Play Materials And Pupils Development Of Social Skills In Primary Schools

Social Studies Project Topic

Play Materials And Pupils Development Of Social Skills In Primary Schools


Abstract


This study investigated Play Materials and Pupils Development of Social Skills in primary schools in IkotEkpene Senatorial District of AkwaIbom State. The population of the study consisted of all primary one pupil’s in the study area numbering 10.124 pupils. The senatorial district is made up of ten Local Government Area. In each Local Government Area school was selected using balloting process. Three research developed instruments entitled (Play Materials Availabilities Cheeklist PMAC. Play Materials Utilization Questionnaire PMUQ and Social Skills Acquisition Questionnaire SSAQ were used to generate data for this study. The instruments were face validated by three experts (two from Early Childhood Education, on from Measurement and Evaluation). The reliability of the three instruments were ascertain using cronbach alpha and analytical techniques and it yielded of .78, .81 and .80 for Play Materials Availability, Play Material Utilization and Social Skill Acquisition respectively. Six research questions and six null hypotheses were formulated for this study. The data were analyzed using Pearson Product Moment Correlation and Multiple Regression Analysis. The results indicated among others that positive relationship exists between play materials and pupils’ development of social skills. Based on this finding it was recommended that government, heads of schools, parents and guardians should provide adequate and appropriate play materials to pupils for wholesome development.


Chapter One


Introduction

1.1 Background of the Study

The child is an important member of the environment and every society recognizes the worth of the child. In all human societies, children are highly regarded and accepted. Children provide for the survival of the society in term of population. It is the children that will promote and custody customs when adults die. Children are marks of honour to their parents, and are regarded as economic assert.

Play is a pleasurable activity carried out for its own sake without reference to ulterior purposes or future satisfaction.

Good (1973), In Nigeria, most people don’t realize the significance of free creative play with objects and materials. Play is not regarded as a vital avenue for children to learn. Unfortunately, most people who work or deal with children have not received the training to enable them to understand the kind of learning inherent in play.

Parent considers children to be young adult who must take their share in the daily activities at home. Childhood is regarded by parent as part of the adult world, and children are not regarded to play, instead children are expected to be useful to the parent at home and imitate the parent. Most parents perceive play as being useless, time wasting and ruinous to the character of the children, especially, if the child comes back home and start using derogatory statement. *See attached sheet.

Cook (2000) revealed that when children given the opportunity to play with play materials, they develop superior communication skills, necessary physical ability and social unity needed in adult life and an increased cognitive and effective educational balance.

Almon (2004) opined that communication is the skill needed to use language with others. This skill enable people to share informant, ideas and feelings and transfer meaning among themselves.

During play activity period, pupils are made to take their turn, share in the use of equipment, react to good performances and otherwise. The child learns from the actions of his peers and also assesses himself/herself from the point of acceptance of his/her peers.

Yuk (200) revealed that leadership is the process through which one member of a group influences other group members towards the attainment of specific goals. During play activities of children, several attributes are in operation such as role playing, sanction, discipline, accommodation, competition and co-operation. This makes the world of children’s play a fertile ground for training and selection of natural leaders.

The National Policy on Education (FRN 2004) emphasized the use of play way method. Children who do not have the opportunity of interacting with these materials may find it difficult to cope with a lot of challenges ahead. Social skills facilitate interaction and communication with others. Social rules and relation are established, communicated, and changed in verbal and non verbal ways. As children grow they enjoy playful interaction with other children. Children learn about boundaries, team work, and competition. Children also learn to negotiate with different personalities and the feelings associated with winning and losing. They learn to share, wait and be patient, through the use of toys. Language development is put into play when children use toys e.g. describing how they are working or using toys, they ask questions and give answers. During this process, the language development of pupils is enhanced.

Cultural values are sometime expressed through roles exhibited in pretend play, individual style, family culture, prior knowledge of children’s play. According to International Association for the child’s Right to play (IPA). Play along with the basic need of nutrition, health, shelter, and education are vital to develop the potentials of all education. Children work out their internal and interpersonal conflicts, gain a sense of autonomy and effectiveness, become motivated to mastery, develop a sense of direction, self-trust, self assurance and worth through play.

Play materials are categorized into two groups; indoor play materials and outdoor plays materials. Under indoor play materials are counters, toys, dolls, shapes of wood of all sizes, san papers, pencils, crayons, magnets, plastics, puzzles, measuring spoons, charts, picture, tables, shelves, mates and face clocks. The outdoor play materials are swings, merry-go-round, climbers/ladders, slides, tunnels, tyres, sand box, balls clay, water through and bath. All these materials are used in carrying out different types of play. They can expand the education outlet for a child and provide dual education. Generally, children play thing should be free from details as possible because school children can’t follow complicated details and rules. Good play equipment is important for children. Play equipment when chosen should be within the children’s interest and ability. Toys, books, records, games and other objects for play should show respect for the children’s world e.g. age.

Staplier (2011) observed that play grounds are often where children learn important social skills that they will use for the rest of their life. Play ground equipment teaches children the value of sharing, patience, discipline, hard work and others.


1.2 Statement of the Problem

The developmental pattern of the social domain of the child has a close link with the availability and utilization of play materials at the primary level of education. It has been observed that shortage of play materials in primary school has caused a deficit in the developmental process (Jones. 2002). As a result, most primary school pupils exhibit unacceptable internalized and externalized behaviours such as aggression, defiance, non-compliance, disobedience, fighting, greed, bullying, using abusive words on each other, pushing and tantrum. These behaviours exhibited by pupils at this if not given adequate attention, they can grow up to become harden in heart which lead them into cultism, smoking, drug abuse, unwanted pregnancy, stealing, kidnapping, pre-marital sex and waywardness. The high rate of antisocial behaviour among primary school pupils makes it pertinent to carry out a research on play materials availability, utilization and social skills development of the primary school pupils.


1.3 Purpose of the Study

The primary objective of this research was to find out whether there is any correlation between play materials and pupils social skills.

Specially, the study sought:

  1. To determine the relationship between play material and pupils communication skills development in primary schools.
  2. To examine the relationship between play materials and pupils obeying rules in primary schools.
  3. To ascertain the relationship between play materials and pupils sharing ability development in primary schools.
  4. To determine the relationship between play materials and pupils leaderships tendencies in primary schools.
  5. To ascertain the relationship between play materials and pupils competitive skills in primary schools.
  6. To examine the relationship between play materials and interactive skills of primary school pupils.

1.4 Research Questions

Four research questions were formulated to guide the study.

  1. How does availability of play materials influence children’s social and emotional development?
  2. What is the relationship between Sharing ability, Team work in Play in Children’s Social and Emotional Development in primary schools?
  3. How does the presence of the teacher in the children’s play affect children’s social and emotional development?

1.5 Significance of the Study

This study shall be of benefit to:

  1. Parents, Guardians and Teachers by way of exposing the danger of not allowing pupils to interact with play materials.
  2. The study will provide a road map to Head of schools and teachers of primary schools on the modern way of social skills acquisition through the use of play materials while teaching and also at play.
  3. Primary school pupils will benefit from this study by way of having access to interact with play materials when necessary.
  4. This study will serve as a pointer to Government in planning and making available more play materials to primary school pupils as the potentials of these pupils are destroyed for lack of play materials.

1.6 Delimitation of the Study

The study was delimited to play materials and pupils social kills in primary schools in Uruan Local Government Area. One independent variable (play materials) and six social skills dependent variables communication skills, obeying rules, sharing ability, leadership tendencies, interactive skills and competitive skills of pupils was utilized in the study.


1.7 Definition of Terms

Play Materials:

play materials are those things or materials which help the child developed his or her innate potential through play. Examples are see-saw, merry-go-round, swing, balls, toys, sandbox, tyres and others.

Social Skills:

Social skill is any skill facilitating interaction and communication with others, social rules and relation are created.

Communication Skill:

Communication is the ability of a child to pass and receive information from an individual or a group of people.

Interaction:

Interaction is the ability of the child to mix other children without much difficulty.

Leadership Tendencies:

Leadership tendency is the ability of a child to carry other children along in order to achieve a particular objective.


Chapter Five


Summary of the Findings, Conclusion and Recommendations

5.1 Introduction

This chapter presents the summary of the findings, conclusions, recommendations and suggestions for further research.


5.2 Summary of the Findings

The purpose of this study was to investigate the impact of play materials and pupils development of social skills in primary schools in IkotEkpene. Three research questions were formulated to guide the study. These were; how does availability of play materials influence children’s social and emotional development? What is the relationship between Sharing ability, Team work in Play in Children’s Social and Emotional Development in primary schools? How does the presence of the teacher in the children’s play affect children’s social and emotional development? The study employed a descriptive survey design which is used in preliminary and exploratory studies to allow researchers to gather information from 10 primary-school teachers using the questionnaires as the main research instruments The collected data was analyzed using both descriptive and inferential statistics which included frequency distribution tables, Pearson correlation coefficients and Chi-square. The study established that all pre-schools 100% had balls and tyres while all the schools lacked slides and beanbags. It was also observed that dolls and toys were not many in most pre- schools. The study established that, all respondents agreed that teachers’ presence has impact on the way children play. This is because they guide the children during play and also provide security for the children as well as helping the children to learn some skills beyond their knowledge. Also all the respondents indicated that the skills learned by children playing in the presence of teachers include; turn taking sharing, sharing, solving disputes, cooperation and group work.


5.3 Conclusion of the Study

Based on the findings of this study the researcher made the following conclusions; the availability of play materials significantly influenced the social skills and emotional development of children in pre-schools. This is because children need play materials to be motivated to take part in play which consequently improves social skills and emotional development. The researcher also concluded that there is a strong relationship between Sharing ability, Team work in Play in Children’s Social and Emotional Development in primary schools. The more children played the better for their social and emotional development.

Finally the researcher concluded that the teachers’ presence during children’s’ play was very important as it influenced the children social skills and emotional development by providing guidance on difficulty pays as well as providing security.


5.4. Recommendations from the Study

After interpreting the data for this study and making conclusions, the research made the following recommendations:-

  1. The schools should provide more varieties of play material to pre-school children as this is likely to improve their social skills and emotional development.
  2. The Ministry of Education should allow more time for outdoor and play activities in the primary school timetable so as to develop the children’s’ social abilities.
  3. The primary school teachers should always be near the children during play so as to motivate the children and also protect them from dangerous play.

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