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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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