Project – Influence of learning corners on the preschooler Socio emotional skills in Ilorin West Local Government Area of Kwara State
CHAPTER ONE
INTRODUCTION
- Background to the Study
The concept of learning corners, also known as learning centers, has been widely adopted in early childhood education as a means to enhance various developmental skills among preschoolers. These designated areas within a classroom are designed to focus on specific activities or subjects, allowing children to engage in hands-on learning experiences. Research has shown that learning corners can significantly impact the socio-emotional development of young children by providing opportunities for social interaction, emotional expression, and cooperative play (Smith & Pellegrini, 2013). In the context of Ilorin West Local Government Area of Kwara State, the implementation of learning corners in preschools is gaining attention as educators seek to improve the socio-emotional skills of their students.
Socio-emotional skills are crucial for preschoolers as they form the foundation for future interpersonal relationships and emotional well-being. These skills include the ability to understand and manage emotions, establish positive relationships, and make responsible decisions (Denham et al., 2012). Learning corners can facilitate the development of these skills by creating an environment where children can explore emotions and social roles through play. For instance, a dramatic play corner allows children to engage in role-playing activities, which can enhance empathy and perspective-taking abilities (Bodrova & Leong, 2007).
In Ilorin West, the cultural context plays a significant role in shaping the socio-emotional development of preschoolers. Traditional values and communal living emphasize the importance of social harmony and emotional regulation. Learning corners that incorporate culturally relevant materials and activities can help children connect their learning experiences to their cultural background, thereby reinforcing socio-emotional skills that are valued in their community (Akinbote, 2007). For example, storytelling corners that feature local folklore can promote cultural identity and emotional expression.
Research conducted in various educational settings has demonstrated the positive impact of learning corners on children’s socio-emotional skills. A study by Hyson (2004) found that children who participated in classrooms with well-structured learning corners exhibited higher levels of social competence and emotional regulation compared to those in traditional classroom settings. These findings suggest that the strategic use of learning corners can be an effective tool for educators in Ilorin West to enhance the socio-emotional development of preschoolers.
Despite the potential benefits, the implementation of learning corners in Ilorin West faces several challenges. Limited resources, lack of trained personnel, and inadequate infrastructure are common obstacles that preschools encounter (Ogunyemi & Ragpot, 2015). Addressing these challenges requires collaboration between educators, policymakers, and the community to ensure that learning corners are effectively integrated into the preschool curriculum. Providing professional development opportunities for teachers and investing in classroom resources are essential steps towards overcoming these barriers.
Learning corners hold significant promise for enhancing the socio-emotional skills of preschoolers in Ilorin West Local Government Area of Kwara State. By fostering an environment that encourages social interaction and emotional exploration, these educational tools can support the holistic development of young children. Future research should focus on evaluating the long-term impact of learning corners on socio-emotional skills and exploring strategies to overcome implementation challenges in resource-constrained settings.
1.2. Statement of the Problem
The socio-emotional development of preschool children is crucial as it lays the foundation for their future interpersonal relationships, emotional regulation, and academic success. In early childhood education, various methods are employed to enhance these skills, with one such method being the use of learning corners. Learning corners are specific areas within the classroom designed to foster engagement, creativity, and skill-building through structured and unstructured play. These areas are meant to stimulate social interaction, emotional expression, and cognitive development in young learners. However, the influence of these learning corners on preschoolers’ socio-emotional skills has not been thoroughly explored, particularly in Ilorin West Local Government Area of Kwara State.
Preschool education in Nigeria, especially in urban and semi-urban areas like Ilorin West, has seen a surge in the adoption of modern pedagogical approaches, including the use of learning corners. These learning corners, typically divided into areas such as the reading corner, dramatic play corner, art and craft corner, and block-building corner, are designed to create a balanced and interactive learning environment. While there is a growing interest in their potential benefits, limited research exists on how these designated spaces contribute to the development of socio-emotional skills in preschool children, such as empathy, self-awareness, social interactions, and emotional regulation.
In Ilorin West, many preschool centers have integrated learning corners as part of their curricula, yet educators and parents remain uncertain about the specific impact of these environments on children’s emotional and social development. While some anecdotal evidence suggests that children thrive in such settings, there is a gap in empirical research that systematically investigates whether these areas foster the desired socio-emotional growth in young learners. Additionally, the lack of standardized methods for evaluating socio-emotional skills in preschool-aged children further complicates this issue, making it difficult to assess the effectiveness of these learning strategies in a structured way.
A crucial aspect of this problem lies in understanding the dynamics between the design of the learning corners and the development of socio-emotional skills. Do the different types of corners—such as those for art, role-playing, or block-building—target specific emotional or social competencies? How do children respond to these learning spaces, and how do these responses relate to their ability to express emotions, understand others’ feelings, or navigate social interactions? Moreover, factors such as teacher guidance, peer influence, and the overall classroom atmosphere might also play a role in determining how well learning corners support socio-emotional development.
Furthermore, there is a need to explore the potential challenges faced by teachers and parents in maximizing the benefits of learning corners. Preschool teachers in Ilorin West often work with large class sizes and limited resources, which could hinder the effective use of learning corners. Similarly, the diverse socio-economic backgrounds of students might influence how these learning spaces are perceived and utilized. Understanding these challenges is essential for optimizing the role of learning corners in promoting socio-emotional development and ensuring that all children, regardless of their background, have equal opportunities to benefit from these educational tools.
The aim of this study is to bridge the gap in the existing literature by investigating the influence of learning corners on the socio-emotional skills of preschoolers in Ilorin West Local Government Area of Kwara State. By exploring the relationship between the design and implementation of learning corners and the development of key socio-emotional competencies, this research seeks to provide valuable insights that can inform both pedagogical practice and policy. Ultimately, the study aims to contribute to the creation of more effective, inclusive, and supportive learning environments that foster well-rounded socio-emotional growth in early childhood education.
1.3. Aim and Objectives of the Study
The aim of the study is to examine the influence of learning corners on the preschooler Socio emotional skills in Ilorin West Local Government Area of Kwara State. The specific objectives are:
- To assess the impact of learning corners on the development of social skills in preschoolers.
- To examine the relationship between the use of learning corners and emotional regulation in preschool-aged children.
- To investigate how exposure to different learning materials in learning corners affects empathy and perspective-taking abilities in preschoolers.
- To explore the role of adult guidance in facilitating positive social interactions and emotional expression in preschoolers within learning corners.
1.4. Research Questions
The research questions are buttressed below:
- What is the impact of learning corners on the development of social skills in preschoolers?
- What is the relationship between the use of learning corners and emotional regulation in preschool-aged children?
- How does exposure to different learning materials in learning corners affect empathy and perspective-taking abilities in preschoolers?
- What is the role of adult guidance in facilitating positive social interactions and emotional expression in preschoolers within learning corners?
1.5. Research Hypothesis
The hypothetical statement is buttressed below:
Ho: Learning corners have no significant impact on the development of social skills in preschoolers.
H1: Learning corners have significant impact on the development of social skills in preschoolers.
1.6. Significance of the Study
The significance of this study lies in its potential to shed light on the crucial role that learning corners play in the socio-emotional development of preschoolers, specifically in Ilorin West Local Government Area of Kwara State. Preschool years are a critical period in a child’s development, and the way in which learning environments are structured can significantly impact their emotional and social growth. By focusing on the influence of learning corners, which are defined as designated spaces within the classroom where children engage in various activities, this research aims to provide valuable insights into how these environments can enhance or hinder a child’s ability to build social and emotional skills.
This study is particularly significant because socio-emotional skills are foundational for the overall well-being and success of young children. The ability to manage emotions, communicate effectively, develop empathy, and engage in cooperative play are all critical to a child’s academic and personal growth. In Ilorin West Local Government Area, where cultural and socio-economic factors may influence educational practices, understanding the specific impact of learning corners on socio-emotional skills can help tailor educational strategies to better meet the needs of preschoolers in this region.
Furthermore, the findings from this study may provide important implications for curriculum developers and early childhood educators in the region. It will help them evaluate the effectiveness of learning corners as an educational tool, offering insights into how these spaces can be optimized for maximum benefit. In a context where early childhood education might be evolving or adapting to new pedagogical frameworks, the study will contribute valuable data to support evidence-based teaching practices and curriculum development that foster socio-emotional growth in preschoolers.
The study also has broader implications for parents, caregivers, and policymakers. Parents and caregivers often seek guidance on how to support their children’s emotional and social development. Understanding the impact of learning corners can help them make informed decisions about the environments and activities they expose their children to, both at school and at home. For policymakers, the research may provide evidence for the incorporation of well-structured learning corners as part of national and regional educational policies aimed at improving early childhood education outcomes.
Another significant aspect of this research is its potential to highlight regional disparities or similarities in early childhood educational practices. By focusing on a specific local government area in Kwara State, the study will add to the body of knowledge on how regional contexts influence teaching methods and children’s developmental outcomes. It could prompt further exploration into how other communities, both within and outside Kwara State, approach socio-emotional development in young children, potentially guiding future studies in other parts of Nigeria or West Africa.
In summary, this study’s significance is multifaceted, offering potential benefits for educators, policymakers, parents, and the broader educational community. By investigating the role of learning corners in shaping socio-emotional skills, it aims to provide valuable data that can improve educational practices, support positive developmental outcomes for children, and contribute to a growing body of research on early childhood education in the region.
1.7. Scope of the Study
The study examines the influence of learning corners on the preschooler Socio emotional skills in Ilorin West Local Government Area of Kwara State.
1.8. Operational Definition of Terms
Influence: Influence refers to the capacity to have an effect on the behavior, development, or condition of something or someone. In the context of this study, influence would mean the impact that learning corners have on the socio-emotional skills of preschoolers. It is the power that learning corners might have in shaping or guiding the emotional and social behaviors of children as they interact with their environment and peers.
Learning Corners: Learning corners are designated areas or sections within a classroom or educational environment where specific types of learning activities take place. These corners are typically structured to promote engagement, exploration, and development through hands-on, interactive experiences. Each corner might focus on different skills or interests, such as a reading corner, a building corner, a pretend play area, or a sensory play space. These areas encourage children to interact with materials, collaborate with peers, and explore different learning avenues in a more relaxed and focused setting.
Preschooler: A preschooler refers to a child who is in the early stages of education, typically between the ages of 3 and 5 years old. Preschoolers are in a developmental phase where they are beginning to build foundational skills in areas such as language, motor abilities, cognitive skills, and social interactions. Preschool education, often provided in nursery schools, daycare centers, or preschools, is designed to prepare young children for formal schooling while fostering their overall growth in a nurturing environment.
Socio-emotional Skills: Socio-emotional skills are abilities that help individuals understand, manage, and express their emotions while also interacting and building relationships with others. These skills are crucial for healthy emotional development and successful social interactions. In young children, socio-emotional skills include the ability to recognize and label emotions, manage frustration, empathize with others, regulate behavior, cooperate in groups, and resolve conflicts. These skills are foundational for both academic success and personal well-being as they help children navigate social settings and emotional challenges in their lives.
Project – Influence of learning corners on the preschooler Socio emotional skills in Ilorin West Local Government Area of Kwara State