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Internal Links and Resources

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• Six Reasons You Should Hire a Project Writer
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EFFECTS OF VISUAL THERAPY ON EXPRESSIVE ART PERFORMANCE OF AUTISTIC CHILDREN

CHAPITRE ONE

INTRODUCTION

Background Of The Study

Autism, according to Weintraub (2013), is defined as delays or abnormal functioning in one or more of the following categories before the age of three years: (1) social interaction, (2) communication, and (3) restricted, repetitive, and stereotyped patterns of behaviour, interests, and activities.

According to the American Psychiatric Association’s Diagnostic and Statistical Manual of Mental Disorders [5th edition],

Autism Spectrum Disorders or the Autistic Spectrum describe a group of neuro-developmental disorders characterised by social deficits and communication difficulties, stereotyped or repetitive behaviours and interests, and, in some cases, cognitive delay.

The autism spectrum disorder includes the prior diagnoses of autism, Asperger’s Syndrome, Pervasive Developmental Disorder, Autistic Disorder, Rett Syndrome, and Childhood Disintegrative Disorder.

Autism Spectrum Disorders affect around 1% of the world’s population, according to the Centres for Disease Control and Prevention in 2009.

With its frequency in the United States, it is regarded as the fastest rising developmental disability. Autism impairs information processing in the brain. It changes the way nerve cells and synapses connect and organise.

It is highly heritable, although the root cause incorporates both environmental and genetic aspects. However, the specifics of how this occurs are unknown.

Autism and its linked problems, according to Popova (1995), are among the least known mental health issues of our day. However,

one notable change that has occurred in recent years is a move from viewing the autistic mind as disabled to differently abled. Extraordinary people such as mathematical genius Daniel Tammet and architectural genius Gilles Trehin are examples of the distinction.

Some autistic children, according to Gillan (2006), may be mute or have extraordinary speech and language talents. Many children are too sensitive to sensory stimuli such as sound, sight, and touch. According to him, all youngsters have the ability to produce art and train important areas of the developing brain.

A few youngsters with autism have the ability to display well-developed visuospatial and visual memory skills when making art, according to Clara Clairborne Park’s book ‘Exiting Nirvana” (2001).

They may generate intricate spontaneous perspective drawings of favourite subjects such as buildings or animals from various viewpoint points.

Children with autism frequently demonstrate repetitive behaviours, such as sketching many, identical pictures. This should be promoted because these children enjoy and find the activity engaging.

Gillian (2006) believes that a child with autism may express his or her wants through nonverbal communication, such as holding the art teacher’s hand and requesting something. A teacher of art can encourage a vocal youngster to talk about his or her artistic process.

If an art teacher asks, “What colour is the crayon?” and the youngster responds correctly, he or she should be commended. If not, the teacher may say, ”Say red crayon,” followed by praise, to elicit a right response.

Furthermore, because this medium demands a low threshold for processing sensory information, many children may enjoy a drawing project on paper using crayons or pencils.

Barnes (1937) defines Visual Arts as creative genres that produce predominantly visual works, such as pottery, drawing, painting, sculpture, architecture, printmaking, modern visual arts (photography, video, and film making), designs, and crafts.

According to Ifeagu (2002), Visual Arts is the branch of art that relies completely on the sense of sight for experience and appreciation.

Visual arts and non-visual arts are the two broad categories of arts. Fine arts and applied arts are two subcategories of visual arts. Drawing, Painting, and Sculpture are branches of Fine Art. Drawing would be employed as a therapeutic tool for the purposes of this study.

According to Banjoko (2000), drawing is the act of utilising lines to visually portray, define, and describe objects. It is also regarded as an essential means of enhancing pupils’ observation skills.

The purpose of this research is to employ visual art, primarily drawings, to help kids with Autism Spectrum Disorders improve their communication and social skills.

They would be able to express themselves through drawings, which would invariably stimulate their reasoning and expression.

1.2 Statement Of The Problem

According to studies, a huge majority of parents are unaware about Autism Spectrum Disorders. As a result, they find it difficult to accept their children’s defects as requiring prompt intervention.

Furthermore, most teachers lack knowledge of the diseases, making it difficult for them to teach the diagnosed youngsters.

Most people would ignore their requirements, dismissing them as nonconformists or derailers. Some are even exposed to rejection and seclusion, rendering them useless to themselves, let alone their families or society at large.

Instead of being neglected, such children may be enrolled in special treatment schools where they could explore their deepest emotions, engage with other unique children without fear of rejection, and maximise their potential.

This study looked into the use of visual therapy to help diagnosed youngsters learn to be imaginative and expressive. It emphasises learning by action. This study’s practical aspect would make learning meaningful, real, interesting, and thrilling.

1.3 Research Questions

In order to tackle the study’s difficulty, the following questions were raised:

Is Visual Therapy effective in treating learning disabilities?

Is Visual Therapy effective in treating Anxiety Disorder?

Is there a gender difference in the effectiveness of Visual Therapy?

1.4 Research Hypotheses

Visual Therapy has no discernible effect on learning disorders.

Visual Therapy has no discernible effect on anxiety disorders.

There is no discernible gender difference in the effectiveness of Visual Therapy.

1.5 Importance of the Research

Knowledge of the condition’s various causes, types, symptoms, treatments, and therapies would help parents, teachers, diagnosed children, and other interested parties properly identify and manage the disorder.

This would help people understand how to engage with children who have Autism Spectrum Disorders. Furthermore, attention would be focused on their strengths, and they would be given the opportunity to express their deepest ideas and feelings through drawings.

Visual Therapy would be utilised to treat youngsters who have been diagnosed with the illness. It is a vital therapy that will be used to teach children with Autism Spectrum Disorders how to learn and interact verbally and nonverbally.

Visual Therapy will assist children with Autism Spectrum Disorders in developing an excellent visual or possibly mental memory,

which will make learning genuine and reasonably lasting. They would be able to learn to understand and communicate their thoughts through the creation of drawings.

Diagnosed youngsters would be able to increase their self-expression, abilities, and communication skills through this therapy intervention.

They create art works on their own that depict their thoughts and feelings; they are self-expressive. The photographs explore and enhance their sense of creativity and feeling. As a result, they have a strong sense of self-awareness, productivity, and self-exploration.

Researchers interested in studying children with Autism Spectrum Disorders would also benefit from this study. Furthermore, the study would be a source of information,

or possibly knowledge, for all to have a basic understanding of the illness, which would aid in its right management.

1.6 Operational Definition OfTerminology

ASDs

It is an acronym for Autism Spectrum Disorders and is also known as Autistic Spectrum Disorder. It is a developmental condition in which children exhibit mental impairment, learning disabilities, behavioural issues, and an anxiety disorder.

ASDs are developmental impairments caused by brain abnormalities. It causes social and communication difficulties in those who have it.

The Nervous System

The Nervous System, according to the Advanced Learners’ Dictionary, is the system of all the nerves in the body. It is the part of an animal’s body that coordinates deliberate and involuntary behaviours and sends messages to other areas of the body.

Therapy

It simply means treating a physical ailment or illness. It is the attempted treatment of a health problem, usually after a diagnosis.

Comorbidity

This is the occurrence of one or more extra disorders or diseases that co-occur with a primary disease or condition, as well as the effect of such additional disorders.

It could alternatively be defined as the coexistence of two or more medical conditions, independent of their causative relationship.

Disorder

It is a disease that causes a section of the body to stop operating properly and accurately, resulting in a loss of order or organisation. It is also known as a functional anomaly or disturbance.

Diagnose

This comprises searching for, or determining the nature of, a disease, ailment, or illness based on its symptoms. It is also the identification of a phenomenon’s nature and cause.

Disabilities in Learning

Despite having average intelligence, no emotional disorders, and no gross physical deformities, the failure to succeed at a level appropriate with age or ability when presented with reasonable learning chances.

People with learning disabilities have difficulty executing specific sorts of skills or completing projects if they are left to figure things out on their own or if they are taught in traditional ways. Individuals with learning disabilities may confront particular obstacles that last throughout their lives.

Artistic Expression

Ceramics, Drawing, Painting, Sculpture, design, Crafts, Photography, Video, Printmaking, Filmmaking, Architecture, Industrial Design, Graphic Design, Interior Design, Fashion Design, and Decorative Art are examples of Visual Arts.

It is a type of art in which the artist attempts to express a variety of complex feelings. This is then conveyed to the public via representational media.

Drawing, Painting, Sculpture, Textile Design, Graphics Design, Industrial Design, and Ceramics are examples of Visual Art, according to Quadri (2012).

Visual Art Therapy

Art therapy is defined by the British Association of Art Therapists as a type of psychotherapy that uses art media as its major medium of communication.

It is carried out by qualified and accredited art therapists who work with children, adolescents, adults, and the elderly.

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TEACHER CREATIVITY ON EARLY CHILDHOOD DEVELOPMENT

CHAPITRE ONE

INTRODUCTION

BACKGROUND OF THE STUDY

Adult creativity is highly recognised in contemporary society. Personal creativity contributes to inventiveness, invention, social and cultural transformation as well as political development and economic progression.

The creator is an inventor, a problem solver, an entrepreneur, an artist. Creative people have speedy and effective answers that help them to attain their life goals and allow them to enjoy the trip.

Creativity is both a skill set and a distinct and individual personality structure that is established during childhood and fine tuned throughout adolescence and age.

Education has a significant function to play in its development. Positive creativity-inspiring experiences at every stage of the educational journey are essential. This is

notably true in both early childhood and the infant primary classes. Educators who rise to the creativity challenge will be amply rewarded in rich teaching experiences and the delight of watching students fulfil their creative potential in supportive and integrated learning environments.

Children develop cognitive and sensory learning through interaction with creative activities and that it is crucial that they are afforded an opportunity to connect with their creativity in the early stages of their education (Chapman, 2008).

Arnold (2011) and Bruce (2012) agree with this line of thought, meaning that it is interaction with creative activities that helps children’s developing ability to think of new ideas, communicate them, recognise challenges and problem solve.

Donahoe and Gaynor (2007) feel that activities that increase creativity and imagination are what lead to youngsters embracing different kinds of thinking that in turn leads them to innovation via the processing of unique ideas and experiences.

Robinson (2001) argues in her contribution that we do not grow into creativity, but that it is present in early life and that we are taught out of it. From all of these perspectives, it is clear that encouraging creativity in children is a critical step in the development of creative thinkers and innovators in adulthood.

Marzollo and Lloyd (2012) argue that if creativity is not engaged with throughout the naturally creative childhood years that it is not something that can subsequently be nurtured in later life.

Bamford (2005) and Burke (2005) both write that the pleasure factor in creativity or children’s enjoyment of the creative experience is a key component in their learning and in the nurturing of their innate creative abilities with their desire to engage more and more with creativity and thus become more and more creative.

With our recognition of children’s natural creative capacity, it becomes critical to engage them with creative teachers who will assist them in expressing their creativity as well as their social, mental,

and academic development through the various domains of learning. As a result, this study examines the impact of teachers’ creativity on early childhood development.

STATMENT OF THE PROBLEM

Many people have criticised the educational system for being excessively rigid and not allowing for originality in teaching style and pedagogy.

Inflexibility in adhering to established rules in teaching and learning in our educational institutions has hampered creativity in learners and even teachers.

In their 2009 study, Naiman and Markovik discovered that early childhood teachers’ creativity scores were alarmingly low.

The teachers were tested on improvisation, educational innovation and integration, class control, and child involvement by the researchers. Bales (2012) reached a similar conclusion, concluding that early childhood teachers are excessively rigorous and that school leadership should relax pedagogy,

allowing teachers to be more creative. In his investigation, Bales discovered a significant association between teachers’ ceativity and that of the pupils.

If more progress is to be made in the arts, sciences and the world of commerce, creativity would undoubtedly be an important facilitating instrument, or else our society would continue to develop only at a crawling pace;

and this creativity would need to fostered in individuals from their early years, through the hands of capable teachers.

PURPOSE OF THE STUDY

The primary goal of this study is to use a survey research design to analyse the impact of teachers’ creativity on early childhood development. This study specifically seeks to:

Examine the impact of a teacher’s creativity on the cognitive development of youngsters.

Examine the influence of teacher’s creativity on children’s social development

Investigate the impact of a teacher’s creativity on the emotional development of children.

RESEARCH QUESTIONS

During the course of this project, the following research issues will be addressed:

Is there an effect of a teacher’s creativity on the cognitive development of children?

Is there an impact of a teacher’s creativity on the social development of children?

Is there an effect of a teacher’s creativity on the emotional development of children?

RESEARCH HYPOTHESES

During the course of this study, the following research hypotheses will be tested:

The inventiveness of the instructor has little effect on the cognitive development of youngsters.

The inventiveness of teachers has no effect on the social development of youngsters.

There is no effect of a teacher’s creativity on the emotional development of youngsters.

SCOPE OF THE STUDY

This study’s scope is the impact of teachers’ creativity on Early Childhood Development in Mushin Local Government. It is restricted to 50 early childhood educators.

The impact of instructors’ creativity on young children’s development
The descriptive survey method of research.
Chi-square statistical method was used with a questionnaire distributed to 50 early childhood teachers in the Bariga Local Government.

SIGNIFICANCE OF THE STUDY

This study would be a valuable source of empirical information for Early Childhood Education stakeholders on the value of creativity as represented in the teaching and learning process. It would highlight teachers’ creativity and how they might use it to influence the development of children in their care.

OPERATIONAL DEFINITON OF TERMS

Creativity is defined as the ability to develop or recognise ideas, alternatives, or possibilities that can be used to solve issues, communicate with others, or facilitate teaching and learning.

Early Childhood Development: Children’s progress in cognitive, emotional, and psychomotor domains of learning.

Early Childhood Education: Undergraduate university education that focuses on the formal education of children before they reach elementary school.

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Early marriage and academic achievement

ABSTRACT
The study looked at the impact of early marriage and academic achievement of girls in Bauchi Local Government Area, Bauchi State. The study’s population consists of 250 schoolgirls from Bauchi Local Government.

100 high school females were chosen using stratified random sampling. The data was gathered using a questionnaire created by the researchers. The percentage and t-test were used to analyse the data.

The study found that early marriage was a factor in influencing girls’ educational achievment in Bauchi Local Government Area, Bauchi State.

Most parents are unable to afford school fees for their daughters, as a result of which they accept early marriage. 58% of respondents agreed with the statement, 31% disagreed with the statement, and 11% were undecided.

CHAPTER ONE: BACKGROUND OF THE STUDY

Given their position and standing in every culture, the importance of female child education cannot be overstated. A girl child’s education is critical in all aspects of life. However, many people are unaware of this and encourage girl children to marry at a young age.

Early marriage occurs when a girl marries at a young age (between the ages of 12 and 18).

The rate and age at which young girls marry in Bauchi Local Government Area, Bauchi State, could be attributed to social, cultural, religious, and socioeconomic variables. As determined by the locals.

Marriage is thus a consensual agreement between a man and a woman to form a family. It necessitates complete agreement between man and women without the use of coercion.

Marriage can take place through Islam, Christianity, tradition, or courtship. Everything must be agreed upon by the guy and the woman.

Marriage is defined by the Oxford Dictionary as a legal partnership between a husband and a wife. Women, in particular, play a crucial role in boosting society’s socioeconomic standard. They are the family’s creator and centre.

They are also the primary guardians of the society’s social, cultural, and fundamental values, and they are the most effective means of achieving long-term change. Jibowu (1965)

carried on the need for good general education for women in her contribution during 1969 curriculum confidence on women education in Nigeria. According to her, this is because their influence on children during their formative years is critical.

She added that a youngster spends approximately six hours per day at school and approximately eighteen hours per day at home. The man’s impact on him/her is so enormous during the formative years, and a woman with a good education greatly benefits a growing child.

According to A. Etimyomi, it is being investigated if the process of growth, together with the accompanying socioeconomic changes and transformation, has affected the traditional role of women as mothers and wives.

The society today expects them to later or assist their counterparts in resolving the majority of the challenges confronting the modern societal system. So, female child education should provide an excellent general education that will enable them to deal with the majority of the problems that may arise.

Girl child education is low in most parts of Northern Nigeria due to parental early marriage and other issues. As a result, attitude has had a large social impact, such as early marriage and divorce,

which has increased the number of prostitutes. If a female is divorced at an early stage of her marriage, she may have difficulty finding another husband in time.

1.2 STATEMENT OF THE PROBLEM

Early marriage has been a severe issue in Bauchi Local Government Area. It has jeopardised both state and federal government efforts in Nigeria to educate women. Because education is essential for a country’s prosperity. Both men and women must be educated.

The main issue was parental ignorance, particularly among moms, who did not understand the value of education. Because the majority of them are illiterates, they have no firm desire to extend their education to a higher degree. They believe that getting married at a young age is more significant.

1.3 OBJECTIVES OF THE STUDY

For the investigation, the following hypotheses were developed:

To ascertain the reasons for early marriage in the Bauchi Local Government Area.

To assess the impact of early marriage in the Bauchi Local Government Area.

Parental attitudes towards early marriage in Bauchi Local Government Area.

1.4 RESEARCH QUESTIONS

What factors contribute to early marriage in Bauchi Local Government Area?

What are the negative consequences of early marriage in Bauchi LGA?

What impact does parental attitude have on girl child education in Bauchi Local Government Area?

1.5 SIGNIFICANCE OF THE STUDY

The purpose of this study is to evaluate the influence of early marriage on young girls’ education in Bauchi Local Government Area, Bauchi State. The study will help parents understand the value of girl child education in Bauchi Local Government Area and throughout the country.

1.6SCOPE OF STUDY

This project’s aim is limited to the effect of early marriage on girl child education in Bauchi Local Government Area.

1.7 DEFINITION OF OPERATIONAL TERMS

The following terms were defined based on their usage in the text.

Early Marriage: This is a situation in which a girl kid marries at a young age without going through the regular maturation and socialisation process.

Typically between the ages of twelve and eighteen (12-18).
The impact of early marriage: This refers to the positive and negative effects of early marriage on the girl child and society as a whole.

Girl child education is the process of teaching, training, and learning to increase a girl child’s general knowledge and develop abilities in primary, elementary, intermediate, and further higher/post secondary school.

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THE CAUSES AND EFFECT OF MALNUTRITION AMONG CHILDREN BETWEEN AGES ONE TO FIFTEEN (1-15) YEARS

INTRODUCTION TO CHAPTER ONE

BACKGROUND OF THE STUDY
Millions of youngsters in developing countries are malnourished. There is currently a vast and growing body of information indicating that inadequate nutrition has an impact on children’s cognitive, motor, and behavioural development both pre and postnatally.

The situation is further worsened by the fact that children who suffer from poor nutrition typically originate from a poor socio-cultural milieu and face a slew of deprivation and disadvantages that can be damaging to their intellectual and behavioural development.

This is why the researcher felt it was crucial to be involved in such an important period of the child’s development. Nobody can deny that the rate at which children under the age of fifteen (15) years suffer is a national emergency.

Poor nutrition is still a worldwide issue as of 2006. According to the United Nations Food and Agriculture Organisation, “850 million people worldwide were undernourished from 1999 to 2005, the most recent years for which figures were available,” and the number of malnourished people has recently increased (FAO, 2007).

Researchers generally focus on motor and cognitive development when analysing the influence of poor nutrition on a child’s development.

However, it is crucial to assess social and emotional development as well, as these aspects may be equally if not more significant to an individual’s long-term success.

STATEMENT OF THE PROBLEMS
The goal of this study is to determine the impact of poor nutrition on children under the age of fifteen (15) in the Oredo local government area of Edo State. As a result, the study’s issues have taken the following forms over the years:

What are the root causes of the area’s poor nutrition?

Is there any effect of poor nutrition on malnourished children?

Is there a link between prenatal and postnatal nutrition?

Children who are malnourished face setbacks in their academic pursuits.

OBJECTIVE OF THE STUDY
The study’s goal is to discover the following:

To investigate the reasons of low nutrition in Edo State’s Oredo local government area.

To investigate the impact of malnourished children on inadequate nutrition.

To investigate the association between prenatal and postnatal nutrition.

To investigate the academic performance of children who are malnourished.

RESEARCH QUESTIONS
The research questions listed below were developed.

Does inadequate nutrition in children result in poor motor development, low activity level, indifference, and lack of interest in the environment?

Does poor diet have a direct impact on the central nervous system of children?

Could the children’s nutrition during their first fifteen years effect their academic pursuit?

Do well-nourished children outperform starving youngsters in school?

IMPORTANCE OF THE STUDY
The following are some of the advantages that could be gained from the research findings:

It will provide parents with important information on how to effectively supply their children with the required nourishment.

Identifying the reasons of inadequate nutrition in children and implementing the suggestions made by various nutritional agencies would result in a better and healthier generation.

The findings of the study will be useful to parents, the government, child rights and well-being consultants, and educational planners.

Finally, this study activity tends to make her results and recommendations an excellent beginning point for future research in a related topic.

SCOPE OF THE STUDY
The report is based on the current situation of children under the age of fifteen in Edo State’s Oredo local government area. The scope will include a few settlements in the surrounding area.

LIMITATIONS OF THE STUDY
Because of the following reasons, the research is limited to a few settlements rather than the entire state of the country:

monetary restriction
Time is running out.
Materials availability, access to essential information, and so on.
It also restricted the use of questionnaires to representative communities obtained using basic random sampling techniques.

DEFINITION OF TERMS
Anti-natal nutrition is the consumption of required food substances to protect the unborn child from harm before and after delivery.

Cognitive development refers to the steady expansion of a child’s mental process of comprehending.

Development refers to progressive growth that gets more advanced, stronger, and efficient.

Intellectual development refers to the growth of a child’s ability to think logically and understand.

Malnutrition is a bad state of health caused by a lack of food or the wrong sort of food.

Motor development is the steady expansion of body movement produced by muscles and controlled by nerves.

Nutrition is the process by which living organisms receive the food substances they require to produce energy and materials for their development, activity, and reproduction.

Poor nutrition refers to having a very tiny amount of an essential nutrient.

Post-natal nutrition is the process of providing nutrients to a newborn infant in order for them to develop properly physically, cognitively, and emotionally.

Prenatal: This is the intake of essential nutrients by pregnant women for the normal growth of their unborn child.

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THE USE OF PLAY AS LEARNING STRATEGY FOR SKILLS DEVELOPMENT IN EARLY CHILDHOOD EDUCATION

CHAPITRE ONE

INTRODUCTION

1.1 Background Of The Study

Play is a spontaneous, voluntary, pleasant, and adaptable activity that involves the use of the body, objects, symbols, and relationships. Play conduct, in contrast to games, is more disorganised and is often done for its own purpose (i.e., the process is more essential than any goals or end points (Broadhead, 2011).

Play is recognised as a universal phenomena and should be included in the lives of all children. Play consumes between 3% and 20% of a young child’s time and energy (Isaacs, 2012).

Over the last decade, there has been an ongoing reduction of playtime in favour of educational teaching, particularly in modern and urban communities. However, play is critical to young children’s education and should not be abruptly reduced or separated from learning.

Play not only helps children develop pre-literacy skills, problem-solving abilities, and concentration, but it also creates social learning experiences and allows children to vent potential stressors and issues. Laine and Neitola (2004); Lawrence (2012); Erikson (2006).

Play has long been a major aspect of early childhood teaching pedagogy, deeply rooted in the historical roots of early childhood education (Rogers 2011).

Philosophers, theorists, educationalists, and, more recently, policymakers have worked hard over many centuries to describe the nature of infancy, play, and the purposes of education (Fisher 2008).

Researchers have become more interested in how traditional and current ideas on play and childhood have affected childhood conceptualizations (Grieshaber and McArdle 2010), as well as the development of early childhood curriculum (Graue 2008).

According to Wood and Attfield (2005), “childhood was seen as an immature form of adulthood until the nineteenth century, and children from all social classes had little status in society.”

According to Wood and Attfield, it was the studies of classical play theorists such as Rousseau, Froebel, and Dewey that dramatically changed societal views and attitudes towards children, to the extent that “freedom to learn could be combined with appropriate nurturing and guidance” (Platz and Arellano 2011).

According to Almon (2009), creative play is an important activity in the lives of healthy children. Play, according to Almon, helps children weave together all the parts of life as they experience it, and it allows them to assimilate life and make it their own.

According to Hewett (2007), play is an essential aspect of children’s development since it allows them to express their entire creative potential. Children blossom and grow when they engage in creative play; when they do not, they suffer a significant decrease. (Almon,2009).

Young toddlers have a natural desire to grow and learn (Henninger, 2005). They are constantly developing new skills and capacities, and if they are allowed to set the pace with a little assistance from the adult world, they will do so in a playful and relentless manner.

Instead of appreciating their intrinsic need to learn, we treat children as though they can only learn what we adults can teach them (Henninger, 2005). As a result of this method, Henninger determined that these youngsters have lost their natural ability to direct their own learning.

Play connects all elements of development and learning, notably the emotive and cognitive domains. When youngsters have time to play, their games become more complicated and cognitively and socially challenging (Fagen, 2007).

Through free play, children learn to: explore materials and discover their properties; use their knowledge of materials to play imaginatively; express their emotions and reveal their inner feelings; come to terms with traumatic experiences;

maintain emotional balance, physical and mental health; develop a sense of who they are, their value, and that of others; deal with conflict; learn to negotiate and solve problems.

Children take out risks in play because they develop their self-esteem and confidence (Fagen, 2007).The youngster directs play, and the incentives originate from within the child. Play is fun and spontaneous. Play helps children gain social, physical, and cognitive skills (Fagen, 2007).

A child’s healthy development requires play. According to Herron and Sutton-Smith (2011), 75% of brain development happens after birth. Play promotes brain growth by encouraging the establishment of connections between nerve cells (Herron & Sutton-Smith, 2011).

This approach, according to the experts, aids in the development of fine and gross motor skills. Fine motor abilities are acts such as holding a crayon or pencil. Jumping and running are examples of gross motor skills (Laine & Neitola, 2004).

Children develop knowledge by using play as a tool. They learn to think, recall information, and solve problems. Play allows youngsters to put their beliefs about the world to the test. Play also aids in the development of a child’s language and socialisation skills.

It teaches youngsters to articulate their feelings, to think, to be creative, and to solve issues (Erikson, 2006). According to Broadhead (2011), youngsters learn about size, shape, and texture through play. That it teaches kids relationships by requiring them to place a square object in a round hole or a massive object in a small space.

Books, games, and toys with pictures and matching words help children expand their vocabulary. It also contributes to a child’s comprehension of the world.

Playing with other children teaches a child how to be a part of a group. Play teaches children the abilities of negotiating, problem solving, sharing, and group work. Unstructured play may result in more physical activity and healthier kids.

It improves children’s learning readiness and cognitive growth by allowing them to switch between subjects and areas without fear of failing. Playtime at school, such as playtime, allows students to develop and practise basic social skills.

Children gain a sense of self, learn how to communicate with other children, create friends, and the value of role-playing. Exploratory play in school gives youngsters the opportunity to explore and manipulate their surroundings.

Preschool and kindergarten students, on the other hand, are increasingly finding themselves in school environments that involve scripted teaching, computerised learning, and standardised testing.

Physical education and playtime are being phased out, and new schools are being constructed without playgrounds. While ostensibly providing what Langsted (2004) refers to as quality education,

these approaches trivialise and undermine children’s natural capacities for meaningful and focused life lessons through creative play, leaving many children profoundly alienated from their school experiences (Langsted, 2004).

Teachers believe that their teaching pedagogy will assist them in achieving their goals. Early childhood educators hope that their teaching approaches would encourage the children’s growth and development.

Parents also want their children’s early childhood education to lay the groundwork for their development into a bright, well-adjusted future. According to research, the aforementioned goals can be properly addressed through play.

but, modern early childhood education is often done through intricate instructional outlines, which minimise the importance of play as a tool; but, are these outlines as effective as play? Against this context, this study investigates the use of play as primary learning methods in early infancy.

1.2 Statement Of The Problem

One of the challenges of early childhood education is determining the optimal teaching pedagogy. Because of the importance of early infancy in the development of mental functions in children, including language, motor abilities, and psychological skills, the finest teaching methods must be preferred.

However, it is well recognised that the nature of the educational environment to which the kid is exposed throughout the first six to eight years of life has a significant impact on these functions (Bowman, Donovan, & Burns, 2001).

Forget-Dubois et al. (2011) also link excellent Early Childhood Education to increased school preparedness for primary school, which is an important predictor of early school accomplishment.

Thus, this study investigates how the ideal educational environment for children in Early Childhood Education can be established through the use of play as a learning approach.

1.3 Purpose Of The Study

The primary goal of this research is to evaluate the effectiveness of play as a learning approach for skill development in Early Childhood Education.

The purpose of this study is to assess the value of play as a learning strategy in preparing children for later childhood and future education. This study’s specific goal is to

Examine the impact of play on children’s cognitive abilities.

Determine the impact of play on children’s social skills.

Assess the impact of play on children’s motor abilities.

Determine the effect of play on children’s attentiveness.

1.4 Research Questions

Will the use of play as a learning approach for skill development in early infancy have a substantial impact on children’s cognitive skills?
Will the use of play as a learning approach for skill development in early life have a major impact on children’s social skills?
Will the use of play as a learning approach for skill development in early infancy have a substantial impact on children’s motor skills?
Will the use of play as a learning approach for skill development in early infancy have a major impact on children’s attentiveness?

1.5 Research Hypotheses

The use of play as a learning approach for skill development in early infancy has no substantial impact on children’s cognitive capacities.

The use of play as a learning approach for skill development in early infancy has no substantial impact on children’s social abilities.

The use of play as a learning approach for skill development in early infancy has no substantial impact on children’s motor skills.

The use of play as a learning approach for skill development in early infancy has no substantial effect on children’s attentiveness.

1.6 Importance of the research

This study will be useful for educational planners in early childhood education. It will expose literature on the use of play as the primary learning instrument for children, providing these planners with a larger empirical platform on which to base their teaching paradigms.

This study will also be valuable to curriculum planners because it adds to their knowledge of what to include, what to exclude, what works and what does not work.

Last but not least, this study provides information to both parents and teachers about how play can help children’s physical, emotional, and psychosocial development and prepare them for the future.

1.7 Scope/ Limitations Of TheResearch

The focus of this study is limited to examining the assignment of play as primary learning instruments in Early Childhood, utilising the descriptive survey research method and addressing the variables of cognitive skills, social skills, motor skills, and attentiveness of children. This study focuses on Lagos Mainland Local Government.

1.8 Definition Of Operational Terminology

Play: A learning approach characterised by spontaneous, voluntary, pleasant, and adaptable activities including the use of the body, objects, symbols, and relationships.

The educational design used for learning is referred to as a learning tool.

Early Childhood: The period from birth to three years old, when the brain grows rapidly.

Cognitive Skills: Brain-based abilities required of a youngster to do tasks involving learning, remembering, and problem solving.

Social Skills: These are abilities that a youngster must have in order to interact and communicate with people.

Motor Skills: These are abilities that require the use of one’s muscles. They involve leg, arm, foot, or complete body movements.

Attentiveness is defined as the ability to pay attention.

The physical conditions, context, and ideological milieu in which students learn are referred to as the learning environment.

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TEACHERS ATTITUDE TOWARDS FIELD GAMES IN NURSERY SCHOOL

CHAPITRE ONE

INTRODUCTION

1.1 Background Of The Study

Play promotes children’s learning abilities and increases their growth (Ginsburg, 2006). It is a vital component of the development of early childhood, curriculum, and pedagogy.

Play is described as a platform where children can display their own learning and help scaffold the learning of others, in addition to being a vehicle for learning (Woolkopf, 2004).

Play is essential for optimal child development, according to the United Nations High Commission for Human Rights (UNHCHR 2006).

Education is the process of transferring knowledge, skills, attitudes, and values in order to integrate an individual into a particular society. Because knowledge is founded on experience, play is the primary mode of learning.

When Froebe (1887) stated that “play is the first means of development of the human mind, its first effort to make acquaintance with the real world, to correct original experiences from things and facts, and to exercise the powers of body and mind” (Rueben 2006:1), he had this in mind.

Some preschools do not provide play equipment to their students, or if they do, it is insufficient. Sarah Chepkemboi Mutai (2003:2) discovered that play activities were insufficient in preschools and that the equipment for them was limited in her study of play activities among children aged zero to eight years.

According to a study on nursery school involvement in directed play in Itam Education Zone by Udofia, 2003, as referenced by Reuben (2006:1), the school’s play equipment was very old and worn out, which could endanger the nursery school.

Article 28 of the Convention on the Rights of the Child of 1989 recognised the child’s right to education. The state parties were advised to provide all citizens with basic, compulsory, and free education. This would provide equal opportunities to everyone on the planet.

The convention also advocated for children’s right to play and recreation activities that primarily employ play materials that promote social-emotional development.

The World Declaration on Education for All (Jomtien, 1990) backed up the Universal Declaration of Human Rights, and the Convention on the Rights of the Child emphasises education as a right as well.

The meeting emphasised that all children, youth, and adults should have access to educational opportunities that meet their basic learning needs. According to Article 11 of the African Charter on the Rights and Welfare of the Child (1999),

Every child in Africa has the right to education in order to promote and develop the child’s personality, talents, mental and physical capacities to their full potential. Africa was serious about providing universal education in its countries.

Senegal hosted the Dakar Framework for Action (2000) to discuss educational challenges. It went on to reaffirm the World Declaration on Education for All (Jomtien 1990).

All 193 United Nations member nations pledged to attain universal primary education as part of the Millennium Development Goals (MDGs) by 2015.

The worldwide community’s concern about education concerns is a clear sign that there is a gap in delivering universal education for all globally.

Psychologists usually agree that the period between the ages of six and six years is essential in human development. Theories of intellectual development suggest that certain concepts, abilities, and attitudes must be formed and nurtured at specific stages in a kid;

otherwise, the concepts may be stunted or overlooked entirely. Nigerian nursery school educators are increasingly concerned about the existing approach to ECE, which prioritises academics over other aspects of infant development.

The observed overemphasis on cognitive development contradicts child development research findings that describe quality and relevance of ECE as that which caters to the child’s whole development (Kombo and Khalayi 2011).

In Nigeria, the Ministry of Education curriculum for nursery schools emphasises the incorporation of field games within the teaching curriculum, as well as the provision of adequate equipment and a favourable environment for these activities.

In all facets of field games, schools should provide equal opportunity for females, boys, and children with special needs. However, there is much rot in the learning environment, with a greater emphasis on academic accomplishment robbing the learner of time to play.

There is evidence in schools that organise weekend instruction, even to infant schools, but what is done is within the bounds of classrooms.

The school policy should implement nursery school curricula that emphasise play and child-initiated activities, but this is hampered by both parents and teachers who believe in academic performance.

1.2 Statement Of The Problem

Children, according to Mwangi and Shigali (2009), acquire information through constructive play. The school in Egor, Edo state, determines the conduct of field games activities in each preschool based on the money provided to them.

Because of these differences, the use of field sports in fostering learning among Egor’s nursery school students suffers. They are not provided with uniform field game materials.

Play activities that allow children to engage with one another boost learning skills. Egor L.G.A. has a culture of educational accountability, the abolition of school playtime, students attending school on weekends, students arriving early and departing late (Kere, 1998).

Furthermore, during this very delicate stage, there is a lot of rote learning with a strong emphasis on the child’s cognitive growth. The drive to instill academic skills in children deprives them of field game time.

They may be in class doing classwork during playtime when they should be out playing. Other factors may include a lack of field game resources, a lack of excellent playgrounds, teachers’ lack of awareness about play, and insufficient time given to play.

As a result, despite the government’s provision of preschool education learning through play, play has fallen far short of expectations. Not only is play infrequently used in public nursery schools, but the quality of outdoor games activities is sometimes hampered by a variety of problems such as an insufficient playground,

restricted play resources, and parental pressure on instructors to satisfy academic standards. Play as a medium for language development is underutilised in preschools,

which is the viewpoint on which this study is founded. Against this context, the purpose of this study was to determine the teachers’ attitudes towards field games in nursery school.

1.3 Purpose Of Research

The goal of this research was to determine teachers’ attitudes towards field games among nursery school children in Egor L.G.A., Edo state.

1.4 Objectives of The Research

The following research objectives guided the study:

To determine the forms of field games that can be used to improve the learning capabilities of nursery school students in Egor L.G.A. Edo state.

To analyse the availability of field game materials in increasing the learning capabilities of nursery school children in Egor L.G.A. Edo state.

To investigate teachers’ attitudes towards field games in nursery school children’s learning skills in Egor L.G.A. Edo state.

To identify the school policy towards outdoor games in strengthening the learning skills of nursery school children in Egor L.G.A. Edo state.

1.5 Research Questions

The following research questions led the investigation.

What types of field sports are used to improve the learning capabilities of nursery school children in Egor L.G.A. Edo state?

What is the availability of field game materials for boosting the learning skills of nursery school children in Egor L.G.A. Edo state?

What is the attitude of teachers towards field games in the learning skills of nursery school students in Egor L.G.A. Edo state?

What is the school policy in Egor L.G.A. Edo state regarding field games in boosting nursery school children’s learning skills?

1.6Significance of the Research

The research will be extremely useful to school administrators and teachers in ensuring that certain play activities are institutionalised in the nursery school learning system to increase children’s learning.

The findings will be useful to school administrators and nursery school instructors in ensuring that appropriate play time is provided.

The researcher expects that the study will serve as a foundation for future field game involvement in preschools in general, as well as generate new ideas for better and more efficient control of early childhood institutions in Nigeria.

1.7Limitations Of The Research

The study had no control over other variables that could influence learning skill development, such as the environment and social economic activities.

In addition, the researcher was pressed for time because he was preoccupied with other academic tasks at school.

Finances were also a significant obstacle in carrying out this task, particularly in terms of transport to the designated institutions.

1.8 Scope Of The Study

The study was limited to Egor L.G.A. public nursery schools. The study’s respondents include head teachers, preschool instructors, and nursery school teachers. The research concentrated on linguistic abilities such as listening, speaking, reading, and writing.

To collect data from respondents, the study used questionnaires, an interview schedule, and an observation checklist. The study’s conclusions cannot be applied to other sections of the country until a similar study is conducted in places with similar features.

1.9 Definition Of Key Terms

The action or process of developing or being developed. Influence Ability to persuade someone to alter their mind Language Any system of specified rules that can be used to transmit thoughts, ideas, and instructions.

Learning skills are habits that can be used to finish projects and communicate successfully throughout your life.

Playing is the act of performing or engaging in an activity for the purpose of pleasure, enjoyment, or entertainment.

Speaking abilities; the ability to generate a variety of flexible, suitable, and indefinite statements in a specific language.

A pre-primary school, often known as a play school, is a type of educational institution or learning facility that provides nursery school to children before they begin compulsory education at primary school.

Ability, talent, or potential to do tasks.

Readiness: The level of development that a child is anticipated to accomplish before to engaging in the teaching and learning process.

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USING STORIES TO IMPROVE PUPILS LISTENING SKILLS

Abstract

The purpose of this study was to use stories to improve the listening abilities of kindergarten two (K G 2) students at an Anglican primary school. The study’s entire population consists of 200 staff members from several primary schools in Accra, Ghana.

The researcher collected data using questionnaires as the instrument. This study used a descriptive survey research approach. The survey included 133 respondents, including headmasters, headmistresses, teachers, and junior employees. The acquired data was organised into tables and analysed using simple percentages and frequencies.

Chapter One

Introduction

1.1 Background Of The Study

Many Ghanaian children start primary school at the age of six, and these children are still in their early childhood. According to the World Bank (2011), the early childhood period is the most rapid era of human growth.

Although each kid develops at his or her own speed, all children go through a predictable sequence of physical, cognitive, social, and emotional growth and change.

Physically, six-year-old children have enhanced use of all of their body parts, allowing for stronger gross and fine motor skills, as well as increased awareness of their body postures and motions.

They are socially engaged in their classmates’ ideas and abilities, both for social comparison and to make friends. They also have strong emotional bonds with important adults in their lives, such as teachers. Emotionally, they are not adept at precisely interpreting another person’s feelings,

which may have a part in the reduction of aggressive and disruptive behaviour among primary school children (Tornlinson, 2009). Intellectually, Anthony (2014) remarked that they are nearing the end of Piaget’s preoperational period, which is the time when youngsters learn to utilise language.

Children’s thoughts and communications are frequently egocentric (concerning themselves). Animism is another important characteristic that children exhibit throughout this era.

McLeod (2012) defines animism as the notion that inanimate objects have human sentiments and intentions. While some of this thinking truly fosters creativity, fostering the development of a child’s schema (her foundation knowledge) surrounding animals and ecosystems is an excellent method to increase the child’s thinking and understanding of the world (Anthony, 2014).

Also, because children of this age are tangible learners (Thomlinson, 2009), learning should be supplemented with a variety of pictures or real-world objects in the classroom.

One of the goals of primary education in Ghana is to instill permanent literacy and effective communication skills (FGN, 2004).

Literacy establishes a solid foundation for a lifetime of opportunities. Literacy in primary school entails improving oral and written communication skills in all academic areas.

Literacy skills can be learned in primary school through instruction and practise in speaking, reading, writing, and listening (Grayson, 2013). Listening is the process of receiving information through the sense of hearing and interpreting what is heard.

Listening comprehension lays the groundwork for later reading comprehension in young children (Jalongo, 2008). This could be why Brown (2012) believes it is critical for a child to establish appropriate listening skills in order to cope with the academic demands of school and to obtain adequate reading abilities.

Listening ability assists youngsters in guiding their self-inquiry and discovering their own possibilities. Active listeners can absorb what they hear more quickly into their knowledge framework than passive listeners. Tramel (2011) noticed that children can improve their concentration and memory when they develop good listening skills.

Listening is critical because, of all the language skills that young children learn, listening is the one that develops first and is practised the most (Roskos, Christie, and Richgels, 2003).

According to studies on children’s listening, both in and out of school, listening accounts for between 50 and 90 percent of children’s communication time (Wolvin and Coakely 2000; Gilbert, 2005).

Listening is essential for a child’s development of other skills, such as survival, social, and cognitive abilities. Wolvin and Coakley (2000, p. Listening comprehension is regarded as one of the most predictive qualities of long-term academic achievement (Brigman, Lane, and Switzer, 2001).

Isbell, Sobol, Lindauer, and Lowrance (2004), Gallets (2005), and Philips (2000) discovered that storytelling enhances children’s listening abilities in their studies.

Despite the numerous benefits of teaching children to listen, an examination of the teaching and learning activities in our primary schools indicated that it is not given appropriate attention.

According to Smith (2003), despite the fact that listening is the most commonly utilised language ability, it is the one that is taught the least in the classroom.

Listening may have been neglected or poorly taught due to the misconception that it is a passive skill and that simply exposing learners to spoken language provides appropriate education in listening comprehension (Call, 1985).

What many people don’t realise is that stories with images are essential for teaching toddlers to listen. Tales and stories are helpful and valuable listening tools for children to build both their first and second language listening comprehension and literacy (Zevenbergenn and Whitehurst, 2003).

(Mello, 2001) Storytelling is one of the oldest means of expressing ideas and imagery. Young children in traditional African civilizations were given stories by their parents, grandparents, uncles and aunts. Folktales, according to Omoleye (1977), played an essential role in Nigerian community life.

Despite the fact that the stories were unwritten, they have been passed down through generations without losing their uniqueness. As vital as storytelling is for young children’s education, it is not given appropriate attention in primary schools (Mello, 2001; Philip, 2000).

It has been observed that children spend more time with electronic media and less time listening to stories because parents are so busy that they no longer have time to read bedtime stories to their children (TalkTalk Group, 2011), preferring their children to spend their evenings watching television and playing games (Paton, 2012).

Statement Of The Problem

(Mello, 2001) Storytelling is one of the oldest means of expressing ideas and imagery. Young children in traditional African civilizations were given stories by their parents, grandparents, uncles and aunts.

Tales and stories are helpful and valuable listening tools for children to build both their first and second language listening comprehension and literacy (Zevenbergenn and Whitehurst, 2003). Folktales, according to Omoleye (1977), played an essential role in Nigerian community life.

Despite the fact that the stories were unwritten, they have been passed down through generations without losing their uniqueness. As vital as storytelling is for young children’s education, it is not given appropriate attention in primary schools (Mello, 2001; Philip, 2000).

It has been observed that children spend more time with electronic media and less time listening to stories because parents are so busy that they no longer have time to read bedtime stories to their children (TalkTalk Group, 2011),

preferring their children to spend their evenings watching television and playing games. Based on this, the researcher wishes to explore Using tales to improve students’ listening skills in kindergarten two (K G 2) students at Anglican primary school.

Objectives Of The Study

The objectives of the study are as follows:

To test if stories improve students’ listening abilities in kindergarten two (K G 2) at an Anglican primary school.
To investigate the impact of gender on the listening abilities of kindergarten two (K G 2) students at an Anglican primary school.

To determine the impact of stories on students’ academic achievement.

Research Hypotheses

The following items have been proposed for testing:

H0: Stories do not improve listening abilities in kindergarten two (K G 2) Anglican primary school students.

H1: Stories increase listening skills in kindergarten two (K G 2) students at an Anglican primary school.

H0: There is no effect of stories on students’ academic achievement.

H2: Stories have an effect on students’ academic achievement.

Significance Of The Research

The study will be very important to Ghanaian students and the Ministry of Education. The study will provide a clear understanding of the Using tales to improve students’ listening abilities among kindergarten two (K G 2) students at Anglican primary school. The study will be used as a resource for other academics who will be working on a similar problem.

Scope and Limitations Of The study

The study’s scope includes Using stories to improve students’ listening abilities in kindergarten two (K G 2) at an Anglican primary school. The researcher confronts various limits that limit the scope of the study, which are as follows:

The researcher’s research material is insufficient, restricting the scope of the investigation.

The study’s time span does not allow for broader coverage because the researcher must balance other academic pursuits and examinations with the investigation.

Inadequate funding tends to limit the researcher’s efficiency in locating relevant materials, literature, or information, as well as in the data collection method (internet, questionnaire, and interview).

Term definitions

A fairy tale, fairytale, wonder tale, magical tale, fairy story, or Märchen is a folklore genre in the form of a short story.

Listening: The active activity of receiving and responding to spoken (and occasionally unspoken) messages is known as listening. Listening is more than just hearing what the other person in the conversation is saying.

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Teachers Attitude Towards Field Games in Nursery School in Egor Local Govt Area

Chapter one

INTRODUCTION

1.1 Background for the Study

Play helps children develop and is essential for promoting their learning capabilities (Ginsburg, 2006). It is a vital component of early childhood, curricular, and pedagogical development.

In addition to serving as a vehicle for learning, play is described as a platform for children to exhibit their own learning while also scaffolding the learning of others. According to the United Nations High Commission for Human Rights (UNHCHR 2006), play is critical to optimum child development.

Education is the transfer of knowledge, skills, attitudes, and values with the goal of integrating the individual into a specific society. Knowledge is founded on experience, hence play is the main method to learning.

Froebe (1887) understood this when he stated that “play is the first means of development of the human mind, its first effort to make acquaintance with the real world, to correct original experiences from things and facts, and to exercise the powers of body and mind” (Rueben 2006:1).

Some preschools do not provide play equipment to their students, and those that do are sometimes inadequate. Sarah Chepkemboi Mutai (2003:2) discovered that play activities were insufficient in preschools, and the necessary equipment was scarce.

According to Reuben (2006:1), Udofia’s 2003 study on nursery school participation in directed play in Itam Education Zone found that the school’s play equipment was very outdated and worn out, which could be harmful to the nursery school.

The Convention on the Rights of the Child (1989), Article 28, recognised the child’s right to an education. The state parties were advised to offer basic, compulsory, and free education for all. This would ensure that all people around the world have equal opportunities.

The convention also advocated for children’s right to play and recreation activities, which primarily involve play items that promote social-emotional development.

The World Declaration on Education for All (Jomtien, 1990) endorses the Universal Declaration of Human Rights, and the Convention on the Rights of the Child likewise emphasises education as a right.

The meeting emphasised that all children, youth, and adults should have access to educational opportunities that address their basic learning needs.

According to Article 11 of the African Charter on the Rights and Welfare of the Child (1999), every child in Africa has the right to an education that promotes and develops the child’s personality, talents, mental and physical capacities to their full potential. Africa was deeply devoted to providing universal education in its states.

The Dakar Framework for Action (2000) was organised in Senegal to discuss educational concerns. It went on to reiterate the vision of the World Declaration on Education for All (Jomtien 1990).

All 193 UN member nations pledged to attain universal primary education as part of the Millennium Development Goals (MDGs) by 2015. The worldwide community’s concern about education issues demonstrates a considerable gap in providing universal education for all.

Psychologists usually believe that the period of less than six years is crucial in human development. Theories of intellectual development suggest that certain concepts, abilities, and attitudes must be formed and nurtured at specific stages in a kid;

otherwise, the concepts may be stunted or overlooked entirely. Nigerian nursery school educators are increasingly concerned about the existing approach to early childhood education, which prioritises academics above other aspects of child development.

The observed overemphasis on cognitive development contradicts child development research findings that describe quality and relevance of ECE as catering for the child’s whole development (Kombo and Khalayi, 2011).

In Nigeria, the Ministry of Education syllabus designed for use in nursery schools emphasises the incorporation of field games within the teaching curriculum, as well as providing enough equipment and a conducive environment for such activities. The schools should give equal opportunities for girls, boys and children with special needs in all elements of field sports.

However, there is a lot of rot in the school environment, with a greater emphasis on academic accomplishment, depriving students of time to play. Evidence can be found in schools that organise weekend instruction, including nursery schools, although what is done is limited to classrooms.

The school policy should implement nursery school curricula that emphasise play and child-initiated activities, but both parents and teachers who value academic accomplishment oppose this.

1.2 Statement of the Problem.

According to Mwangi and Shigali (2009), children acquire knowledge through constructive play. In Egor, Edo state, each preschool’s field game activities are determined by the school based on the funding available.

Because of these differences, the use of field sports in fostering learning among nursery school children in Egor suffers. They do not receive uniform amounts of field game materials.

Participating in play activities that allow youngsters to interact improves their learning ability. Egor L.G.A. has a culture of educational accountability, no playtime, students attending school on weekends, students arriving early and departing late.

Furthermore, during this very delicate stage, there is a lot of rote learning, with a primary focus on the child’s cognitive growth. The drive to teach youngsters academic skills deprives them of field game time.

During playtime, when kids should be playing, they may be in class doing homework. Other factors may include a lack of field game resources, a lack of excellent playgrounds, teachers’ inexperience with play, and insufficient play time.

The difficulty is that, despite the government’s provision of preschool education through play, play has consistently fallen short of expectations. Not only is play infrequently employed in public nursery schools, but the quality of field games activities has often been restricted by several factors such as an inadequate playground, limited play resources and parental pressure on instructors to satisfy academic standards.

Play as a language learning medium is not often employed in preschools, which is why this study is based on this viewpoint. Against this backdrop, this study intended to determine teachers’ attitudes towards field games in nursery school.

1.3 Objectives of the Study 

The goal of this study was to determine teachers’ attitudes towards field games among nursery school children in Egor L.G.A., Edo state.

1.4 Research Objectives

The study was directed by the following research aims.

To identify the types of field games that improve nursery school children’s learning skills in Egor L.G.A., Edo state.

To determine the availability of field game materials for boosting nursery school children’s learning capabilities in Egor L.G.A., Edo state.

To investigate teachers’ attitudes towards field games in nursery school children’s learning abilities in Egor L.G.A., Edo state.

To identify the school’s policy on field games for boosting nursery school children’s learning skills in Egor L.G.A., Edo State.

1.5 Research Questions.

The study was directed by the research questions listed below.

What forms of field games can help nursery school children improve their learning skills in Egor L.G.A., Edo state?

What is the availability of field game materials to help nursery school children improve their learning skills in Egor L.G.A. Edo state?

What is the attitude of teachers towards field games in nursery school children’s learning skills in Egor L.G.A., Edo State?

What is the school’s policy on field games to improve nursery school children’s learning skills in Egor L.G.A., Edo state?

1.6 Significance of the Study

The study will be extremely useful to school administrators and instructors in ensuring that specialised play activities are integrated into the nursery school learning system in order to improve children’s learning outcomes. The findings will help school officials and nursery school teachers ensure that students have enough time to play.

The researcher expects that the study will serve as a foundation for future field game involvement in preschools in general, as well as generate new ideas for better and more efficient control of Nigeria’s early childhood institutions.

1.7 Limitations of the Study

The study did not control for other variables that could affect learning skill development, such as the environment and social economic activities.

In addition, the researcher was limited in time due to other academic obligations at school.

Finances were also a major problem in carrying out this project, particularly in terms of transit to the designated schools.

1.8 Scope of the Study

The study focused on public nursery schools in Egor L.G.A. The study’s respondents include principals, preschool teachers, and nursery school educators. The study focusses on language abilities such as listening, speaking, reading, and writing.

The study used questionnaires, interview schedules, and observation checklists to obtain data from respondents. The study’s findings cannot be generalised to other sections of the country unless a similar study is conducted in locations with similar features.

1.9 Definition of Key Terms.

Development is the action or process of developing or being developed. Influence The ability to persuade someone to change his or her mind. Language A collection of specified rules that can be used to transmit thoughts, ideas, and instructions.

Learning skills are habits that you can apply throughout your life to finish jobs and communicate effectively.

Play: performing or doing an activity for pleasure, delight, or amusement.

Speaking abilities include the ability to generate a variable, suitable, and indefinite quantity of utterances in a certain language.

Pre-primary school, often known as play school, is an educational establishment or learning environment where children can attend nursery school before beginning compulsory education at primary school.

Skill refers to the ability, talent, or capability to do tasks.

Readiness is the level of development that a kid is required to reach before beginning the teaching and learning process.

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Effects of Visual Therapy on Expressive Art Performance of Autistic Children In Yaba Local Council Development Area in Lagos State

Chapter one

INTRODUCTION

Background of the Study

According to Weintraub (2013), autism is defined as delays or abnormal functioning in one or more of the following categories before the age of three years: (1) social interaction, (2) communication, and (3) restricted, repetitive, and stereotyped patterns of behaviour, interests, and activities.

According to the American Psychiatric Association’s Diagnostic and Statistical Manual of Mental Disorders [5th edition], Autism Spectrum Disorders, also known as the Autistic Spectrum, are a group of neuro-developmental disorders characterised by social deficits and communication difficulties, stereotyped or repetitive behaviours and interests, and, in some cases, cognitive delay.

Autism spectrum includes prior classifications such as Asperger’s Syndrome, Pervasive Developmental Disorder, Autistic Disorder, Rett Syndrome, and Childhood Disintegrative Disorder.

According to the Centre for Disease Control in 2009, Autism Spectrum Disorders affect approximately 1% of the global population. It is regarded as the fastest rising developmental impairment, with a prevalence in the United States.

Autism has an effect on how the brain processes information. It affects the connectivity and organisation of nerve cells and synapses. It is highly heritable, although the causes involve both environmental and genetic sensitivity. However, the specific mechanism is not well understood.

According to Popova (1995), autism and its associated problems are among the least known mental health issues of our day. In recent years, there has been a movement in perception of autistic individuals as “differently abled,”

rather than as disabled. Extraordinary people such as mathematical genius Daniel Tammet and architectural savant Gilles Trehin are examples of this disparity.

According to Gillan (2006), some autistic children may be mute or exhibit outstanding speech and language talents. Many children are hypersensitive to sensory stimuli like sound, vision, and touch. According to him, all youngsters have the ability to produce art and engage important areas of the developing brain.

According to Clara Clairborne Park’s book “Exiting Nirvana” (2001), some autistic youngsters have advanced visuospatial and visual memory abilities when creating art. They may create intricate spontaneous drawings of favourite subjects, such as buildings or animals, from numerous perspectives.

Children with autism frequently demonstrate repetitive behaviours, such as creating many, identical drawings. This should be promoted because these children find the activity enjoyable and engaging.

Gillian (2006) also believes that a child with autism can express his or her wants through nonverbal communication, such as holding the art teacher’s hand to request something.

An art teacher might encourage a vocal child to discuss his or her creative process. An art teacher can enquire, “What colour is the crayon?” If the youngster responds correctly, he or she should receive praise.

If not, the teacher may say, ”Say ˜red crayon” to elicit a proper response and praise. Furthermore, many children may appreciate a drawing project on paper with crayons or pencils because this medium has a low threshold for processing sensory information.

Barnes (1937) defines Visual Arts as creative genres that produce predominantly visual works, such as pottery, drawing, painting, sculpture, architecture, printmaking, modern visual arts (photography, video, and filmmaking), designs, and crafts. Ifeagu (2002) defines Visual Arts as a discipline of art that relies only on the sense of sight for experience and appreciation.

In general, arts can be divided into two categories: visual arts and non-visual arts. The visual aspect is further divided into Fine and Applied Arts. Fine art is divided into three branches: drawing, painting, and sculpture. For the purposes of this study, drawing will be employed as a therapeutic tool.

According to Banjoko (2000), drawing is the act of graphically representing, defining, and describing objects. It is also regarded as an essential means of strengthening students’ knowledge through observation.

This study focusses on the use of visual art, primarily drawings, to help students diagnosed with Autism Spectrum Disorders improve their communication and social abilities.

They would be able to express themselves through drawings, which would always stimulate their sense of logic and expression.

1.2 Statement of the Problem

According to studies, a huge majority of parents do not understand Autism Spectrum Disorders well. As a result, they struggle to recognise that their children’s defects require quick intervention. Furthermore, most teachers lack knowledge of the diseases, making it difficult for them to teach diagnosed students.

Most would ignore their requirements, dismissing them as non-conformists or derailed. Some are even rejected and isolated, rendering them useless to themselves, let alone their families or society as a whole.

Instead of being ignored, such children may be enrolled in special treatment schools where they could express their true feelings, engage with other exceptional children without fear of rejection, and maximise their potential.

This study looked at how visual therapy could help diagnosed youngsters learn to be more imaginative and expressive. It emphasises learning by doing. The practical element of this study would make learning more meaningful, authentic, enjoyable, and exciting.

1.3 Research Questions.

To address the study’s difficulty, the following questions were raised:

Is there a major impact of visual therapy on learning disabilities?

Is there a significant benefit of visual therapy on anxiety?

Is there a substantial gender difference in the effects of Visual Therapy?

1.4 Research Hypotheses.

Visual Therapy has no substantial effect on learning disorders.

Visual Therapy has no meaningful effect on anxiety disorders.

The effect of Visual Therapy does not differ significantly by gender.

1.5 Significance of the Study

Knowledge of the disorder’s various causes, types, symptoms, treatments, and therapies would help parents, teachers, diagnosed children, and other interested parties identify and manage it correctly.

This would help us gain a better knowledge of how to engage with youngsters diagnosed with autism spectrum disorders. Furthermore, attention would be put on their strengths, and they would be given the opportunity to express their deepest ideas and emotions through painting.

Visual Therapy would be utilised as a therapeutic method to manage youngsters with the illness. It is an important therapy that would be used to help children with Autism Spectrum Disorders learn and communicate more effectively, both verbally and nonverbally.

Visual therapy will assist children with Autism Spectrum Disorders in developing a strong visual or mental recall, making learning more genuine and lasting. They would be able to study, interpret, and communicate their ideas through sketching.

This therapy intervention would allow diagnosed youngsters to better their self-expression, abilities, and communication skills. They create their own art pieces that reflect their thoughts and feelings; they are self-expressive.

The photographs delve into and elevate their sense of creativity and feeling. As a result, they are self-aware, productive, and open to self-exploration.

Furthermore, researchers interested in studying children with Autism Spectrum Disorders will benefit greatly from this study. Furthermore, the study would serve as a source of information, or possibly knowledge, for everybody, allowing them to gain a basic understanding of the condition and aid in its right management.

1.6 Operational Definition of Terms

ASDs

It is an acronym for Autism Spectrum Disorders, often known as Autistic Spectrum Disorder. It is a developmental disorder in which children exhibit some level of mental impairment, learning disability, behavioural issues, and anxiety disorder.

ASDs are developmental impairments that result from a brain malfunction. A person diagnosed with it has social and communication difficulties.

The Nervous System

According to the Advanced Learners’ Dictionary, the Nervous System is the collection of all the nerves in the body. It is the part of an animal’s body that coordinates deliberate and involuntary behaviours and sends messages to other areas of the body.

Therapy

It simply means the treatment of a medical condition or illness. It is the attempted treatment of a health issue, usually after a diagnosis.

Comorbidity

This refers to the existence of one or more extra disorders or diseases that coexist with a primary disease or condition, as well as the effects of such additional disorders. It could also be defined as the occurrence of two or more medical problems occurring concurrently, regardless of their causative relationship.

Disorder

It is an ailment that causes a section of the body to stop operating properly and precisely, resulting in a loss of order or organisation. It could also be described as a functional anomaly or disruption.

Diagnose

This comprises seeking for and diagnosing the origin or nature of a disease, ailment, or condition based on its symptoms. It is also the determination of the nature and causation of a certain phenomena.

Learning Disability

The failure to accomplish at a level consistent with one’s age or ability when given reasonable learning opportunities, while having average intelligence, no emotional disorders, and no gross physical flaws.

People with learning disabilities have difficulty executing specific sorts of skills or completing projects whether left to figure things out on their own or taught in traditional ways. Individuals with learning disabilities may confront particular obstacles that are often ongoing throughout their lives.

Visual Art

Visual Arts include ceramics, drawing, painting, sculpture, design, crafts, photography, video, printmaking, filmmaking, architecture, industrial design, graphic design, interior design, fashion design, and decorative art.

It is a type of art that aims to express different and complex feelings as documented by the artist. This is then communicated to the audience using representational medium.

According to Quadri (2012), Visual Art refers to any work of art that appeals to our sense of vision, such as drawing, painting, sculpture, textile design, graphic design, industrial design, or ceramics.

Visual Art Therapy

According to the British Association of Art Therapists, art therapy is a form of psychotherapy that communicates primarily via art mediums. It is practiced by qualified, registered art therapists who work with children, adolescents, adults, and the elderly.

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