UTILIZATION OF PLAY MATERIALS AND DEVELOPMENT OF SOCIAL SKILLS AMONG PRE-PRIMARY SCHOOL PUPILS

UTILIZATION OF PLAY MATERIALS AND DEVELOPMENT OF SOCIAL SKILLS AMONG PRE-PRIMARY SCHOOL PUPILS IN ETIM EKPO

 LOCAL GOVERNMENT AREA

CHAPTER ONE

INTRODUCTION

1.1       Background to the Study

Education is the process through which knowledge; skills, attitudes, and values are imparted for the purpose of integrating the individual in a given society. Knowledge is based upon experience and therefore using play materials is the main path to learning Froebe (1887) had this in mind when he asserted that: “play is the first means of development of the human mind, its first effort to make acquaintance with the outward world, to correct original experiences from things and facts and to exercise the powers of body and mind” (Rueben 2006).

Pre-primary school children learn better when they handle and play with a variety of play materials as stated by NACECE (2000). Play materials are a source of social interaction among pre-primary school pupils.

Some pre-primary schools do not provide the learners with play materials and sometimes they are inadequate. In a research done on play activities among zero to eight years old children by Isenberg, and Jalongo (2000), the researchers found out that play activities were not adequate in preschools and play materials were few. In research on the participation of preschool children in guided play by Johnson,  Christie & Yawkey (1999), the school had play materials which were very old and worn out which could cause harm to preschool children.

According to the National Centre for Early Childhood Education (NACECE, 2000:1), early childhood education enhances holistic development in children. The growth process includes physical, social, emotional, spiritual and mental development. Children join preschool with a wealth of ideas and experiences from home which the teacher should build upon to guarantee a well-coordinated link between the home and the school.  (NACECE 2000) stated that in order to stimulate learning and healthy growth development, children should be provided with suitable materials, guidance, motivation, and care by teachers and the community.

The materials used for play enhance learning and total growth for the child, especially on social-emotional development skills. The preschool children learn through observation and manipulation of materials. Play materials are fundamental in learning of pre-schoolers but the government has not yet allocated funds to purchase or develop play materials in Early Childhood Education (ECE) centres. The issues of the ECE centres are left to parents and members of the community. Parents who are financially low economically might not be able to provide or cannot afford to play materials for their children, yet they are necessary for their learning.

According to Mood (1999), an important aspect of education is providing a program of activities using play materials to help in the socialization of an individual.  However, as we are living in the age of social conflict, it is highly important that teachers use every means possible to instill positive social habit in children through physical activities.

According to Github, Opatsa, and Nguchu (2009:94), the importance of play materials includes promoting social-emotional skills and language development. Total growth and development are enhanced by the use of play materials. They also enhance learning and creativity in children through manipulation. According to NACECE (2000), children pay a lot of attention to materials that look attractive and appealing. This increases their attention span, hence promoting concept acquisition and development of social skills among pre-primary school pupils.

According to Mwangi and Shigali (2009), the joy of children is to see different play materials as they get the freedom to choose what they want. A variety of play materials cater to children’s different interests and also for individual differences. Mwangi and Shigali (2009), explains the importance of various centres of learning which includes home and market corners. The assorted materials including utensils, shoes, clothes, furniture models and some foods as children interact with them to enhance role play.

Relationships and interactions between preschool children and play materials enhance warmth, friendliness and caring attitudes among children. The play materials also promote and develop positive behaviours, communication, and social skills among themselves. (Kamen, 2005)

Therefore, the researcher in this proposed research intends to investigate the utilization of play materials and the development of social skills among pre-primary school pupils in Etim Ekpo Local Government Area.

1.2       Statement of the Problem

Children construct their own knowledge through individual interaction with play materials. The children need to socially interact with play materials. In Etim Ekpo Local Government, the school's management determines the provision of play materials in each preschool depending on the funds allocated to them.  Due to these disparities, the effect of play materials on social skills development of pre-primary school pupils is adversely affected. They don’t receive uniform provision of play materials. Accordingly, children’s exposure to various play materials in the classroom and outdoor activities help them develop social-emotional skills. Those schools with poor funding from their sponsors remain disadvantaged.

It has been observed that play materials used in pre-primary schools in the study area are inadequate and the available ones are not utilized. The preschools don’t receive the same types of play materials, availability of play materials is irregular and safety measure put in place do no guaranteed safety of pre-school children. Therefore, the researcher found a gap in the utilization of play materials on the development of social skills among pre-primary schools pupils in Etim Ekpo Local Government Area.

1.3       Purpose of the Study

The purpose of this study was to investigate the utilization of play materials and the development of social skills among pre-primary school pupils in Etim Ekpo Local Government area. Specifically, the study sought to: 

(1)        To ascertain the relationship between play materials and pupils competitive skills in pre-primary schools.

(2)        To examine the relationship between play materials and interactive skills of pre-primary school pupils.

(3)        To determine the relationship between play materials and pupils communication skills development in pre-primary schools.

1.4       Significance of the Study

The findings of this study are expected to benefit the pre-primary school children, teachers, parents, education planners, and policymakers. The allocation of sufficient play materials in pre-primary schools insight be improved. The stakeholder's insight increases sensitization and creates awareness on the importance of play materials on social skills development of preschool children.

The parents and guardians are also expected to acquire knowledge on the importance of providing play materials both at home and in pre-primary schools. The education planners and policymakers are expected to allocate more funds in play materials from the central government to enhance social skills development of pre-primary school pupils.

1.5       Research Questions

The following research questions guided the study:

1.      How do play materials relate to pupils competitive skills in primary schools?

2.      What is the relationship between play materials and interactive skills of primary school pupils?

3.      What is the relationship between play materials and communication skills development in pre-primary schools?

1.6       Research Hypotheses

The following null hypotheses were postulated for testing at .05 level of significance:

1.         There is no significant relationship between play materials and pupils competitive skills in pre-primary schools.

2.         There is no significant relationship between play materials and pupils interactive skills in pre-primary schools.

3.         There is no significant relationship between play materials and pupils communication skills development in pre-primary schools.

1.7       Limitation of the Study

This research was limited by the researchers’ academic workload, time allocated for the study and financial constraints.

1.8       Delimitation of the Study

The study was delimited to the utilization of play materials and development of social skills among pre-primary school pupils in Etim Ekpo Local Government Area. Utilization of creative art play materials, mathematics play materials, and music play materials were the variables concentrated on, as regards how they may/not affect the development of social skills among pre-primary school pupils.

1.8       Definition of terms

Play: Play is a pure and natural mode of learning through which children achieve harmony through activities.

Play materials: These are items and equipment used during play by both teacher and learners in order to enhance the child’s holistic development which includes toys, balls, ropes, swings, tires, and dolls.

Social skills development: Skills children develop that allow them to interact with others (e.g. playing, responding to adults and other children) and to express their feelings, ideas, empathy. The skills also enable them to manage their frustrations and disappointments easily. They enable children to nurture a positive relationship among others as they use play materials. The research will identify the types of play materials given to pre-primary school pupils to enhance social skills development.

Pre-primary school

This is a formal learning institution of children between age three and six years.

Pre-primary school pupil

A learner is a school going child between the ages of three to six years