Learning Environmental Factors Outside the Classroom in Affecting the Psychomotor Development of Kindergarten Children at National Child Development Research Centre (NCDRC), UPSI
DOI:
https://doi.org/10.37134/jpak.vol13.1.8.2024Keywords:
Landscape Design, Kindergarten Environment, Psychomotor, PdPc, MalaysiaAbstract
Kindergarten is an early education institution that provides exposure to children aged four to six years old. Early education in kindergarten is the main platform for improving children's development to allow them to explore, understand, and get to know the world by application of learning through play. The factors of the learning environment in outdoor classrooms with conducive from the aspects of function, landscape, and interactive game system also contribute to the psychomotor development of children. However, the implementation of teaching and facilitating (PdPc) in the outdoor classroom is less implemented by kindergarten teachers due to safety factors, lack of facilities, and the problems of landscape design of the outdoor classroom environment. Therefore, this study was conducted to identify factors of the learning environment in outdoor classrooms in influencing the psychomotor development of children in kindergarten. To achieve the objectives of the study, a qualitative method using a case study approach was implemented to explore the environmental landscape elements that are suitable for influencing the psychomotor development of children at NCDRC, UPSI, Tanjong Malim, Perak. A total of 13 informants consisting of representatives of NCDRC kindergarten teachers, landscape architecture officers, early childhood education lecturers, and NCDRC kindergarten children were involved in this study through focus group discussions (FGD) and individual in-depth interviews. Additional data was obtained from participant observation, document analysis, and audio-visual materials. The thematic analysis approach was used in analyzing the research data. This study contributes significantly to the body of knowledge. It improves conceptual understanding in the use of landscape outside the classroom as well as the use of landscape features as the core of creating an environment that stimulates and supports children's holistic development. The results of the study prove that the role of landscape outdoor classrooms is very important to the development of kindergarten children. The influence spirit place on the landscape of the environment at outdoor classroom can have a positive impact on the physical, cognitive, emotional, and social development of children. Through a comprehensive and stimulating outdoor landscape in kindergarten, children will have fun and meaningful learning experiences. Therefore, this study is expected to give a better understanding, especially to the kindergarten organization and the Ministry of Education about the importance of this landscape design in indirectly helping the education and learning process in schools.
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