Teachers Attitude Towards Field Games in Nursery School in Egor Local Govt Area
Chapter One
Purpose of the Study
The purpose of this study was to establish the Teachers attitude towards field games of nursery school children in Egor L.G.A., Edo state.
Research Objectives
The study was guided by the following research objectives:
- To establish the types of field games in improving nursery school children’s learning skills in Egor L.G.A. Edo state.
- To assess the availability of field game materials in improving nursery school children’s learning skills in Egor L.G.A. Edo state.
- To examine the attitude of teachers towards field games in nursery school children’s learning skills in Egor L.G.A. Edo state.
- To determine the School policy towards field games in improving nursery school children’s learning skills in Egor L.G.A. Edo state.
CHAPTER TWO
LITERATURE REVIEW
Introduction
This chapter explores a review of literature relating to the study. This study reviews social learning theory by Albert Bandura, impact of field game materials on social emotional development, types of field game materials, creative art play materials, language play materials, mathematical play materials, arts play materials, dance play materials, science play materials, outdoor play materials, indoor play materials, safety measures on play materials, availability of field game materials in preschool, theoretical framework and conceptual framework.
Conceptual Review
Social learning
The theory posits that children learn through observation and imitation as they observe their model. According to Bandura (1969), social behaviour displayed is learned primarily by observing and imitating the other people’s actions. The social behaviour is also influenced by being rewarded or punished for actions as the case may be, following also a response, the reinforcement by observation will greatly influence occurrence of behaviour in the future, as Kiruki (2011:10) agrees with Bandura (1969).
Concept of Play
Play refers to a range of voluntary intrinsically motivated and personally directed activities that are normally associated with pleasures and enjoyment (Aleke, 2011). In the same vein David (2003) proffered that play is a quality that is quite different from an activity. Mark (2001) commented that play and work are words used to describe the same activity under different circumstances. According to Chukwu (2009) it is characteristic of children to play, a play to them is work. They acquire a lot of knowledge as they play, for children play is as natural and spontaneous as any other daily activity. A child needs to play as much as he or she needs to sleep and eat.
Concerted efforts have been made to identify the qualities of play, but this task is not without its ambiguities. For example, play is commonly described as a frivolous and non serous activity (Aleke, 2011), yet when watching children at play, one is impressed at transfixed seriousness and absorption with which they engage in it. In the case of young children, play is known to be their most natural activity, such that instinctively they play without being motivated. It thus follows that this natural activity may be the best and most sensible way to teach children since they can learn in the process.
In furtherance to the connotation attached to the concept of play, Ibiam (1997) described play as a natural activity which not only contributes to children‟s development but also gives satisfaction and enjoyment. It develops children‟s potentials. It is also capable of creating mental intelligence that is capable of changing various multiple intelligence (Findlay, 2000). It is a straight exploration or learning by others which involves a range of voluntary, intrinsically motivated activities that are normally associated with pleasure and enjoyment. Various authors have shown that play is a phenomenon which cannot be separated from children and it involves activities which please children most. It is a powerful inner force involving movement of different sensory muscles through which a child reaches out to interact with the environment. The child seems to learn more when he/she can move around, handle and manipulate objects. Through such sensory motor activities, the child learns much about the environment (Ezenwa, 2010). It was therefore not surprising when it was suggested that the main method of teaching in pre-primary institutions will be through play (FRN, 2004)
Concept of Play Method
Play method requires the ability to transform objects and actions symbolically and is carried out a step further by interactive social dialogue, negotiation and improvisation. Many cognitive strategies are exhibited during play, such as joint planning, negotiation, problem-solving and goal seeking. Play (method) plays a vital role in young children‟s lives and its duration may project through the primary school period as well (Bergen, 1998). Play method involves dramatization of learning experiences through the use of objects and symbols so as to attain effective teaching and learning. It engages many areas of the brain because it involves emotion, cognition, language and sensori-motor actions and thus promotes the development of dense synaptic connection (Bergan and Coscia, 2001).
CHAPTER THREE
RESEARCH METHODOLOGY
Introduction
This chapter explores the research design, target population, sample, sampling techniques, research instruments, questionnaires, interviews schedule, observation, instrument validity, instrument reliability, data collection and procedure and data analysis techniques.
Research design
The researcher used descriptive research design. The research was conducted in its natural setting. The questionnaires were issued on respondents in their preschools. The researcher conducted the interviews and observations in the same environment where both teachers and children were working from. The researcher was able to observe children as they interacted with play materials. The researcher collected data in the respondents’ natural settings where the behaviour was taking place. The survey research design was used as a methodology because the sample was from several preschools. It was a cross sectional survey where research data was collected at the same time.
Target population of the study
The researcher used simple random sampling technique to the selected population. The teachers and children involved in the study were randomly selected from the preschools identified. The population involves twenty-one preschools, forty two teachers and thirteen head teachers.
CHAPTER FOUR
DATA ANALYSIS, FINDINGS AND INTERPRETATION
Introduction
This chapter deals with data analysis, findings, presentation and interpretation of findings. The purpose of the study was to investigate the use of field games in promoting learning among children in Egor L.G.A.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
INTRODUCTION
This Chapter presents a summary of the study, conclusion, recommendations and suggestions for further research.
Summary
The purpose of this study was to establish influence of field games on the improving learning skills among nursery school children in Egor L.G.A, Edo state. The study was based on four objectives: to establish how types of field games influence the development learning skills among nursery school, to assess how the availability of field game materials influence improving learning skills among nursery school, to examine how the attitude of teachers influence the improving learning skills among nursery school and to determine how school policy towards field games influence the improving learning skills among nursery school. The study used descriptive survey design where both qualitative and quantitative methods were used. Questionnaires, interview schedules, observation checklist and children’s test were used to collect data. Descriptive statistics was used to determine frequencies. Percentages and means.
Summary of the Findings
In reference to the first objective, the study examined aspects of types play that contributed towards the improving learning skills. These included learning activities that prepare the children to be functional members of society and therefore the school environment in which the child operates must be that which will promote the improving requisite learning skills. The various types of field games like manipulative, creative, dramatic and physical play were essential components of learning skills development since they clearly indicated the children’s blending both play and learning activities in school environment.
The second objective of the study on availability of field game materials established that various types of field game materials that the children were exposed to contributed immensely to performance in learning skill as indicated in their mean scores. This was because they were able to acquire new vocabulary as they use the materials. However, the study established that those schools that did not expose learners to various forms of field games did not perform well in learning skills because of inaccessibility to materials that limited their interaction in play. It therefore means that use of resources in the teaching and learning of children enhances better retention in children. Play is an important component in teaching and learning in nursery schools The study established that availability of field game materials and their utilization was an important component in the teaching and learning of young children.
The study find out that children in schools that utilized play materials effectively, posted high mean scores in learning skill acquisition because children had face-to face interaction with teachers, and their peers, listened to instruction given by teachers and acquired new vocabularies. The use of these play materials improved their gross motor skill, improved their eye-hand coordination which prepared them for reading and writing. The study established that school that posted lower mean scores had minimal interaction with teachers and peers during play and these hampered their learning skill development. It was observed that some play materials like balls, bean bags, ropes were easy to acquire and assemble for children to access during play. However, some fixed equipment like sea-saws, swings and balancing not accessible to the school and children due to cost hence limited in use in nursery schools and this hampered improving learning skills as it gave learners little opportunity to interact.
On objective three on the role of the teacher in play, teacher’s relationship with the children was seen to improve the learner’s affective and cognitive development, increased motivation and minimized anticipated negative behaviors. The study established that children in schools that posted better mean scores in learning skills were where teachers provided simulative play environment by availing play materials, directing them on how to utilize play materials and instructing children on activities to involve in accordingly. The role of the teacher in play is an essential component of learning performance since they clearly indicated the teachers blending the use of field game materials and the content of learning skills in an outdoor environment. The teacher is expected to make tasks and play activities realistic, meaningful manageable and achievable. The teacher considers learners need to enable them comply and participate effectively in learning activities. The study further found out that head teachers had a major role in supervising teachers and children’s activities in preschool to ensure children are provided with holistic development in early childhood programs.
The fourth objective on school policy on play established that there is government policy through KICD syllabus which indicates that physical education activities should be allocated 35 minutes 5 times in a week. It established that preschools that posted higher mean scores adhered to the school policy on play unlike preschools that did not adhere hence posting low scores. Head teachers were confirmed to be managers in the field of management of resources and personnel. They therefore are expected to ensure that school policies put in place are followed to the latter.
Conclusion
Based on the findings it was concluded that provision of different types of field games and play materials gave the children opportunity to learn through manipulating and experimenting for themselves. Through these, they are able to acquire all the learning skills of listening, speaking, listening, reading and writing. This was exhibited in their performance in learning skills. The study revealed that nursery school children who engaged in play activities were confident and eloquent in their speech and positively and freely interacted with everybody around them. That most preschools did not have equipment like sandpit, sea saws, balancing, swings and ladders due to cost implication hence most head teachers did not consider this play materials and equipment as priority to preschools. The role of the teacher is deemed very crucial component in developing learning skills and the overall performance of children. The teacher is supposed to make tasks and activities realistic, manageable and achievable to learners. On policy on play, it is important that learners be given time to rest and leisure through play
It was concluded that the improving learning skills is dependent upon the amount of practice children engage in and their interaction with good adult models and peers is essential if learners are to build a body of learning and develop awareness of a particular thinking and interpreting their own personal experiences.
Recommendations
The government through the MOE needs to come up with clear policy guidelines regarding play in nursery school centers and clearly define the play activities according to the developmental stages of children. The government should enhance provision of early childhood play materials to enable nursery school develop holistically.
The supervision of ECCE centers’ need to be enhanced to ensure teachers allocateadequate time and play materials to enable children develop learning skills for holistic improving children
Practitioners:
Teachers should be encouraged to take a major role in planning and organizing play This will ensure that various play materials are provided to children according to appropriate age and interest play in preschools
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