Effects of Observational Strategy on Preschool Pupils Social Skills and Cooperation during Play in Educational District IV Lagos State
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Effects of Observational Strategy on Preschool Pupils Social Skills and Cooperation during Play in Educational District IV Lagos State
Chapter one
INTRODUCTION
1.1 Background of the Study
Learning settings that support healthy child development and good social skills are built on the successful integration of techniques/adaptations made by the instructor using a regular observation strategy.
To live a healthy lifestyle as a child, adolescent, or adult, all students must develop acceptable social skills and collaboration through play. Students can create and retain friends, give and receive respect from peers and adults, self-advocate, and earn necessary self-respect, self-confidence, and independence through appropriate social skills and collaboration during play (Weber, Scheuermann, McCall, and Coleman, 2012).
Growing up with these healthy social skills and attitudes can help a youngster become a self-sufficient, well-rounded, socially acceptable individual capable of making his own decisions and planning his future. The following are strategies for both parents and teachers (Wolfgang & Glickman, 2014).
A child’s academic achievement is frequently determined by his or her ability to focus on tasks and meet the expectations of the teacher in the classroom. This competence allows a student to obtain relevant information, complete assignments, and participate in classroom activities and debates (Cangelosi, 2015).
When a kid exhibits play behaviours associated with poor social skills and cooperation, the implications may include issues with academics and building relationships with his or her classmates if proper teaching techniques and treatments are not used.
According to Chernow and Chernow (2014), children with bad social attitudes and accompanying factors commonly struggle in school, including underachievement, issues with social skills, and low self-esteem. They may be teased or bullied.
Most children are naturally curious about their environment and keen to engage in learning activities. For some youngsters, however, it is difficult to pinpoint what inspires them to be more fully engaged. Teachers who pay attention to what their students do and say are more likely to understand what inspires them. This is true for all children, but especially for those with disabilities, who may not display the same types of behaviours as their typically developing classmates (Beck, 2015).
Teachers who successfully work with children with special needs are meticulous in finding the child’s interests through collaboration with families and other assistance providers who are familiar with the child.
This knowledge, together with teaching skills, is critical for determining how to use individual information about children to achieve desired outcomes for them. For example, most Early Childhood children can identify known, common objects, which is a target on many individualised education plans (IEPs).
Some young toddlers, however, show little interest in common objects in early childhood schools. This does not imply that these youngsters are uninterested in objects; rather, their interests are outside the range of goods that appeal to the majority of early children (Osman, 2013).
Teachers clearly want young children to be able to identify and name common things. This skill is essential for language and literacy development, as well as providing a shared frame of reference for interactions with peers.
Teachers who know their students well can predict what would drive them to develop an interest in everyday early childhood learning materials (Diller, 2012).
Observation during play provides teachers with the knowledge they need to improve that child’s dramatic play, so advancing his or her developmental goals. Teachers can use observation to demonstrate progress and changes over time, which they can share with parents and administrators. Teachers may also serve as mediators during play.
The instructor may need to intervene to help mediate a dispute or to propose resources or props to an Early Childhood student who is losing interest in dramatic play in order to re-engage that kid. Teachers could serve as mediators, facilitating children’s interactions with materials as well as with other children (Ashiabi, 2007).
It is critical that teachers understand their position as mediators and facilitators of dramatic play, recalling the objectives while allowing play to remain child-centered and freeform.
Observation method has frequently been included into routine activities such as mentoring, providing opportunities for reflective discourse with and among students, and organising planned meetings, coaching sessions, and follow-up. Social skills exercises allow parents and instructors to observe the social skills of young children and lead them towards better social behaviour.
Conversation, negotiation with peers, and conflict resolution are some of the activities that assist Early Childhood children in mastering crucial social skills. Effective teachers employ a variety of observational intervention approaches to teach students how to control their behaviour.
Perhaps the most significant and successful of these is verbal encouragement for right behaviour. The most prevalent type of verbal reinforcement is praise provided to a student when he or she starts and finishes an activity or demonstrates a specific desirable behaviour (Beck, 2015).
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