Play Materials And Pupils Development Of Social Skills In Primary Schools

Play Materials And Pupils Development Of Social Skills In Primary Schools

Chapter One

Preface

Background of the study

The child is an important member of the terrain and every society recognizes the worth of the child. In all mortal societies, children are largely regarded and accepted. Children give for the survival of the society in term of population. It’s the children that will promote and guardianship customs when grown-ups die. Children are marks of honour to their parents, and are regarded as profitable assert.

Play is a enjoyable exertion carried out for its own sake without reference to ulterior purposes or unborn satisfaction.

Good( 1973), In Nigeria, utmost people do n’t realize the significance of free creative play with objects and accoutrements . Play isn’t regarded as a vital avenue for children to learn. Unfortunately, utmost people who work or deal with children haven’t entered the training to enable them to understand the kind of learning essential in play.

Parent considers children to be youthful grown-up who must take their share in the diurnal conditioning at home. Nonage is regarded by parent as part of the adult world, and children aren’t regarded to play, rather children are anticipated to be useful to the parent at home and imitate the parent. utmost 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 depreciatory statement. * See attached distance.

Cook( 2000) revealed that when children given the occasion to play with play accoutrements , they develop superior communication chops, necessary physical capability and social concinnity demanded in adult life and an increased cognitive and effective educational balance.

Almon( 2004) editorialized that communication is the skill demanded to use language with others. This skill enable people to partake snitch, ideas and passions and transfer meaning among themselves.

During play exertion period, pupils are made to take their turn, share in the use of outfit, reply to good performances and else. The child learns from the conduct of his peers and also assesses himself herself from the point of acceptance of his/ her peers.

giggle( 200) revealed that leadership is the process through which one member of a group influences other group members towards the attainment of specific pretensions. During play conditioning of children, several attributes are in operation similar as part playing, permission, discipline, accommodation, competition and co-operation. This makes the world of children’s play a rich ground for training and selection of natural leaders.

The National Policy on Education( FRN 2004) emphasized the use of play way system. Children who don’t have the occasion of interacting with these accoutrements may find it delicate to manage with a lot of challenges ahead. Social chops grease commerce and communication with others. Social rules and relation are established, communicated, and changed in verbal and non verbal ways. As children grow they enjoy sportful commerce with other children. Children learn about boundaries, platoon work, and competition. Children also learn to negotiate with different personalities and the passions associated with winning and losing. They learn to partake, stay and be patient, through the use of toys. Language development is put into play when children use toyse.g. describing how they’re working or using toys, they ask questions and give answers. During this process, the language development of pupils is enhanced.

Artistic values are eventually expressed through places displayed in pretend play, individual style, family culture, previous knowledge of children’s play. According to International Association for the child’s Right to play( IPA). Play along with the introductory need of nutrition, health, sanctum, and education are vital to develop the capabilities of all education. Children work out their internal and interpersonal conflicts, gain a sense of autonomy and effectiveness, come motivated to mastery, develop a sense of direction, tone- trust, tone assurance and worth through play.

Play accoutrements are distributed into two groups; inner play accoutrements and out-of-door plays accoutrements . Under inner play accoutrements are counters, toys, dolls, shapes of wood of all sizes, san papers, pencils, crayons, attractions, plastics, mystifications, measuring ladles, maps, picture, tables, shelves, mates and face timepieces. The out-of-door play accoutrements are swings, merry- go- round, rovers graduations, slides, coverts, tyres, beach box, balls complexion, water through and bath. All these accoutrements are used in carrying out different types of play. They can expand the education outlet for a child and give binary education. Generally, children play thing should be free from details as possible because academy children ca n’t follow complicated details and rules. Good play outfit is important for children. Play outfit when chosen should be within the children’s interest and capability. Toys, books, records, games and other objects for play should show respect for the children’s worlde.g. age.

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

Statement of the Problem

The experimental pattern of the social sphere of the child has a close link with the vacuity and application of play accoutrements at the primary position of education. It has been observed that deficit of play accoutrements in primary academy has caused a deficiency in the experimental process( Jones. 2002). As a result, utmost primary academy pupils parade inferior internalized and personified behaviours similar as aggression, defiance,non-compliance, defiance, fighting, rapacity, bullying, using vituperative words on each other, pushing and hissy . These behaviours displayed by pupils at this if not given acceptable attention, they can grow up to come harden in heart which lead them into cultism, smoking, medicine abuse, unwanted gestation, robbery, hijacking ,pre-marital coitus and rebelliousness. The high rate of asocial geste among primary academy pupils makes it material to carry out a exploration on play accoutrements vacuity, application and social chops development of the primary academy pupils.

Purpose of the Study

The primary ideal of this exploration was to find out whether there’s any correlation between play accoutrements and pupils social chops.

Especially, the study sought

To determine the relationship between play material and pupils communication chops development in primary seminaries.

To examine the relationship between play accoutrements and pupils adhering rules in primary seminaries.

To ascertain the relationship between play accoutrements and pupils participating capability development in primary seminaries.

To determine the relationship between play accoutrements and pupils leaderships tendencies in primary seminaries.

To ascertain the relationship between play accoutrements and pupils competitive chops in primary seminaries.

To examine the relationship between play accoutrements and interactive chops of primary academy pupils.

Significance of the Study

This study shall be of benefit to

a) Parents, Guardians and preceptors by way of exposing the peril of not allowing pupils to interact with play accoutrements .

b) The study will give a road chart to Head of seminaries and preceptors of primary seminaries on the ultramodern way of social chops accession through the use of play accoutrements while tutoring and also at play.

c) Primary academy pupils will profit from this study by way of having access to interact with play accoutrements when necessary.

d) This study will serve as a pointer to Government in planning and making available further play accoutrements to primary academy pupils as the capabilities of these pupils are destroyed for lack of play accoutrements .

Exploration Questions

Six exploration questions were formulated to guide the study.

What’s the relationship between play accoutrements and communication chops?

How do play accoutrements relate to pupils adhering of rules?

What’s the relationship between play accoutrements and participating capability of pupils in primary seminaries?

How do play accoutrements relate to the leadership tendencies of pupils in primary seminaries?

What’s the relationship between play accoutrements and interactive chops of primary academy pupils?

How do play accoutrements relate to pupils competitive chops in primary seminaries?

suppositions

Six null suppositions were supposed for testing at.05 position of significance.

Ho1 There’s no significant relationship between play accoutrements and pupils communication chops

Ho2 There’s no significant relationship between play accoutrements and pupils adhering rules in primary seminaries.

Ho3 There’s no significant relationship between play accoutrements and participating capability of pupils in primary seminaries.

Ho4 There’s no significant relationship between play accoutrements and pupils leadership tendencies in primary seminaries.

Ho5 There’s no significant relationship between play accoutrements and pupils interactive chops in primary seminaries.

Ho6 There’s no significant relationship between play accoutrements and pupils competitive chops in primary seminaries.