Publication: The role of play in acquisition of social skills in young children in public ECDE centers in Buuri division, Meru county
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2015-06
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Mount Kenya University
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Abstract
Play gives children meaning of life and acts as a therapy to them through which they release their
energy. However, some teachers regard play as waste of time while others are ignorant and
therefore deny children their right to play, be creative and socialize with others. In some schools,
play has not been possible due to failure in allocating time to play, lack of space and play materials.
The general objective of the study was to establish the role of play in acquisition of social skills in
young children. The study objectives were to identify play activities that promote acquisition of
social skills in young children, to determine the extent to which the types of play materials
available influenced acquisition of social skills in young children, establish the extent to which the
amount of time allocated for play promotes involvement in play that facilitates acquisition of social
skills in young children and to establish the extent for which the teacher’s involvement in
children’s play promotes acquisition of social skills in young children. The reviewed literature
revealed that play helps children to acquire social skills. This study adopted descriptive research
design. The population included public ECDE centres. The researcher used simple random
sampling to ensure representativeness. The sample included 10 schools in Buuri division in Meru
County. Data was collected through semi-structured questionnaires and observation schedules.
Data were analyzed using SPSS and thereafter presented using frequency tables and percentages.
The study revealed that availability of play materials influenced children’s social skills
development. The study findings also indicated that children were involved with physical items
such as toys and balls. It also indicated that majority of the teachers allocated 1-2 hours for
children’s play in the timetable. This time was however deemed inadequate for children play.
Findings also revealed that most of the respondents agreed that children should be grouped into
age and ability to assist them acquire social skills. Most teachers took children out for play 5 times
a week. It further revealed that there were teachers who did not take children out for outdoor
activities on daily basis. Most teachers did not participate in children’s play. It was also revealed
that different types of play enhanced children’s social skills development. Based on the findings it
was recommended that schools should be provided with the required learning resources which
include play materials to enhance acquisition of social skills. It was also recommended that
teachers should be encouraged to get involved in the children play so as to help the children acquire
social skills. The study also recommended that teachers should strictly follow the recommended
timetable and involve children in play as stipulated in the curriculum. The study also recommended
further research on the effects of teacher training on children’s play and on other areas influencing
social skills development among young children.
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Early childhood