Influences of Play on the Emotional Development of Early Childhood Education of Children Between 3 to 5 in Model Learning Samaru Zaria
CHAPTER ONE
Purpose of the Study
The purpose of this study was to establish the influence of play on emotional development of pre- school children in Samaru Zaria.
Research Objectives
The study was guided by the following research objectives:
- To establish the types of play employed in improving children’s emotional development in Samaru Zaria.
- To assess the role of availability of play materials in improving children’s emotional development in early childhood education in Samaru Zaria.
- To examine the role of teachers in play employed in improving children’s emotional development in Samaru Zaria.
- To determine the role of School policy on play employed in improving children’s emotional development in Samaru Zaria.
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.
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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.
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 influence of play emotional development of children among children in Samaru Zaria
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 development skills among early childhood education children in Samaru Zaria L.G.A, Zaria state. The study was based on four objectives: to establish how types of play influence the development development skills among preschool children, to assess how the availability of play materials influence improving development skills among preschool children, to examine how the role of teachers influence the improving development skills among preschool children and to determine how school policy on play influence the improving development 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 development 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 development skills. The various types of play like manipulative, creative, dramatic and physical play were essential components of development 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 development 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 development 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 early childhood educations The study established that availability of play materials and their utilization was an important component in the teaching and learning of young children.
5.3 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 development skills of listening, speaking, listening, reading and writing. This was exhibited in their performance in development skills. The study revealed that early childhood education 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 development 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 development 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 early childhood education 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 development 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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