Abstract
This study investigated cultural games and social skills development amongst pupils in public primary school in Alimosho local government area of Lagos state. The population of the study consisted of all primary one pupil’s in the study area numbering 10,124 pupils. Primary school was selected using balloting process. Three research developed instruments entitled (cultural games Availabilities Cheeklist PMAC. Cultural games Utilization Questionnaire PMUQ and Social Skills Acquisition Questionnaire SSAQ were used to generate data for this study. The instruments were face validated by three experts (two from Early Childhood Education, on from Measurement and Evaluation). The reliability of the three instruments were ascertain using cronbach alpha and analytical techniques and it yielded of .78, .81 and .80 for cultural games Availability, cultural games Utilization and Social Skill Acquisition respectively. Six research questions and six null hypotheses were formulated for this study. The data were analyzed using Pearson Product Moment Correlation and Multiple Regression Analysis. The results indicated among others that positive relationship exists between culture games and pupils’ development of social skills. Based on this finding it was recommended that government, heads of schools, parents and guardians should provide adequate and appropriate cultural games to pupils for wholesome development
Chapter one
Introduction
1.1Background of the study
Every community recognizes the value of the child as an essential component of the environment. All human communities value and accept children greatly. In terms of population, children ensure the survival of the society. When adults pass away, it will be the kids who promote and maintain custody traditions. Children are seen as both an economic asset and a badge of honor by their parents ( Blažević, I. (2015)
Play is an enjoyable activity done for its own sake without consideration of secondary goals or future fulfillment.
Most people in Nigeria, according to Good (2013), are unaware of the importance of unstructured creative play with materials and objects. Play is not seen as a crucial way for kids to learn. Unfortunately, the majority of professionals who work with or interact with children lack the knowledge necessary to comprehend the type of learning that is inherent in play.
Children are viewed by parents as young adults who must participate in daily household tasks. Children are not expected to play; rather, they are expected to help their parents at home and emulate them. Childhood is seen by parents as a part of the adult world. Most parents view play as being pointless, time-wasting, and damaging to their children’s character, particularly if the child returns home and begins to use insulting language.
Children who are given the chance to play with toys acquire superior communication abilities, the physical skills and social cohesion they will need in adulthood, as well as an improved cognitive and efficient educational balance, according to Cook (2000).
Communication is the ability required to use language with others, according to Almon (2004). This ability enables people to communicate with one another and transfer information, feelings, and meaning.
Pupils are required to wait their turn, share in using the equipment, respond to good performances, and more throughout the play activity session. The child picks up lessons from the behaviors of his or her classmates and evaluates himself or herself in light of peer acceptance.
According to Yuk (2000), leadership is the process by which one group member persuades the other members of the group to work towards the achievement of particular objectives. Several characteristics, such as role-playing, sanction, discipline, accommodation, competitiveness, and cooperation, are in operation during children’s play activities. As a result, the world of children’s play is a good place to find and develop future leaders. The implementation of the play-way method was stressed in the National Policy on Education (FRN 2004).
Children who do not have the chance to interact with these items may find it challenging to handle the many problems that lie ahead. Communication and contact with others are made easier by social skills. Both verbal and nonverbal methods are used to develop, convey, and alter social conventions and relationships. Children like playing with other kids as they get older. Children gain knowledge of limitations, collaboration, and competitiveness. Additionally, they learn how to bargain with various personalities and the emotions that come with winning and losing. Through the use of toys, they develop their ability to wait and be patient.
When children play with toys, language development takes place because they describe how they are using the objects, ask questions, and respond with responses. The linguistic skills of the students are improved during this process. Cultural values are occasionally represented through pretend play roles, personal style, family culture, and prior understanding of children’s play. To maximize the potential of all schooling, it is crucial to play together with the fundamental needs of nourishment, health, shelter, and education. Through play, children resolve their internal and interpersonal issues, gain a sense of autonomy and efficacy, are inspired to mastery, and establish their sense of self-worth, direction, and self-trust.
Playthings can be divided into two categories: indoor playthings and outdoor playthings. Counters, toys, dolls, wooden shapes in all sizes, san papers, pencils, crayons, magnets, plastics, puzzles, measuring spoons, charts, and pictures are all included under “interior play items.” Also included are tables, shelves, mats, and face clocks. Swings, merry-go-rounds, climbers/ladders, slides, tunnels, tyres, sandboxes, balls of clay, water through, and baths are some of the outdoor playthings. These resources are all utilized to carry out various sorts of play. They can offer dual education and increase a child’s educational options. Children’s playthings should generally be as devoid of details as possible because they are unable to adhere to complex intricacies and norms. Good playthings are crucial for kids. When choosing play equipment, consider the children’s interests and abilities. Toys, books, records, games, and other playthings should respect a child’s world, including their age, according to Staplier (2011). Children learn vital social skills at playgrounds that they will utilize throughout their lives. Playground equipment teaches kids the value of cooperation, tolerance, self-control, and other virtues.
Statement of the problem
The availability and use of play materials at the elementary level of education are closely related to the child’s social domain’s pattern of development. It has been noted that a lack of playthings in primary schools has hampered the process of development (Jones. 2002). Because of this, the majority of primary school students display unacceptable internalized and externalized behaviors as hostility, defiance, non-compliance, disobedience, fighting, greed, bullying, using foul language on one another, pushing, and tantrums. These behaviours exhibited by pupils at this if not given adequate attention, they can grow up to become harden in heart which lead them into cultism, smoking, drug abuse, unwanted pregnancy, stealing, kidnapping, pre-marital sex and waywardness. The high rate of antisocial behaviour among primary school pupils makes it pertinent to carry out a research on play materials availability, utilization and social skills development of the primary school pupils.
Purpose of the Study
The primary objective of this research was to find out whether there is any correlation between cultural games and social skills development amongst pupils in public primary school in Alimosho local government area of Lagos state.
Specially, the study sought:
1. To determine the relationship between cultural games and pupils communication skills development in primary schools in Alimosho local government area of Lagos state.
2. To examine the relationship between cultural games and pupils obeying rules in primary schools in Alimosho local government area of Lagos state.
3. To ascertain the relationship between cultural games and pupils sharing ability development in primary schools in Alimosho local government area of Lagos state
4. To examine the relationship between cultural games and interactive skills of primary school pupils in Alimosho local government area of Lagos state
1.5 Research Questions
Four research questions were formulated to guide the study.
- How does availability of cultural games influence children’s social and emotional development?
- What is the relationship between Sharing ability, Team work in Play in Children’s Social and Emotional Development in primary schools?
- How does the presence of the teacher in the children’s play affect children’s social and emotional development?
Significance of the Study
This study shall be of benefit to:
(a) Parents, Guardians and Teachers by way of exposing the danger of not allowing pupils to interact with play materials.
(b) The study will provide a road map to Head of schools and teachers of primary schools on the modern way of social skills acquisition through the use of cultural games while teaching and also at play.
(c) Primary school pupils will benefit from this study by way of having access to interact with play materials when necessary.
(d) This study will serve as a pointer to Government in planning and making available more play materials to primary school pupils as the potentials of these pupils are destroyed for lack of play materials.
1.7 Delimitation of the Study
The study was delimited to cultural games and social development amongst pupils in public primary school in Alimosho local government area of Lagos state. One independent variable (cultural games) and six social skills dependent variables communication skills, obeying rules, sharing ability, leadership tendencies, interactive skills and competitive skills of pupils was utilized in the study.
1.8 Definition of Terms
Play Materials: play materials are those things or materials which help the child developed his or her innate potential through play. Examples are see-saw, merry-go-round, swing, balls, toys, sandbox, tyres and others.
Social Skills: Social skill is any skill facilitating interaction and communication with others, social rules and relation are created.
Communication Skill: Communication is the ability of a child to pass and receive information from an individual or a group of people.
Interaction: Interaction is the ability of the child to mix other children without much difficulty.
Leadership Tendencies: Leadership tendency is the ability of a child to carry other children along in order to achieve a particular objective.
This material content is developed to serve as a GUIDE for students to conduct academic research
CULTURAL GAMES AND SOCIAL SKILLS DEVELOPMENT AMONGST PUPILS IN PUBLIC PRIMARY SCHOOL IN ALIMOSHO LOCAL GOVERNMENT AREA OF LAGOS STATE
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