Play is an integral part of development in early years. Play actually is work to children because it is through it they learn skills that enhance their development in the different domain. This study investigated Practitioners understanding of play in early years. It is a cross sectional study of 193 Nursery and lower Primary school teachers in 15 schools in North Senatorial District in Southern Nigeria. The Instrument used for the study was Play and Learning Questionnaire which was developed and validated by the researcher. The results showed that most practitioners agreed that play is important in early years but about 47.7%Â  believe thatÂ  play does not improve learning. It was recommended that there is the need for retraining of teachers in early years of the place of play in learning and learning activities

Olutomi A., Ariyibi

Covenant Journals (Covenant University)

           Covenant International Journal of Psychology (CIJP). Vol. 4, No. 2, Dec. 2019            ISSN :  p. 2682-535x  e. 2682-5368  DOI:               An Open Access Journal Available Online      Practitioners  Position on Play and Learning in Early Childhood : Evidence of Overschooling   Ariyibi Olutomi A.   NERDC, Abuja Received: xxxx xxxxxx, 2019    Accepted: xxxx xxxxxx,, 2019 Date of Publication: December, 2019   Abstract: Play is an integral part of development in early years. Play actually is work to children because it is through it they learn skills that enhance their development in the different domain. This study investigated Practitioners understanding of play in early years. It is a cross sectional study of 193 Nursery and lower Primary school teachers in 15 schools in North Senatorial District in Southern Nigeria. The Instrument used for the study was Play and Learning Questionnaire which was developed and validated by the researcher. The results showed that most practitioners agreed that play is important in early years but about 47.7%  believe that  play does not improve learning. It was recommended that there is the need for retraining of teachers in early years of the place of play in learning and learning activities.  Introduction Education policy makers are more concerned with academic attainment that they have eliminated or drastically reduced other activities which are important in children's total growth, development and learning (Jambo, 2018). The education of young children should not be majorly focused on the development of the cognitive domain alone at the neglect of other domains of development. Children at the very beginning of their life’s journey  have different domains of development to contend with, therefore holistic experiences should be provided for them to enhance these development across the domains. Curriculum in some nations of the world in early years is weighted too heavily towards cognitive development. Brown (2016) in his study of kindergartens, reported the  responses of the children to reflect two things: one, they were learning to follow rules; two, learning was for the sake of getting to the next grade—and eventually—for the sake of finding a       49  Ariyibi Olutomi A.                                                                                                                      CIJP (2019) 4(2) 49-56  job. Almost all the children studied said that they wanted more time to play. One boy  according to him said, “I wish we had more recess. Research has consistently shown that classrooms that offer children opportunities to engage in play-based and child-centered learning activities help children grow academically, socially and emotionally. Furthermore, recess in particular, helps children restore their attention for learning in the classroom (Brown, 2016). In Nigeria, most early childhood education institutions do not make the learning environment fun. This could be caused by lack of understanding of play, lack of competent teachers, ineffective supervision of early childhood institutions. A lot of early childhood education settings  in Nigeria do not provide well-rounded education to young children (Greenspring on Play, 2018) This is contrary to what is contained in the National Policy (2004) as one of  the objectives of Early Childhood Education.... Teaching the rudiments of numbers, letters, colours, shapes forms, etc., through play Some curriculum stress the need for content skills, i.e. academic-based learning for ECE. This program promotes direct instruction, workbook exercises, drills and practices.  In this type of learning, performance is based on IQ and test given to children; play is often left out. This leads  to over-schooling. Okonkwo ( 2014 ) sees over-schooling of children as  schooling  beyond the level expected of him/her. Children are made to stay for a long time in school in an attempt for the school to cover the curriculum without considering the adverse effect this long stay may have on the children. Having children stay long in school does not encourage creativity which is acquired through free play. Play is beneficial to children as it could help them to learn, to socialize, explore their immediate environment, develop an attitude of critical and reflective thinking which encourages creativity, mental and physical development and learning (Anderson-McNamee and Bailey, 2010). Play has been defined as any activity freely chosen, naturally driven, and personally directed. Play is any activity undertaken with a playful frame of mind.  Play is the lens through which children experience their world and the world of others. Play is the first thing children get acquainted with, and this forms their thinking as they grow and develop. Play has been defined as any activity freely chosen, naturally driven, and personally directed. Play is any activity undertaken with a playful frame of mind. A play-based program builds on this motivation, using play as a context for learning. In this context, children can explore, experiment, discover and solve problems in imaginative and playful ways. A play-based approach involves both child-initiated and teacher-supported learning. The teacher encourages children’s learning and inquiry through interactions that aim to stretch their thinking to higher levels. Play also supports positive attitudes to learning. These include imagination, curiosity, enthusiasm, and persistence. The type of learning processes and skills fostered in play cannot be replicated through rote learning, where there is an emphasis         50  Ariyibi Olutomi A.                                                                                                                      CIJP (2019) 4(2) 49-56  on remembering facts. The inquiry-based nature of play is supported through the social interactions of teachers and children. Teachers take an active role in guiding children’s interactions in the play. Children are supported in developing social skills such as cooperation, sharing and responding to ideas, negotiating, and resolving conflicts. Giving children a chance to play and engage in hands-on learning activities helps them internalize new information as well as compare and contrast what they’re learning with what they already know. It also provides them with the chance to interact with their peers in a more natural setting and to solve problems on their own. Lastly, it allows children to make sense of their emotional experiences in and out of school (Brown, 2016). Play comes in different forms in the school setting;fun based activities or hands-on-activities  during the lesson process, this is where children though play learn things contained in the curriculum. It can also be play during recess which naturally should be outdoor and having free time in the classroom outside learning period to play. The place of play in early years is underestimated by teachers and even parents. Children are often restricted from ‘much play’ . Three research questions were raised to guide the study:  Do practitioners in early years understand the place of play and learning?  Do practitioners give children time to play?  Do practitioners include play in the learning process?  Methods This study is a cross sectional study of Nursery and lower Primary school teachers in Delta North Senatorial District in Southern Nigeria. A total of 193 teachers  from both Private and Public   schools  took part in this study. Fifteen (15) schools were purposively selected from the two Local Government Areas of the District. In the selected schools , all the Nursery and Primary 1 and 2 teachers took part in the study. The Instrument used for the study was  Play and Learning Questionnaire which was developed and validated  by the researcher and an expert in the Department of Early Childhood Care and Education. The instrument has 2 sections :Section A captures the personal data  of the respondents while Section B focused on issues that bother around play and learning. The instrument was administered in the various schools by two trained research assistants after official permission  were obtained from the various school heads and the consent of the participants obtained. The data collected were analysed using descriptive statistics.              Table 1: Demographics Data of Respondents Respondents N School type: Private Govt. 135 58 Total 193 Gender:  Male 13       51  Ariyibi Olutomi A.                                                                                                                      CIJP (2019) 4(2) 49-56  Female 180 Total 193 Age:  Less than 20 20 – 35 36 – 50 Above 50 12 112 44 25 Total 193 Qualification: SSCE Only TCII OND HND 1st Degree Higher Degree 15 11 12 101 2 52 Total 193 Experience:  Less than 5yrs 6 – 10yrs 11 – 20yrs Above 20yrs 53 68 50 22 Total 194 Position: School Owner 2 Head of Nursery 19 Play Class Teacher 18 Nursery 1- 3 89 Primary 65 Total 194   Results Research Q1: Do practitioners in early years have proper understanding about the importance of play during childhood?            Table 2  Response  Yes No Responses N % N % School type:  Private Govt. 78 57.8 57 42.2 33 56.9 25 43.1 Total 111 57.5 82 42.5 Gender:  Male Female 6 46.2 7 53.8 105 58.3 75 41.7 Total 111 57.5 82 42.5 Age:   Less than 20 20 – 35 36 – 50 Above 50 6 50 6 50 66 58.9 46 41.1 25 56.8 19 43.2 14 54.2 11 45.8 Total 111 57.5 82 42.5 Qualification: SSCE Only TCII OND HND 9 60 6 40 7 63.6 4 36.4 8 66.7 4 33.3 60 59.4 41 40.6      52  Ariyibi Olutomi A.                                                                                                                      CIJP (2019) 4(2) 49-56  1st Degree Higher Degree 1 50 1 50 26 50 26 50 Total 111 57.5 82 42.5 Experience:  Less than 5yrs 6 – 10yrs 11 – 20yrs Above 20yrs 25 47.2 28 52.8 43 63.2 25 36.8 28 56.0 22 440 15 68.2 7 31.8 Total 111 57.5 82 42.5 Position:  School Owner 1 50 1 50 Head of Nursery 13 68.4 6 31.6 Play Class Teacher 12 66.7 6 33.3 Nursery 1- 3 44 49.4 45 50.6 Primary 41 63.1 24 36.9 Total 111 57.5 82 42.5  Table 2 show that 111 (57.5%) of the total respondents showed they have proper understanding of the concept of play in early years. RQ2: Do practitioners understand the relationship between play and learning.in early years?          Table 3  Response  Yes No Responses N % N % School type:  Private Govt. 125 92.6 10 7.4 57 98.3 1 1.7 Total 182 94.3 11 5.7 Gender:  Male Female 12 92.3 1 7.7 170 94.4 10 5.6 Total 182 94.3 11 5.7 Age:   Less than 20 20 – 35 36 – 50 Above 50 11 91.7 1 8.3 102 91.1 10 8.9 44 100 0 0 25 100 0 0 Total 182 94.3 11 5.7 Qualification: SSCE Only TCII OND HND 1st Degree Higher Degree 13 86.7 2 13.2 10 90.0 1 9.1 12 100 0 0 95 94.1 6 5.9 2 100 0 0 50 96.9 2 3.1 Total 182 94.3 11 5.7 Experience:  Less than 5yrs 6 – 10yrs 11 – 20yrs Above 20yrs 50 94.3 3 5.7 66 97.1 2 2.9 46 92.0 4 8.0 20 89.5 2 10.5 Total 182 94.3 11 5.7 Position:  School Owner 2 100 0 0 Head of Nursery 15 78.9 4 21.1 Play Class Teacher 18 100 0 0 Nursery 1- 3 87 97.8 2 2.2 Primary 60 92.3 5 7.7 Total 182 94.3 11 5.7            53  Ariyibi Olutomi A.                                                                                                                      CIJP (2019) 4(2) 49-56  Table 3 shows responses to Question on the relationship between play and learning. 182(94.3%) of the practitioners agreed that there is relationship between play and learning.  RQ3: Do children learn through play?   Response  Yes No Responses N % N % School type:  Private Govt. 122 90.4 13 9.6 55 94.8 3 5.2 Total 177 91.7 16 8.3 Gender:  Male Female 12 92.3 1 7.7 165 91.7 15 8.3 Total 177 91.7 16 8.3 Age:   Less than 20 20 – 35 36 – 50 Above 50 12 100 0 0 99 88.4 13 11.6 43 97.7 1 2.3 23 91.7 2 8.3 Total 177 91.7 16 8.3 Qualification: SSCE Only TCII OND HND 1st Degree Higher Degree 13 86.7 2 13.3 10 90.9 1 9.1 10 83.3 2 16.7 90 89.1 11 10.9 2 100 0 0 52 100 0 0 Total 177 91.7 16 8.3 Experience:  Less than 5yrs 6 – 10yrs 11 – 20yrs Above 20yrs 47 88.7 6 11.3 62 91.2 6 8.8 47 94.0 3 6.0 21 94.7 1 5.3 Total 177 91.7 16 8.3 Position:  School Owner 2 100 0 0 Head of Nursery 17 89.5 2 10.5 Play Class Teacher 17 94.4 1 5.6 Nursery 1- 3 83 93.3 6 6.7 Primary 58 89.5 7 10.8 Total 177 91.7 16 8.3  Table 4 focuses on the responses to whether children learn through play 177 (91.7%) responded that children learn during play activities. A further examination of the instrument shows that over 50% of the practitioners agree that play improves learning and much learning is achieved during play.  Table 5 : Responses to Individual Questions/Statements   Yes No   N % N % 1 Children should not play in school 68 35.2 126 64.2 2 No relation between play and learning 74 40.4 115 59.6 3 Limitation of play to break - time 147 76.2 46 23.8 4 Play should be part of teaching 166 86.0 27 14.0 5 Play improves learning 101 52.3 92 47.7 6 Much learning during play 151 78.8 41 21.2           54  Ariyibi Olutomi A.                                                                                                                      CIJP (2019) 4(2) 49-56  7 Children Involvement 174 90.2 19 9.8 8 Forgetfulness 107 55.4 86 44.6 9 More play activities 162 83.9 31 16.1 10 Hands-on-activities 179 92.7 14 7.3  Discussion This study was targeted at finding out if teachers  in Nursery and lower Primary schools have proper understanding on the existence relationship between play and learning. The result showed that most practitioners understand the relationship between play and learning. This is encouraging that the place of play in the lives of young children is understood. But a closer look at their responses to the individual items call for some worries.  For Item 1, 35.2% responded that children should not play in school, this shows poor understanding of play. The likely explanation for this maybe because the practitioners see  the school as a place for serious  learning. The findings also revealed that about 40%.of the respondents do not see any relationship between play  an learning. The relationship between play and learning has been established in literature. Equally 47.7% responded negatively that play does not improve learning. This negates previous position in literature that play enhances learning.76.6% of the respondents indicated that play should be limited to recess.This is a clear limited understanding. Finally, 55.4% of the teachers believe that the children will forget easily when they play too much.  Conclusion This study focused on Nursery and lower Primary school teachers understanding  of the existence of relationship between play and learning in early years.. It is crucial for teachers of  0childern to thoroughly  understand the place of play , this will help tackle the problem of overloading  children in early years with cognitive activities. Play has been established in literature to aid the development of others skills needed in later life. Recommendations Based on the findings of this study, the following suggestions are made:  Practitioners in early years should be constantly trained on the importance of play in early years, the place of play in the learning process and that children learn so much when they engage in play.  Practitioners should always provide platforms for children to play both in the classroom and during recess  School owners and relevant stakeholders for public schools should ensure that the early years curriculum is not over loaded in the early years, it should be fun filled, activity based learning and flexible.  The Government  and private providers of education should provide play equipment for public school children to use for outdoor play and games, building blocks and other materials for indoor play.  Equally the Government should not give approval to private schools  who do not  have play equipment.             55  References Brown, C. (2016). “I wish we had more recess”: Kindergarteners today get little time to play, and it’s stunting their development Greenspring on Play (2018) Accessed online on 30 October 2018 Jambor, T. (1986). Risk-taking needs in children: An accommodating play environment. Children's Environments Quarterly 3(4) 22-25. Jambor, T., & Gargiulo. R. (1987). The playground: A social entity for mainstreaming. Journal of Physical Education, Recreation and Dance 58(8) 18-23. National Policy for Integrated Early Childhood Development in Nigeria.  (1994) NERDC Press, Lagos Okonkwo, S. (2014). Perception of parents on over-schooling of children at the preprimary education in Onitsha Educational zone of Anambra state .Unpublished M.Ed Project                                                      56  

Practitioners Position on Play and Learning in Early Childhood : Evidence of Overschooling

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