will arise. However, we should have a strategy how to avoid this situation happen. Hart and Friesner (2004) proposed two method of preventing of plagiarism. Appropriate warning and penalties should be published to the student community and a set of institutional procedure of punishment shell be take to offender. Second approach is to fight technology by technology and investing in plagiarism-detection software. The Plagiarism-detection software effectiveness was proven by Jocoy and DiBiase (2006) in their studies.

However, JISC (2002) still point out that Human expertise should be use to preventing plagiarism by using process and procedure and not to rely on technology detector. This point of view actually was highlighted in Carroll (2002) handbook and listed as appropriate assessment mechanisms, a supportive institutional culture, clear definition of plagiarism and policy to deal with it; and training to staff and student.

Base on fact suggest by Carroll (2004), these step should be taken as a solution to avoid plagiarism.

Specific Instruction
Instructor, Lecturer or Tutor should give a clear instruction subsist of specific expectations, permission to collaboration or individual tasks; prohibit awareness, specific component and topic, and requirement for oral presentation. Instructor also should explain the content of good writing article and research paper.

Oral Presentation
Oral presentation may show at what extent, the student doing the information trail, evaluating information and review the information. Then they will caught by an uncertainty of their data, sources and un-familiarities of reference.

Assessment strategy
Many scholars agree that appropriate assessment strategy is the most important step should make by tutor to avoiding plagiarism. Ryan (2001) and Moon (1999) suggest to the student to make their own research and write with conditioned supervision.

Hart and Friesner (2004) propose that an assignment should be defer in terms of substance year to year which demand the student to evaluate the sources rather than collecting the information. For instant, this assignment is a good example of practice of assessment strategy to avoiding the plagiarism.

Writing academic skills
Method of writing for the purpose academic articles, or research paper should be constantly toughs and reinforced. For example, OUM stress on using APA format for citation and references. (Zaiton at al, 2008). Then, student should acquire this technic of citation and then they should be able to use that time to times. This method will help them to acknowledge the sources they were refer.

Referring to handbook by Carroll contains tutorial material, which can be use to indicate to students the boundaries of acceptable and unacceptable practice (Carroll, 2002).

Encourage Student to make Statement
Instructor should encourage student to make their own statement base on understanding of the subjects. From the reading and review of the sources should make them able to make a conclusion.

However, Moon (2005) explain that we can borrow other’s idea by use of term of attribution, citation, referencing and acknowledgement of the other’s idea and link up together to support the argument will indicate a good writing papers.

Conclusion
The number of resorting in plagiarism never decrease but, student and instructor or lecturer should improving writing academic skill. More training, knowledge, and method on citation skill, referencing or paraphrasing should be toughs to student.

As Hart and Friesner (2004) said that, the majority of poor academic practices are still at the low end and cheating still arising in education. The most involving in plagiarism is online adult learner. Sources, information, or data all at finger tip. With less knowledge, they will involve in plagiarism without intention.

Combating using technology such as Tunitin.com is a last weapon to preventing plagiarism. Jocoy and DiBiase (2006) shown in their studies that combating with electronic computer tool is another weapon to avoiding plagiarism. Student should aware that university has this tool to detect their academic works using Trinitin.com or other software.


REFERENCE

  1. Bull, J. (1999). Computer-assisted assessment: impact on higher education institutions. Educational Technology and Society, 2(3), 123-126
  2. Caroline Gatrell(2006), Managing Part-time Study: A Guide for Undergraduates and Postgraduates, McGraw-Hill International.
  3. Carroll, J.(2002), A Handbook for Deterring Plagiarism in Higher Education, 2002, Oxford Centre for Staff and Learning Development, Oxford.
  4. Christine L. Jocoy and David DiBiase.(2006). Plagiarism by adult learners online: A case study in detection and remediation. International Review of Research in Open and Distance Learning. 7(1): 1-15. Accessible from http: // www .irrodl.org/ index.php/irrodl
  5. Dordoy, A. (2002), ‘Cheating and Plagiarism: Staff and Student Perceptions at Northumbria’, Northumbria Conference.
  6. Harris, R. (2002), ‘Anti-Plagiarism Strategy for Research papers’ [online] Virtual Salt, 12 March, 2001.
  7. Henriikka Clarkeburn and Mark Freeman,(2005), To plagiarise or not to plagiarise: an online approach to improving and motivating honest academic writing, University of Sydney
  8. Jeremy B. Williams, (2002), The Plagiarism Problem: Are Students Entirely To Blame?, Brisbane Graduate School of Business, Queensland University of Technology, AUSTRALIA
    JISC (2002), Electronic plagiarism detection, Bristol: JISC
  9. Kaczmarczyk, L. (2001). Accreditation and student assessment in distance education: Why we all need to pay attention. Proc. 6th Conf. on Innovation and Technology in Computer Science Education, Canterbury, UK, 113-116.
  10. Katerina Sergiou (2004) 'Why do students plagiarise?', Plagiarism: Prevention, Practice & Policy Conference. St James Park, Newcastle upon Tyne 28-30 June. Newcastle: Northumbria University Press, pp 195-203
  11. MacDonald-Ross, G., 2005. Plagiarism in Philosophy: Prevention Better than Cure. HEA Subject Centre Philosophy and Religious Studies.
  12. Hart, M., and T. Friesner. 2004. Plagiarism and poor academic practice–A threat to the extension of e-learning in higher education? Electronic Journal of e-Learning 2 (2). http://www.ejel.org/volume-2/vol2-issue1/issue1-art25.htm



Pengenalan
Tujuan utama pengajaran adalah supaya kanak-kanak belajar. Pembelajaran dan pengajaran awal kanak-kanak akan menentukan corak dan gaya berfikir kanak-kanak pada masa akan datang. Pendidikan awal kanak-kanak telah diperkenalkan di Eropah pada awal abad ke 18 dan 19 dimana Friedrich W. Froebel telah membina Taman Asuhan Kanak-Kanak pada tahun 1837 untuk anak-anak yang berumur 3 hingga 7 tahun. Terdapat tiga model pembelajaran utama dalam proses pengajaran dan pembelajaran iaitu Model Tingkahlaku, Model Interaksionis dan Model kognitif.

Model Tingkahlaku

Model Tingkahlaku juga dikenali sebagai Teori Behaviorism (diberi kredit kepada Watson sebagai pelopor) boleh didifinasikan sebagai perubahan perilaku yang dapat diamati, diukur dan dinilai secara tepat melalui perangsangan (stimulus) yang mengakibatkan adanya tindakbalas (responsif) (Black 1995). Stimulus yang berulangkali diterap kepada kanak-kanak (peringkat awalnya haiwan) akan menyebabkan tindakbalas. Tingkah laku boleh berubah dan pembelajaran diukur dengan memerhatikan perubahan terhadap tingkahlaku tersebut. Oleh kerana hubungkaitnya adalah Stimulus dan Renponsif teori ini juga dikenali sebagai teori mekanikal SàR(Detken, 2000)


Model ini kemudiannya telah perkukuhkan oleh beberapa antropologi dan psikologi seperti Pavlov, Thondike, Skinner dan Bandura. Pavlov melalui ujikaji menggunakan makanan, anjing dan loceng telah menghasilkan ”Teori Pelaziman Klasik” iaitu stimulus yang berulangkali dilakukan kepada anjing makmal tersebut menyebabkan anjing itu dapat mengenali loceng yg bererti makanan, walaupun tidak ditunjukkan makanan.(lihat lampiran).

Kemudianya telah diperkukuhkan lagi oleh Thondike melalui ujikaji klinikal terhadap haiwan. Thorndike (1874 - 1949) menggunakan methodologi sains iaitu menekankan pembelajaran adalah satu formasi yang berhubung kait dengan stimulus dan responsif. Teori ini juga dikenali sebagai “Connection Theory” (Johcich, 1991) atau Teori Pelaziman Latih-tubi yang mengandungi ‘Law of readiness, Law of Exercise dan Law of Effectness”. Hukum Thorndike adalah berdasarkan kepada tanggapan stimulus-responsif yang mengawal tingkahlaku. Pembelajaran terhasil apabila ikatan bertukar menjadi bentuk tingkahlaku (Saettler, 1990).
Skinner (1904 - 1990) percaya bahawa bentuk stimulus dan responsif yang menentukan tingkahlaku. Teorinya adalah berhubung kepada perubahan kepada tingkahlaku yang telah berlaku tidak menunjukkan perubahan kepada otak manusia. Bukunya (Skinner, 1948) bertajuk Walden Two menerangkan masyarakat utopian terbentuk berdasarkan ketentuan operanti. Oleh kerana teorinya adalah berlawanan berbanding Teori Pelaziman Klasik maka teorinya dikenali sebagai Teori Pelaziman Operant (berkesan).

Secara ringkasnya kita boleh merumuskan model tingkahlaku sebagai pempelajari sesuatu berdasarkan menguasai tingkahlaku dimana guru menetapkan objektifnya dan kanak-kanak memberi responsif secara refleksi melalui petunjuk untuk mencapai keberhasilannya. Watson J.B (1878-1858) berpendapat dengan bertindakbalas kepada stimulus yang telah ditetapkan berulangkali, maka kita akan tetap bertindakbalas kepada simulasi tersebut dan membentuk pembelajaran.(Mergel 1998).

Model Interaksionis
Blumer, (1962) mentakrifkan teori ini sebagai bertindak terhadap interaksi sosial yang kemudiannya mentafsirkan berdasarkan interaksi tersebut. Merupakan satu konsep sosiologi yang berhubungkait dengan tingkahlaku individu dan perhubungannya dengan alam persekitaran. Oleh itu ia juga dikenali sebagai Teori Perkembangan Psikososial
Pakar-pakar interaksionis adalah seperti George Herbert Mead ( 1846-1929 ) Herbert Blummer (1962) dan Erin Goffman (1959). Namun begitu, pendapat Eric Erikson (1950) yang mengariskan 4 tingkat perkembangan anak-anak kecil adalah yang paling signifikan iaitu:
Kurang dari setahun

Menyayangi anak-anak akan memberi tindak balas iaitu rasa percaya dan selesa kepada anak-anak, tetapi sebaliknya akan merasa curiga dan cemas kepada orang yang belum dikenali.

Dua (2) hingga Tiga (3) tahun
Memberi dorongan untuk melakukan apa yang diingini oleh anak diusia ini akan mengembangkan sikap menguasai.Manakala melayan mereka dengan negatif akan menyebabkan timbul tindakbalas was-was dan malu.

Empat(4 )hingga Lima (5) tahun
Kanak-kanak diusia ini apabila digalakkan untuk bereksperimen dengan bebas, akan mendorongnya mencuba dan meneroka perkara-perkara lalu.Manakala jika kehendak mereka selalu dihalang akan menyebabkan hilang keyakinan diri dan mudah menyalahkan diri sendiri.

Enam (6) hingga Sebelas (11) tahun
Layanan yang negatif akan menyebabkan anak-anak diusia ini bersikap rendah diri, tidak berkeyakinan dan tidak mempunyai kamahuan untuk meneroka. Sebaliknya jika diberi dorongan akan menyebabkan kanak-kanak ini meneroka dan mencuba perkara-perkara yang baru.

Model Kognitif
Kaedah Pembelajaran Kognitif selalunya dikaitkan kepada Piaget yang memperkenalkan teori Perkembangan Kognitif yang bermaksud proses berfikir dimana informasi yang diperolehi diperkembangkan kepada informasi yang lain. (Neisser, 1967; Feldman, 1994; Morgan, 1986). Santroct (1986) pula mendifinasikan sebagai pemacuan aktiviti minda terhadap peprosesan maklumat, disimpan dan ditranformasikan dan kemudiannya digunakan semula dalam menilai sesuatu perkara dan Asmawati Desa (2004) pula menerangkan bahawa Teori-teori kognitif adalah cuba menerangkan tentang peningkatan intelektual dari segi kualiti dan kuantiti.

Teori Perkembangan kognitif yang diperkenalkan oleh Piaget (1985) ini mengandungi empat proses kognitif utama iaitu egocentrism, logikal, peningkatan kemampuan berbahasa dan pembentukan peribadi (Asmah Bee, 2000). Dengan kata lain Piaget melihat kanak-kanak sebagai makhluk yang aktif dan berkembang pesat melalui interaksinya terhadap factor-foktor persekitaran (Hetherington & Parke, 1986; Selfert & Hoffnung, 1987; Papalia & Olds, 1988; Miller 1993).

Penemuan Piaget(1985) yang terkemuka adalah Scemata iaitu skema berhubung bagaimana sesuatu idea dikembangkan hasil dari perspeksi persekitaran dan menjadikanya satu idea baru. Skema juga merupakan kategori pengetahuan yang membantu memahami sesuatu perkara. seiring dengan pengalaman, exploitasi persekitaran, informasi baru yang kemudiannya digunakan untum merubah, menambah atau mengantikan skema terdahulu.Piaget mentakrifkan perkembangan kanak kepada 4 peringkat iaitu:

Peringkat Sensormotor (Lahir sehingga 2 tahun)
Piaget berpendapat bahawa bayi lahir debgab sejumlah refleks bawaan dan dorongan untuk meneroka dunia barunya. Skema awalnya adalah melalui perbezaan reflesi bawaannya.

Peringkat Praoperational
Peringkat ini melibatkan proses melakukan tindakan secara mental terhadap sesuatu perkara atau objek. Dalam proses ini kanak-kanak akan belajar menggunakan perkataan dan gambaran untuk mewakilkan objek-objek. Lebih bersifat egosentrik kerana gagal menilai dari sudut pandang yang lain.

Peringkat Operasi Tegal
Pada tahap ini kanak-kanak mampu memafaatkan unsur logik dalam mengambarkan atau menerangkan sesuatu perkara. Selain dari itu, kanak-kanak juga mampu menyusun mengikut klasifikasi bentuk, warna, ukuran dan sebagainya. Mereka juga mampu menilai sesuatu perkara dan dapat memberi penyelesaian kepada permasalahan itu. Mereka juga mampu melihat melalui sudut pandangan orang lain.

Peringkat Operasional Formal
Pada tahat ini mereka mampu berfikir secara abstrak, penalaan logiknya bertambah dan membuat penilaian dan rumusan terhadap informasi yang sedia ada.


KAEDAH MEMBIMBING KANAK-KANAK PRA-SEKOLAH

Aspek Pembentukkan Tingkah laku
Mengikut Kohn (1998), kanak-kanak pada peringkat prasekolah ialah individu yang aktif dan mengalami proses pembelajaran yang melibatkan perasaan ingin tahu,bersifat egosentrik, belajar dengan cara meniru kelakuan orang lain dan ingin memahami perkara yang baru dilihatnya.



Perkembangan Awal Pendidikan Kanak-kanak merupakan faktor penting menpengaruhi perkembangan mereka dimasa hadapan (Ibnu Khaldun). Manakala guru-guru prasekolah memainkan peranan yang amat penting dalam aspek pembentukan tingkah laku dalam menangani pembelajaran(Kamariah,2004).

Tingkah laku yang dibawa oleh kanak-kanak sewaktu permulaan prasekolah sangat berkait rapat dengan kehidupan atau persekitarannya di rumah. Namun dengan ilmu dan kemahiran yang ada pada guru prasekolah dapat membimbing kanak-kanak dalam aspek pembentukan tingkah laku. Antara teknik-teknik bimbingan guru ialah seperti berikut:

Komunikasi
Kanak-kanak dalam lingkungan 6 tahun kebawah tidak dapat mengolah pemikirannya sendiri. Oleh sebab itu komunikasi dari pihak guru dapat membentuk atau mencorak pemikirannya. Ini disokong dengan pandangan tokoh kanak-kanak dari Timur iaitu Abdul Rahman Abu Zaid Walliudin Bin Khaldun Al Maliki Al Khadarani(Ibnu Khaldun). Beliau berpendapat kanak-kanak harus dibentuk dengan cara yang lembut dan bertimbang rasa.

Salah satu sebab tingkah laku kanak-kanak berubah adalah kerana perubahan atau penyesuaian diri dari rumah ke tadika. Cara guru berinteraksi dengan kanak-kanak memain peranan penting dalam pembentukan tingkah laku. Ini adalah kerana kanak-kanak mempunyai laras bahasa yang berlainan dengan orang dewasa.

Kesihatan
Seiring dengan usia kanak-kanak sudah pasti mereka amat aktif dan sentiasa bergerak cergas.Dengan keadaan kanak-kanak yang sedemikian rupa,ianya memerlukan seorang guru yang bergerak cergas dalam menjalankan aktiviti pergerakan untuk perkembangan fizikal.Guru perlu melakukan bersama aktiviti pergerakan seperti berjalan,melompat,merangkak dan berbagai lagi.Aktiviti seperti ini sangat menarik minat kanak-kanak dan ianya dapat mengelak daripada kelakuan yang kurang menyenangkan.

Penelitian
Guru-guru hendaklah memainkan peranan dengan meneliti setiap perkembangan kanak-kanak.Setiap aktiviti hendaklah dirancang dengan menyeluruh dan diselaraskan dengan keupayaan kanak-kanak beserta dengan kreativiti guru.Disini peranan bimbingan guru amat penting kerana guru mengambil peranan sebagai sebahagian dari keluarganya.

Memupuk nilai-nilai murni
Suasana persekitaran dirumah dan sekolah sudah pasti berbeza. Kanak-kanak pelu dipupuk oleh guru dengan nilai-nilai murni seperti prihatin pada keadaan sekeliling, bertanggungjawab dan yang penting mematuhi arahan dan peraturan dikelas. Bagi kanak-kanak yang berkelakuan baik dan menyenangkan pujian harus diberikan. Harus diingat bahawa guru-guru hendaklah sentiasa memupuk tingkah laku yang positif.

Hukuman (punishment) dan ganjaran (reaward)
Sekiranya kanak-kanak menunjukkan aksi atau pun melakukan sesuatu yang menyakitkan hati kerana untuk mendapatkan perhatian, guru boleh bertindak dengan tidak memperdulikannya untuk seketika. Ini hanyalah boleh dilakukannya sekiranya tidak membahayakan dirinya dan juga orang lain. Jika sekiranya kanak-kanak berjanji tidak akan melakukannya di lain kali atau pun sudah kembali pada keadaan asal, Guru hendaklah menunjukkan sikap yang mesra secepat mungkin. Bagi kanak-kanak yang membuat bising, mengacau kawan-kawannya ketika belajar atau menangis dengan nada yang kuat juga boleh digunakan teknik ini.

Bagi kanak-kanak yang dikategorikan “degil” mereka akan melakukan sesuatu perkara yang menyakitkan hati sehingga berulang-kali. Teknik “ Time Out” boleh dilakukan,tetapi hanyalah dalam 2 hingga 3 minit sahaja, melainkan kanak-kanak tersebut masih melakukannya. Guru-guru perlu menerangkannya bahawa dia akan ditempatkan di kawasan stimulasi ( dengan menunjukkan arah tempat duduk yang akan diletakkan kerusinya nanti ) dengan lebih lama lagi.
Apa pun keadaannya, sebaiknya kawalan atau pencegahan hendaklah dilakukan pada awal tahun kemasukkan kanak-kanak ke tadika. Ini adalah kerana ketika ini kanak-kanak belum lagi mempelajari corak bersosial. Peraturan dan disiplin hendaklah diterangkan dan diterap seawal mungkin.


Aspek Menanangi Tekanan
Secara umumnya masyarakat di Malaysia mengetahui bahawa Taman Didikan kanak-kanak (Tadika) merupakan satu institusi pendidikan yang tidak formal. Namum demikian, atas desakkan ilmu yang semakin hari semakin mencabar ianya menjadi persediaan di alam pembelajaran yang sebenar.

Kanak-kanak seusia 4 hingga 5 tahun memerlukan bimbingan dari pihak ibubapa untuk membentuk tingkahlaku mereka. Keadaan akan bertambah baik apabila kanak-kanak dibimbing oleh guru-guru prasekolah.

Guru seharusnya mampu membimbing kanak-kanak menangani tekanan berkaitan dengan pembelajaran. Pelbagai cara dilakukan oleh guru agar kanak-kanak yang hadir ke sekolah tadika tidak berasa tertekan dan seronok sekali menghabiskan masanya ditadika. Antaranya adalah seperti berikut;

Belajar Dengan Menggunakan komputer
Tidak kira apa jua bidang kerja, masalah tekanan dan bebanan tugas tidak dapat di elakkan. Guru-guru prasekolah digalakkan menggunakan computer semasa sesi pengajaran kerana secara tidak langsung kanak-kanak boleh meningkat bakatnya tanpa menggunakan bahan maujud seperti bahan-bahan warna,kertas berus,pembaris dan pensil.

Pembelajaran melalui komputer adalah sesuatu yang baru. Setiap yang dipaparkan adalah satu perubahan. Perasaan ingin tahu yang kuat membuatkan kanak-kanak merasa seronok dan indah sekali dengan pengisian ilmu melalui penggunaan computer. Peranan pengunaan computer kepada guru-guru yang berkait rapat dengan kanak-kanak adalah Komputer sebagai subjek, Komputer sebagai alat dan Komputer sebagai Tenaga Pengajar.

Permainan
Setiap kanak-kanak melalui alam permainan samada berbentuk ilmu atau sebaliknya. Ianya secara tidak langsung memainkan peranan pada pemikiran kanak-kanak.


Tujuan utama pengisian permainan dalam pendidikan lebih kepada memupuk kemahiran dan kecekapan dalam sesuatu bidang, meningkatkan kefahaman dan kemahirannya disamping dapat menangi tekanan dialam kanak-kanak. Disamping berpeluang berinteraksi dengan guru, mereka juga berpeluang untuk menguji kecekapan dengan rakann-rakan yang lain.




Alatan maujud seperti lego, pasir, plastesin, air,kayu dan lain-lain lagi digunakan sebagai bahan permainan manakala permainan tradisional yang boleh dipilih adalah seperti Congkak, Galah Panjang, Musang Makan Anak Ayam dan Enjit-enjit semut.
Kesemua jenis permainan diatas pasti menyeronokkan kanak-kanak sekiranya dapat dilakukan bersama-sama dengan guru.

Hiburan
Bentuk-bentuk hiburan boleh dibahagikan kepada beberapa komponen seperti muzik, filem, tarian dan lakonan. Setiap komponen mempunyai bahagian masing-masing seperti berikut:


  • Muzik- pelbagai jenis nyanyian yang menggunakan muzik contahnya seperti nasyid.

  • Filem- tayangan video pendek, cerita kartun atau dokumentari.

  • Tarian- Tarian lilin, tarian kipas, tarian kuda kepang dan sebagainya.

  • Lakonan- Teater kanak-kanak, ataupun lakonan berbentuk keluarga dan juga kanak-kanak melakonkan drama menjadi seorang guru ataupun seseorang yang lain dari dirinya.
    Riadah

Guru-guru haruslah mempunyai asas dalam aktiviti beriadah. Riadah boleh dikategorikan seperti senamrobik, asas gymnastic, bola sepak , sukan rakyat dan berbagai lagi.
Acara sukan rakyat biasanya aktiviti yang sangat digemari oleh kanak-kanak.Contoh-contoh sukan rakyat yang boleh boleh dimainkan seperti mengisi air ke dalam botol, lari membawa bola ping pong dalam sudu, meniup belon sehingga pecah dan banyak lagi acara yang menarik perhatian kanak-kanak.Selepas bermain aktiviti lasak hendaklah disusuli dengan senaman yang merehatkan seperti senaman otot untuk melegakan otot.


Persekitaran
Persekitaran yang dimaksudkan disini ialah dalam dan luar kelas.Keadaan didalam kelas yang menyenangkan dan tidak terlampau sarat dengan gambar.Bersih serta kemas membuatkan kanak-kanak merasa tenang dan selesa untuk belajar.Penyediaan ruang udara yang mencukupi.Terdapat juga sesetengah tadika yang menyediakan pemhawa dingin.Tidak lupa juga keadaan tandas dan ruang makan.

Komunikasi dan Interaksi
Tiada apa yang paling mustahak melainkan cara guru berkomunikasi atau berinteraksi dengan kanak-kanak. Nada suara, gaya bahasa, mimik muka semuanya memainkan peranan agar kanak-kanak merasai dia dihargai dan disayangi. Pelukan, belaian, kemesraan dan keceriaan guru boleh mengembirakan kanak-kanak kerana pada masa inilah mereka menganggap guru sebagai pengganti ibubapa. Sikap-sikap guru seperti ini dapat membantu membina perkembangan emosi yang positif. Jika anak diransang dan belajar semasa kecil juga gembira ketika belajar, serta intelek telah dipertajamkan dan sangat mengenali hakikat sesuatu benda dan perkara yang ditemuinya maka jauh lebih cerdik daripada kanak-kanak yang tidak diberi rangsangan dan didikan semasa kecil. Apabila membesar sudah

KESIMPULAN
Ibubapa moden perlu bekerja, dan untuk membolehkan mereka bekerja tanpa risau adalah dengan menghantar ke pusat-pusat asuhan. Pusat-pusat asuhan kini berusaha sebaik mungkin untuk memberikan perkhidmatan penjagaan dan pembelajaran yang terbaik untuk mengatasi tekanan yang dihadapi kanak-kanak.

Pada masa yang sama para pendidik mempelajari ilmu pendidikan dengan melihat model mengajaran dan pembelajaran yang dipelopori oleh tokoh-tokoh pendidik. Hasilnya mereka mempelajari model tingkahlaku, model interaksionis dan model kognitif untuk memahami keperluan kanak-kanak. Pendidik yang baik harus boleh menangani tingkahlaku kanak-kanak dan kemudianya menangani tekanan yang mereka hadapi. Hasilnya kanak-kanak yang mempunyai potensi berkembang maju akan dapat dicungkin dari usia seawall mungkin. Pada masa yang sama juga anak-anak yang bermasah dari segi mental, perkembangan fizikal harus ditangani dari awal agar mereka juga mampu mempelajari ilmu.

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