Page 309 - Handbook Postgraduate (Master) 2016 2017 BI

PPGK 6304 PLAY AND CREATIVE EXPRESSION 3 CREDITS

Synopsis

The course focuses on the concept and process of play and creative expression; particularly that is
related to the children development and identification of the goal in early young education, development of the
programme, its implementation and evaluation. This course also gives students the opportunity to analyze the
current trend in the curriculum design and content, scope and organization, innovation and the process of play
and creative expression. Focus will be given to the identification of issues and challenges for research.

Assessment Method : Assessment Evaluation (Test, Assignment) : 60%, Examination: 40%

Medium of Instruction : Malay Language

Main References
Isenberg, J. P., & Jalongo, M. R. (2000). Creative expression and play in early childhood (3 ed.). Upper Saddle
rd
River, NJ: Merrill/Prentice Hall.
Fromberg, D. P. (2000). Play and meaning in early childhood education. Allyn
Docket, S., & Fleer, M. (1999). Play and pedagogy in early childhood: Bending the rules. London: Harcourt
Brace & Company.

PPGK 6305 EARLY CHILDHOOD INTERVENTION 3 CREDITS

Synopsis

This course addresses early identification, services, supports, and intervention for young children, birth
through 4 years, who demonstrate delays in development that may place them at risk for later identification as
having a learning disability (LD). Development may be related to individual variations in rates and patterns of
maturation, environmental factors such as language exposure, and quality of learning opportunities. Early
indicators that a child may have LD include delays in speech and language development, motor coordination,
perception, reasoning, social interaction, prerequisites to academic achievement and other areas relevant to
meeting educational goals. These indicators may occur concomitantly with problems in self-regulation, attention,
or social interaction. This course will also consider current debates in early childhood special education focussed
around divergence in philosophy and images of disability and the relationship of these variations to concepts of
meaningful assessment, child and family rights, inclusion, partnerships with parents and professionals,
approaches to curriculum and incorporation of technological tools into practice.

Assessment Method : Continuous evaluation(Test/Quiz and Individual and Group): 70 %,
Examination: 30%

Medium of Instruction : Malay Language

Main References
Shonkoff, J. P., & Neisels, S. J. (2000). Handbook of early childhood intervention. UK : Cambridge University
Press.
Talay-Ongam, A. (2004). Early development risk and disability: Relational contexts. Frenchs Forest, NSW :
Pearson Education
Odom, S. L., Hanson, M. J., Blackman, J. A., & Kaul, S. (2003).Early intervention practices around the world.
London : Paul H. Brookes Pub Co.

264