USE OF PLAY AS LEARNING STRATEGY FOR SKILLS DEVELOPMENT IN EARLY CHILDHOOD EDUCATION FOR SELECTED PRE -PRIMARY SCHOOLS IN IKORODU LGA OF LAGOS STATE.
Need help with a related project topic or New topic? Send Us Your Topic
DOWNLOAD THE COMPLETE PROJECT MATERIAL
USE OF PLAY AS LEARNING STRATEGY FOR SKILLS DEVELOPMENT IN EARLY CHILDHOOD EDUCATION FOR SELECTED PRE -PRIMARY SCHOOLS IN IKORODU LGA OF LAGOS STATE.
Chapter I: Introduction.
Background of the study.
Every child goes through four stages of structured development, each with distinct characteristics. Each of these stages is age-related and represents distinct ways of thinking.
The four stages of skill development are sensorimotor (birth to two years), preoperational (2-7 years), concrete operational (7-11 years), and formal operational (11 years through adulthood) (Sandtrock, 2004; Morgan, King, Weisz, & Scholper 2002; Feldman, 2000).
Preschool children are in the pre-operational stage of skill development, in which they learn to understand and master symbols while drawing on previous experiences to make assumptions about things and people in their surroundings.
As a result, preschool children learn through meaningful activities during their developmental phases, allowing them to quickly acquire and comprehend information while also expressing curiosity and wonder at each new discovery.
Preschool children (3-5 years old) enjoy playing with other children their age, which allows them to socialise while also expanding their language. According to Erickson (1964), this is the play phase, when youngsters are best prepared for active learning.
At this period, preschool children gain a wide range of skills, some manipulative and others problem-solving in nature, using a variety of materials that stimulate sorting, counting, ordering, numbering, and pattern forming, all of which are key activities in preschools. Young children are frequently heard chatting to themselves.
These “chats” provide an opportunity for children to learn how to organise their thoughts. Preschoolers learn how to tell a tale with a beginning, middle, and end by discussing their experiences. As youngsters get older, their “talking out loud” will develop into an internal monologue. Children like listening to music and creating their own.
Music is the common language, whether it’s a communal sing-along, marching in a procession band, playing a triangle, or inventing new lyrics for old favourite songs. Children’s language skills improve as they discuss how to create, what they built, and how it works, as well as ask questions about concepts and directions.
At this stage, motivation is based on the newly developed ability to solve problems. Having the self-confidence to know that one can overcome an issue encourages the learner to accept new and demanding situations, which leads to more learning.
At this age, they like doing activities together during playtime. Preschoolers love socio-dramatic play, which involves performing mini-dramas with other children. Pretending teaches them how to grasp another person’s point of view, develop skills in social problem solving, and become more creative in a variety of ways.
According to Papalia (2009), preschool children exhibit the following characteristics: appreciation for a beautiful setting and enjoyment of an ordered classroom, as well as a need for a range of social interactions through large-group, small-group, and individual activities.
Preschoolers are ready to select activities. Kids enjoy working at tables. Preschool children benefit greatly from the opportunity to play with blocks and other construction toys, develop language and communication skills, and discover new concepts.
Manipulative play and problem-solving situations with a variety of materials that encourage sorting, ordering, number skill development, and pattern making, such as number puzzles, pegboards, table blocks, picture puzzles, counting games, stacking play toys, colour and shape games, sequencing boards, beads, and sewing cards, bring out the best in preschoolers.
Preschool children engage with peers and people other than family members and require assistance to develop the skills of sharing, taking turns, leading, following, and establishing friends.
As children begin to develop independence, particularly in preschools, it is critical to give them adequate time to complete tasks until they are satisfied with the results.
As a result, preschools become important for the provision of education for children aged three to five, depending on the jurisdiction, prior to the start of statutory and mandatory education (Allen, 2007). The importance of a sound foundation at the preschool age cannot be overstated because with the correct
When relationships are fostered early in life, the result is a balanced personality (Erikson, 1968). The years before a child enters kindergarten are among the most important in his or her life in terms of influencing learning, making it a challenge and commitment for parents, teachers, carers, the community, and the government to ensure that these young children receive appropriate training in their early stages of life, particularly at preschools.
Preschools exist in both rural and urban settings. Some of these preschools are owned by religious groups (churches), while others are run by non-governmental organisations (NGOs).
Some are now being integrated in traditional government-owned schools. Preschools, regardless of location or ownership, focus on early childhood education.
Need help with a related project topic or New topic? Send Us Your Topic