Influence of Play Activities on the Holistic Development of Pre School Children in Atiba Local Government, Oyo, Oyo State
Chapter One
Objective of the study
The objectives of the study are;
- Find out the types of play and use the importance of play in the preschool.
- Identify and understand that development of children take place in sequential order, simple to complex.
- Discuss the roles of educators in the holistic development of pupils through play.
CHAPTER TWO
LITERATURE REVIEW
INTRODUCTION
Our focus in this chapter is to critically examine relevant literature that would assist in explaining the research problem and furthermore recognize the efforts of scholars who had previously contributed immensely to similar research. The chapter intends to deepen the understanding of the study and close the perceived gaps.
Play—Emerging Issues and Challenges
Various studies were conducted on play in preschools. Of concern are findings highlighting a large number of obstacles to incorporating play in school settings. In the Malaysian context, pre-school children are expected to master the 4M skills (reading, counting, writing and thinking) as preparation to enter formal education in Year 1. Pressure from various parties to see children become literate as soon as possible forces the teachers to not engage in fun learning and practice academic-oriented teaching solely to ensure that the children are able to master the 4M without delay (Ismail, 2015). For example, most schools or teachers are not paying enough attention to the emphasis on play approach because they are too obsolete for their students to read as soon as possible and apply formal education rather than fun learning (Ismail, 2015). Even if children are capable of mastering the required skills, they may be seen as academically inclined but are the students able to socialize well? Further, as teachers pursue the teaching syllabus and become too focused on the curriculum, they tend to neglect the importance of playing for children (Irvin, 2017).
Research reported on the benefits of play approach in teaching and learning of young children. A well-practised and well-integrated play approach can greatly enrich the development of preschool children. Various skills have been successfully applied to preschool children through play. Most educators indeed know this very well. Even though there are many approaches to fun learning in preschool education, most schools or teachers are not paying enough attention to this emphasis because they are too obsolete for their students to read as soon as possible and apply formal education (Ismail, 2015).
Some parents are wary of play to be incorporated into their children’s learning and believe that a school is a place for learning and not for playing. Parents viewed play as separated from learning and perceived no benefits of play in the school setting. Additionally, parents’ high academic expectations had cause them to put pressure on schools and teachers to prepare their children with academic knowledge and skills necessary for the present as well as future life. Hence, teachers are expected to employ direct instruction rather than engaged their children in play.
Although play is often perceived as beneficial for young children, there exists a mismatch between teachers’ beliefs and their practices. Factors including limited time allocations as well as space and insufficient resources for play activities are hindrances to incorporating play in learning (Puteh, 2013). As a result, many programmes in schools and child centres employ strategies such as the use of drills and practice while neglecting play-based activities in the teaching and learning process (Miller & Almon, 2009).
Damanhuri’s (2017) study shows that pre-schoolers’ develop holistically through play. However, the researcher focused solely on language, cognitive, emotional and creativity development. The effects of play on children’s social development has not been identified in the study. Although the author states that the potential of play on a child’s social development, the author has not specifically studied the effects of play on children’s social development.
Based on the highlights of the study, it is clear that play affects the development of preschool children holistically. These involve various development including language, cognitive, emotional and creativity. Therefore, this paper aims to explore various methods and activities that may promote children’s social development.
Types of Play in Children’s Social Development
According to Ashari et al. (2013), when a child actively interacts with the world around them, their knowledge will be built naturally. Young children will not only receive information passively through the learning process but they also build knowledge through the interaction with the environment. Therefore, the cognitive and social elements are intertwined in the interactions with the environment. Through the studies of Brock et al. (2009), play can provide children with such opportunities through the process of restructuring, discoveries, enrichment processes, building experiences and knowledge as well as discovering new concepts.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
POPULATION OF THE STUDY
According to Udoyen (2019), a study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitute of individuals or elements that are homogeneous in description.
This study was carried to examine influence of play activities on the holistic development of pre school children in Atiba local government. Selected nursery and primary schools in Atiba local government form the population of the study.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain influence of play activities on the holistic development of preschool children in Atiba local government. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of play activities on the holistic development of preschool children
Summary
This study was on influence of play activities on the holistic development of preschool children in Atiba local government. Four objectives were raised which included; Find out the types of play and use the importance of play in the preschool, identify and understand that development of children take place in sequential order, simple to complex and discuss the roles of educators in the holistic development of pupils through play. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from some selected nursery and primary school in Atiba local government area. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
Obviously, play enhances many aspects of children’s social development. The process of building a child’s social development will be more effective if the curriculum of the children’s education is based on fun learning and play activities. Children will learn skills, concepts, gain knowledge and understand issues around them in a fun and meaningful way through. Many research has shown that play does enhance children’s social skills. Among the social skills that can be built includes pride in succeeding, skills in doing what is expected of them, cooperative skills, friendship, and self-reliability. Puteh & Ali (2012) assert that implementing play-based learning into lessons is a difficult task if one does not possess the knowledge and skills relating to this approach. The findings of the study revealed that some teachers, especially private preschool teachers, have reported that they lacked skills on play approach and this was the most challenging factor when employing a play-based approach. This requires educators to be creative in order to incorporate various play activities into children’s learning experience. Using play, teachers are able to see from time to time that the children will improve holistically which are the physical aspects, social, emotional and cognitive development. In conclusion, adults such as parents and society need to value the concept of play in early childhood education and its importance to children’s social development. Child development depends on the adults who help bring up the child whether it is at home or the school. The home and community environment is where children spend most of their time, interacting with parents, siblings, family members, and neighbours. These interactions and relationships have a significant impact on how children understand and experience the world around them. The home and community environment also provides an excellent opportunity to promote learning through play for preschool and elementary school children (UNICEF, 2018).
Recommendation
That children be observed daily by educators while at play and that there must be two classrooms such as indoors and outdoors. Provision of enough materials for pupils to avoid domineering or keeping materials or toys to themselves and depriving others. In-service training such as workshops or seminars for educators to acquire the required skills of how to deal with the children. Provision of adequate or enough spaces in and outside the classroom for free movement and accommodation of the play areas. The use of locally made materials in preschools that are made by educators themselves. Allow children to do things by themselves with the guidance and assistance of the educators which helps mental and physical development of pupils and become self reliant.
References
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