The Use of Play as a Learning Strategy for KG.1 Children at the Ministry of Health Basic School in the Ablekuma South Municipal
Chapter One
Purpose of the Study
The purpose of this study was to establish the role of play on improving learning of pre- school children in Ablekuma South Municipal., Edo state.
Research Objectives
The study was guided by the following research objectives:
- To establish the role types of play in improving KG.1 children’s learning skills in Ablekuma South Municipal. Edo state.
- To assess the role of availability of play materials in improving KG.1 children’s learning skills in Ablekuma South Municipal. Edo state.
- To examine the role of teachers in play in improving KG.1 children’s learning skills in Ablekuma South Municipal. Edo state.
- To determine the role of School policy on play in improving KG.1 children’s learning skills in Ablekuma South Municipal. 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 play materials on social emotional development, types of play 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 play materials in preschool, theoretical framework and conceptual framework.
Social learning theory by Albert Bandura
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).
Effects of play materials on social emotional development
According to the Nigeria Institute of Education (2008:13), play materials are used by both the teacher and the learner in order to enhance child’s holistic development. According to the National Centre for Early Childhood Education (2000:135), social development refers to different behavioral patterns and characters which include kindness, cooperation, happiness, withdrawal and sadness. (Kamen 2000:135) also describes emotional development as different modes of mental reactions and adjustment, these include what is heard, seen, felt, tasted or touched. Emotional behaviours include joy, anger, fear and shame.
The study was used to find out the effectiveness of play materials in enhancing social emotional development.
Social emotional development
Effects of play materials on social emotional of preschool children help in acquiring life skills. According to Kamen (2005:57) play materials when used by preschool children in play enhances social development which includes social skills, behaviour patterns, self- control, discipline, independence awareness of self in relation to other positive relationship by understanding needs and rights of others. The children moral concept in making decision based on individual maturity is enhanced.
According to Gichuba, Opatsa and Nguchu (2009:40), play materials enable the preschool children learn turn taking when sharing play materials like slides or swings. The preschool children learn to cooperate with other children. Through interaction with play materials, learners learn rules required in using them. Self-confidence is raised when the preschool children use play materials correctly and are cheered by others. They also raise their self-esteem when they win a game using puzzles. The study will investigate the claim through observation as preschool children interact with play materials.
According to Kamen (2005) play materials enable preschool children to make joint decisions and have a sense of belonging and are able to control their temperament. Kiruki (2011:12) states that preschool children develop and satisfy their needs, desires, and feelings as they interact with their environments. As preschool children interact with play materials, they become less egocentric as they understand feelings, needs and rights of others. Play materials increases their awareness in issues relating to fairness and justice.
According to Nigeria Institute of Education (2008), play materials enhance social interaction and leadership skills in preschool children, makes play enjoyable, sustains preschool children’s interest and builds self-esteem. The research suggests provision of play materials should be consistent and change the different varieties often to avoid boredom. The play materials make the class to be pupil or Learner centred, independent and participate in group work. The play materials motivate learners because they arouse, direct and maintain behaviour of a child towards a goal. The preschool children are able to solve problems by themselves when stuck as stated by Gichuba, Opatsa and Nguchu (2009:16). Emotionally, the children acquire feelings for others; an example is whereby a learner accidentally kicks another child and says sorry, showing that he minds the welfare of others. Children also learn to forgive when wronged, as observed by the researcher.
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 role of play in promoting learning among children in Ablekuma South Municipal.
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 play on the improving learning skills among KG.1 children in Ablekuma South Municipal, Edo state. The study was based on four objectives: to establish how types of play influence the development learning skills among preschool children, to assess how the availability of play materials influence improving learning skills among preschool children, to examine how the role of teachers influence the improving learning skills among preschool children and to determine how school policy on play influence the improving learning skills among preschool children. 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 play 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 play materials established that various types of play 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 play 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 KG.1s The study established that availability of play 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 KG.1s 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 play 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 play 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 KG.1 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 KG.1 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 preschool children develop holistically.
- The supervision of ECCE centers’ need to be enhanced to ensure teachers allocate adequate 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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