PROJECT TOPIC - USE OF PLAY AS LEARNING STRATEGY FOR SKILLS DEVELOPMENT IN EARLY CHILDHOOD EDUCATION AMONG CHILDREN IN IKEDURU LGA, IMO STATE NIGERIA - AZ Research Consult (MBA MSc Dissertation/thesis Project Writer) Nigeria

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PROJECT TOPIC – USE OF PLAY AS LEARNING STRATEGY FOR SKILLS DEVELOPMENT IN EARLY CHILDHOOD EDUCATION AMONG CHILDREN IN IKEDURU LGA, IMO STATE NIGERIA

A study of Ikeduru Local Government

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CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND TO THE STUDY

Play is a spontaneous, voluntary, pleasurable and flexible activity involving a combination of body, object, symbol use and relationships. In contrast to games, play behaviour is more disorganized, and is typically done for its own sake (i.e., the process is more important than any goals or end points (Broadhead, 2011). Recognized as a universal phenomenon, play is a legitimate right of childhood and should be part of all children’s life. Between 3% to 20% of young children’s time and energy is spent in play (Isaacs, 2012). Over the last decade, it has been observed that there is an on-going reduction of playtime in favour of educational instructions, especially in modern and urban societies. Yet, play is essential to young children’s education and should not be abruptly minimized and segregated from learning. Not only play helps children develop pre-literacy skills, problem solving skills and concentration, but it also generates social learning experiences, and helps children to express possible stresses and problems. (Laine & Neitola, 2004; Lawrence, 2012; Erikson, 2006).

Deeply entrenched within the historical roots of early childhood education, play has long been a dominant feature of early childhood teaching pedagogy (Rogers 2011). Over many centuries, philosophers, theorists, educationalists and more recently, policy makers have worked hard to define the nature of childhood, play and the purposes of education (Fisher 2008). In particular, researchers have become increasingly interested in how traditional and contemporary theories on play and childhood have informed conceptualisations of childhood (Grieshaber and McArdle 2010), and the development of early childhood curriculum (Graue 2008). Wood and Attfield (2005) claim that until the nineteenth century, ˜˜childhood was seen as an immature form of adulthood and children from all social classes had little status in society’’. Wood and Attfield suggest that it was the studies of classical play theorists, such as Rousseau, Froebel and Dewey, that dramatically changed societal views and attitudes towards children, to the extent that ˜˜freedom to learn could be combined with appropriate nurturing and guidance’’, through the strongly held belief that play was critical to children’s learning and development (Platz and Arellano 2011).

In the submission of Almon (2009), creative play is a central activity in the lives of healthy children. Almon opined that play helps children weave together all the elements of life as they experience it and that It allows them to digest life and make it their own. Hewett (2007) sees play as an outlet for the fullness of children’s creativity, viewing it is an absolutely critical part of their childhood. With creative play, children blossom and flourish; without it, they suffer a serious decline. (Almon,2009).

Young children are born with an innate urge to grow and learn (Henninger, 2005). They continually develop new skills and capacities, and if they are allowed to set the pace with a bit of help from the adult world they will work at all this in a playful and tireless way. Rather than respecting this innate drive to learn however, we treat children as if they can learn only what we adults can teach them ( Henninger, 2005). As a result of this approach, Henninger concluded that these children are stripped of their innate confidence in directing their own learning.

All aspects of development and learning are related in play, particularly the affective and cognitive domains. When children have time to play, their play grows in complexity and becomes more cognitively and socially demanding (Fagen, 2007). Through free play children: explore materials and discover their properties, use their knowledge of materials to play imaginatively, express their emotions and reveal their inner feelings, come to terms with traumatic experiences, maintain emotional balance, physical and mental health, develop a sense of who they are, their value and that of others learn social skills of sharing, learn turn-taking and negotiation, deal with conflict, learn to negotiate and solve problems, gradually move from support to independence, develop communication and language skills, repeat patterns that reflect their prevailing interests and use symbols as forms of representation (Cullen, 2013). In play children seek out risks, because through these they develop their self-esteem and confidence (Fagen, 2007).Play is directed by the child and the rewards come from within the child. Play is enjoyable and spontaneous. Play helps the child learn social and motor skills and cognitive thinking (Fagen, 2007).

Play is needed for the healthy development of a child. Herron & Sutton-Smith (2011) showed that 75 percent of brain development occurs after birth. Play helps with that development by stimulating the brain through the formation of connections between nerve cells (Herron & Sutton-Smith, 2011). According to the researchers, this process helps with the development of fine and gross motor skills. Fine motor skills are actions such as being able to hold a crayon or pencil. Gross motor skills are actions such as jumping or running (Laine & Neitola, 2004).

Through the tool of play, children gain knowledge. They learn to think, remember, and solve problems. Play gives children the opportunity to test their beliefs about the world. Play also helps the child to develop language and socialization skills. It allows children to learn to communicate emotions, to think, be creative and solve problems( Erikson, 2006). Broadhead (2011) also submitted that children gain an understanding of size, shape, and texture through play. That it helps them learn relationships as they try to put a square object in a round opening or a large object in a small space. Books, games, and toys that show pictures and matching words add to a child’s vocabulary. It also helps a child’s understanding of the world.

Play with other children helps a child learn how to be part of a group. Play allows a child to learn the skills of negotiation, problem solving, sharing, and working within groups. Unstructured play may lead to more physical movement and healthier children. It enhances children’s learning readiness and their cognitive development by allowing them to move from subject and area without of the fear of failure. Playtime in school such as recess time, allows learning and practicing of basic social skills. Children develop a sense of self, learn to interact with other children, how to make friends, and the importance of role-playing. Exploratory play in school allows children time to discover and manipulate their surroundings.

Increasingly however, preschool and kindergarten children find themselves in school settings which feature scripted teaching, computerized learning, and standardized assessment. Physical education and recess are being eliminated; new schools are built without playgrounds. While allegedly, these approaches are providing what Langsted (2004) called quality education, they trivialize and undermine children’s natural capacities for meaningful and focused life lessons through creative play and this leaves many children profoundly alienated from their school experiences (Langsted, 2004).

In the observation of Alexander, Fabricius, Fleming, Zwahr & Brown (2003) preschool and kindergarten children increasingly find themselves in school settings which feature scripted teaching, computerized learning, and standardized assessment. Schaffer also observed that physical education and recess are being eliminated and that new schools are built without playgrounds. While allegedly, these approaches are providing “quality education,” as Schaffer termed it, they trivialize and undermine children’s natural capacities for meaningful and focused life lessons through creative play and this leaves many children profoundly alienated from their school experiences.

Many adults are convinced that we need to “teach” young children. It is certainly true that we need to set an example in all kinds of activities. We also need to create appropriate spaces where children can play and learn, and we need to lend a helping hand — and at times even intervene when things are going wrong. But mostly we need to honor the innate capacity for learning of every healthy young child (Annevirta & Vauras, 2006).

Teachers hope that their teaching pedagogy will help them to achieve the objectives that they set out for. Early childhood teachers hope that their teaching methods would foster the growth and development that they want to see in the children. Also, parents want the early childhood education of their children to set the foundation for development into a bright, well-adjusted future. Research has shown that through play, the above-mentioned aims could be adequately achieved. However, contemporary early childhood teaching is increasingly being done through elaborate teaching outlines, minimizing the role of play as a tool; but are these outlines as effective as play? It is against these backdrop that this study examines the assignment of play as principal learning tools in early childhood.

1.2 STATEMENT OF THE PROBLEM

One of the problems of early childhood is to determine the teaching pedagogy that will yield the best results. The best teaching methods has to be favoured because of the importance of early childhood in the development of mental functions of children, which include language, motor skills and psychological skills.

These functions have however been known to be greatly influenced by the nature of the educational environment to which the child is exposed during the first six to eight years of life (Bowman, Donovan & Burns, 2001). Researchers such as Forget-Dubois et al (2011) also link effective Early Childhood Education to increases in school readiness for primary school “ which is an important predictor of early school achievements.

Despite the enunciated objectives of ECE programme and Government’s commendable efforts towards realizing the objectives, the objectives of ECE has not been fully realized. There exist indications of implementation pit falls evident in proliferation of sub-standard ECE centres which result to the school dropout, low enrolment of pupils in the primary school level. Most schools in the states of the federation are either in poor states of disrepairs and overcrowded or lack basic infrastructural facilities necessary to aid learning.

Thus, this study examines the Use of Play as Learning Strategy for Skills Development in Early Childhood Education, Imo Nigeria. Again it will look at how the best educational environment can be created for children in Early Childhood Education through the use of play as learning strategy.

1.3 PURPOSE OF THE STUDY

The main purpose of this study is to assess the use of play as learning strategy for skills development in Early Childhood Education in Imo Nigeria. This study aims to evaluate the importance of play as a learning tool in the adequate preparation of children for later childhood and future education. Specifically, this study aims to

Investigate the influence of play on the cognitive skills of children
Determine the influence of play on the social skills of children
Evaluate the influence of play on the motor skills of children
Determine the influence of play on the attentiveness of children

1.4 RESEARCH QUESTIONS

The research questions have been carefully scripted in line with the research objectives to blended with the Use of Play as Learning Strategy for Skills Development in Early Childhood Education, Imo Nigeria. They are stated as follows:

Will the use of play as learning strategy for skills development in early childhood have a significant influence on the cognitive skills of children?
Will the use of play as learning strategy for skills development in early childhood have a significant influence on the social skills of children?
Will the use of play as learning strategy for skills development in early childhood have a significant influence on the motor skills of children?
Will the use of play as learning strategy for skills development in early childhood have a significant influence on the attentiveness of children?

1.5 RESEARCH HYPOTHESES

Use of play as learning strategy for skills development in early childhood will not have a significant influence on the cognitive skills of children.
Use of play as learning strategy for skills development in early childhood will not have a significant influence on the social skills of children.
Use of play as learning strategy for skills development in early childhood will not have a significant influence on the motor skills of children.
Use of play as learning strategy for skills development in early childhood will not have a significant influence on the attentiveness of children.

1.6 SIGNIFICANCE OF THE STUDY

This study on the Use of Play as Learning Strategy for Skills Development in Early Childhood Education, Imo Nigeria will be a source of knowledge to educational planners in early childhood education. It will reveal literature on the use of play as principal learning tool for the children, thereby giving these planners greater empirical platform on which to establish their teaching paradigms.

This study will also be useful to curriculum planners as it serves as a further body of knowledge in knowing what to incorporate, what to remove, what works and what does not work.

Last but not least, this study is a source of information to both parents and teachers about how play can facilitate the physical, emotional and psychosocial growth of children and prepare them for the future.

1.7 SCOPE OF THE STUDY / DELIMITATION

The study examines the Use of Play as Learning Strategy for Skills Development in Early Childhood Education, Imo Nigeria. The scope of this study is delimited to assessing the assignment of play as principal learning tools in Early Childhood, covering the variables of cognitive skills, social skills, motor skills, and attentiveness of children and using the descriptive survey research method. The area covered by this study is Ikeduru Local Government.

1.8 OPERATIONAL DEFINITION OF TERMS

Play: A learning method which involves spontaneous, voluntary, pleasurable and flexible activities involving a combination of body, object, symbol use and relationships.
Learning tool: The teaching design adopted for learning
Early Childhood: The period from birth to three years old, marked by remarkable brain growth.
Cognitive Skills: Brain-based skills required of a child to carry out tasks which have to do with learning, remembering and solving problems.
Social Skills: These are skills required of a child to facilitate interaction and communication with others
Motor Skills: These are skills that involves using one’s muscles. They involve movements of the legs, arms, feet or the entire body.
Attentiveness: The ability to pay attention.
Learning Environment: This refers to the physical conditions, context and ideological atmosphere under which students learn.
Unoccupied play: In the early months of infancy, from birth to about three months, the child is busy in unoccupied play. Children seem to be making random movements with no clear purpose. This is the initial form of playing (Vygotsky, 1978).
Solitary play: From three to 18 months, babies will spend much of their time playing on their own. During solitary play, children are very busy with play and they may not seem to notice other children sitting or playing nearby. They are exploring their world by watching, grabbing and rattling objects. Solitary play begins in infancy and is common in toddlers. This is because of toddlers’ limited social, cognitive, and physical skills (Vygotsky, 1978).
Onlooker pla Onlooker play happens most often during the toddler years. This is where the child watches other children play. Children are learning how to relate to others and learning language. Although children may ask questions of other children, there is no effort to join the play. This type of play usually starts during toddler years but can take place at any age (Vygotsky, 1978).
Parallel play: From the age of 18 months to two years, children begin to play alongside other children without any interaction. This is called parallel play. Parallel play provides the toddler with opportunities for role-playing such as dressing up and pretending. It also helps children gain the understanding of the idea of property right such as “mine.” They begin to show their need of being with other children their own age. Parallel play is usually found with toddlers, although it happens in any age group (Vygotsky, 1978).
Social play: Children around the age of three are beginning to socialize with other children. By interacting with other children in play settings, your child learns social rules such as give and take and cooperation. Children are able to share toys and ideas. They are beginning to learn to use moral reasoning to develop a sense of values. To be prepared to function in the adult world, children need to experience a variety of social situations (Vygotsky, 1978).
Motor – Physical Play: When children run, jump, and play games such as hide and seek and tag they engage in physical play. Physical play offers a chance for children to exercise and develop muscle strength. Physically playing with the child teaches social skills while enjoying good exercise. The child will learn to take turns and accept winning or losing ((Vygotsky, 1978)..
Constructive Play: In this type of play, children create things. Constructive play starts in infancy and becomes more complex as the child grows. This type of play starts with your baby putting things in his/her mouth to see how they feel and taste. As a toddler, children begin building with blocks, playing in sand, and drawing. Constructive play allows children to explore objects and discover patterns to find what works and what does not work. Children gain pride when accomplishing a task during constructive play. Children who gain confidence manipulating objects become good at creating ideas and working with numbers and concepts ((Vygotsky, 1978).
Expressive Play: Some types of play help children learn to express feelings. Here, teachers can use many different materials. Materials may include paints, crayons, colored pencils and markers for drawing pictures or writing. It can also include such items as clay, water, and sponges to experience different textures. Beanbags, pounding benches, and rhythm instruments are other sources of toys for expressive play. The adult can take an active role in expressive play by using the materials alongside the child (Vygotsky, 1978).