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A critical examination of the role of play in early year’s classroom in Saudi Arabia
Abstract
In the early years, people used the term play and spot to mean the same thing, however, as time passed by researchers developed an interest in the two activates and realized that they mean seriously different things. Some of the main concerns that are still under consideration include the importance of play in the classroom and the motivation of play in the classroom. This paper seeks to critically examine the role of play in early year’s classroom in Saudi Arabia. The per sets out by analyzing the difference between play and sports, the determining the various theories of play and finally, an analysis of the role of play in early years classrooms in the context of Saudi Arabia.
Key words: play, sports, ECD, learning and theories
Table of Contents
TOC o “1-3” h z u HYPERLINK l “_Toc311535976” Section 1: Introduction PAGEREF _Toc311535976 h 3
HYPERLINK l “_Toc311535977” 1.1 Background of the study PAGEREF _Toc311535977 h 3
HYPERLINK l “_Toc311535978” 1.2 Aims of the study PAGEREF _Toc311535978 h 3
HYPERLINK l “_Toc311535979” Chapter 2: Literature review PAGEREF _Toc311535979 h 5
HYPERLINK l “_Toc311535980” 2.2 Historical aspect of play; theories of play PAGEREF _Toc311535980 h 5
HYPERLINK l “_Toc311535981” Etymological definition of play PAGEREF _Toc311535981 h 6
HYPERLINK l “_Toc311535982” 2.3 Children’s right to play PAGEREF _Toc311535982 h 8
HYPERLINK l “_Toc311535983” 2.4 Sports problems PAGEREF _Toc311535983 h 8
HYPERLINK l “_Toc311535984” Chapter 3: Research Methodology PAGEREF _Toc311535984 h 10
HYPERLINK l “_Toc311535985” 3.1 introduction PAGEREF _Toc311535985 h 10
HYPERLINK l “_Toc311535987” 3.2 Research methods PAGEREF _Toc311535987 h 10
HYPERLINK l “_Toc311535988” 3.3 Research Philosophy PAGEREF _Toc311535988 h 10
HYPERLINK l “_Toc311535992” 3.4 Research Purpose PAGEREF _Toc311535992 h 11
HYPERLINK l “_Toc311535994” 3.5 Research Approach PAGEREF _Toc311535994 h 12
HYPERLINK l “_Toc311535995” 3.6 Quantitative Approach to Research PAGEREF _Toc311535995 h 12
HYPERLINK l “_Toc311535996” 3.6.1 Advantages and Limitations of quantitative research PAGEREF _Toc311535996 h 12
HYPERLINK l “_Toc311535997” 3.7 Qualitative Approach to Research PAGEREF _Toc311535997 h 13
HYPERLINK l “_Toc311535998” 3.8 Research Strategy PAGEREF _Toc311535998 h 13
HYPERLINK l “_Toc311535999” 3.9 Ethics of Survey Research PAGEREF _Toc311535999 h 15
HYPERLINK l “_Toc311536000” 3.9.1 Sampling and Data Collection for the Primary Study PAGEREF _Toc311536000 h 15
HYPERLINK l “_Toc311536001” 3.9.2 Data collection methods PAGEREF _Toc311536001 h 15
HYPERLINK l “_Toc311536002” 3.9.3 Data analysis PAGEREF _Toc311536002 h 15
HYPERLINK l “_Toc311536003” 3.9.4 Validity and Reliability of results PAGEREF _Toc311536003 h 16
HYPERLINK l “_Toc311536004” 3.9.5Delimitations PAGEREF _Toc311536004 h 16
HYPERLINK l “_Toc311536005” Chapter4 Findings PAGEREF _Toc311536005 h 17
HYPERLINK l “_Toc311536006” 4.1 The number of hours that children spend playing in school and out of school PAGEREF _Toc311536006 h 17
HYPERLINK l “_Toc311536007” 4.2 Response from the academia on play in early classroom PAGEREF _Toc311536007 h 18
HYPERLINK l “_Toc311536008” 4.4 Motivation in sports performances and learning PAGEREF _Toc311536008 h 20
HYPERLINK l “_Toc311536009” Chapter 5 Conclusion PAGEREF _Toc311536009 h 22
HYPERLINK l “_Toc311536010” Chapter 6. Recommendation for further research PAGEREF _Toc311536010 h 23
Section 1: IntroductionThe major relationship between learning and play is that much of our social life in the current society is always taken up by learning activities; however, learning may include reading and carrying out activities such as community services and religious practices. It is also necessary to note that even though learning and play may overlap, they are worlds apart because play is not as physical as learning and as such is not marked by competition, make believe or teasing. Play is a term derived from the Anglo-Saxon –plega that means game or sports. Play has always been considered as an activity carried out by children as compared to learning which has more often been used to mean adults’ activity. However, it is advisable to appreciate the play as an activity which is enjoyed by all, children and adults alike (Pascal, 62)
1.1 Background of the studyWhile play is extremely beneficial to children as it is a sure way by which children learn to utilize their surplus energy, it is also a natural part of the children. Play has a hand in which the children are developed cognitively. Research has also identified that play is particularly instrumental for supporting the development of the pupils’ skill of communication. It is on this background that we seek to analyze the role of play in early year’s classroom in Saudi Arabia
1.2 Aims of the studyA critical examination of the role of play in early year’s classroom in Saudi Arabia
Objectives of the study
To determine if play is essential in the cognitive development of children
To analyze the role of play in the early years classroom in Saudi Arabia
To make recommendation according the results of the study geared at contributing the existing knowledge base on play and early year’s classroom. This will also help in making recommendations for future researches
Chapter 2: Literature reviewAccording to Cattanach, (95), play is any absorbing activity, which involves the enthusiastic participation of young children. On the other hand, Power, at al (1995), defines play as the simpler subsection of life in which the children explore their inhibited talents and learn to connect it with the latent abilities. For a player to label an activity as play, it must be enjoyable to the player. The player must value it in a positive way and finally, the player must have self or intrinsic motivation. However, some researchers have defined play as an activity in which the person chooses freely without coercion or duress, and is ready to experience the consequences that come with play. Rutter & Hyder (199), argue that, it is imperative that teachers have the above characteristics in their play, as it is the only way that children will feel motivated. It is not right for teachers to impose adult’s values and motivation on children’s leisure. This may hamper experience that children stand to enjoy in the course of play.
2.2 Historical aspect of play; theories of playAccording to Lepper, & Greene (78), play was the centre of focus in the nineteenth century, and early twentieth century. Most of the work done by early theorist of play included definition and explanations. Some of the theorist includes Herbert Spenser. He postulated in his surplus energy theory, that people engaged themselves in plays to burn any excess energy. The activities people engage in when they have no pressing need included predatory instincts.
On the other hand, Perkins (19) contends with Moritz Lazarus, who stated that people engaged in play to preserve energy, thus put the learning theory forth. He argued that a change in activities such as physical exercise preserves energy. While Karl Groos in his indistinct practice theory said that, when people are exhausted they engage in physical practices that sharpen their skills and enable them to survive in the future. Elmer Mitchell put the self-expression theory forward. He stated that men are dynamic creatures and are always on the lookout for any activity they can do to let out their pent up energy and express their personality (Almnie, 23).
Goodenow, (62), states that play was also theorized as a social activity by the father of play movement in America called Joseph Lee. Lee felt that play was recourse for those children from poverty-ridden households. He agreed that play contributed to the overall development of individuals’ character because it mainly involves discipline, loyalty and sacrifice. The major typologies of play included agon(istic) ilinx alea, and mimicry. On the other hand, Perkins, Jay, & Tishman, (43), says that play has much psychological benefits. For example, play has been said to be particularly beneficial to the psychological and emotional development in children by a cherished child psychologist, Frank Lawrence. Conversely, Sigmund Freud saw play as a way through which children could gain control of their lives and solve conflicts that occur in their lives. Play is also a form of creative exploration whereby the individuals play to arouse their stimuli and test their environment (Almnie, 22; Delpit, 55).
Etymological definition of playKatz, (13), argues etymologically that the term learning is derived from the Latino word ‘licere,’ which means to be free, or permitted; and from the word ‘licere, the French coined the term, ‘loisir’ meaning free time. The English came up with the term, ‘license.’ meaning liberty or total immunity form carrying out public obligation. These are the kind of activities that people engage in, to reduce the level of stress, by shifting their attention from class work. Rogoff (90), argues that learning is a form of learningal activity people carry out to de-stress themselves and get a sense of self worth. Classically, Aristotle defines play as an activity that is carried out for its own sake, but regarded learning. In the modern world, play must be available for all and must run concurrently with play. Learning in the modern world is used as a curriculum. However, the best way is to refer to play as a discretionary time or as defined Attar, (197)
Play can be defined as the free time an individual remains with after attending to all the necessities of life. Conceptions of learning varies, from the arithmetic point of view, it is the time that one devotes to learning, and any other necessities subtracted from the 24hours – which gives a surplus time. The general notion presents play as the time one uses as he pleases. Play has also been defined as an activity in which one engage in during his free time to amuse himself, rest, add his knowledge and increase his voluntary participation in life to the community. This is important after fully discharging his academic obligations. Play is also associated with the social capital. Social capital is the kind of success that people who are socially connected tend to experience due to their position within the society (Ibrahim, 16; Meier, 66)
Free play and structured play
Brooker, (2002), defines free play as the kind of play that children chose what to do, and how to play. This kind of play involves the intervention of an adult in minimal scale as compared to structured play. On the other hand, Structured play refers to the kind of play that adults engages children in. It is important because the input of the teachers is instrumental in ensuring that the children are engaged in constructive form of play. The adults initiate that play, controls the materials and the resources that the children have to play with and intervene in the course of the play. Teachers or practitioners are expected to have a better idea about the play and the general or specific objectives of initiating that play in the classroom. This is what influences the kind of intervention that the practitioner implements (Burton, 102).
There are various believes and mixed opinions as the social constructivist believe that free play is easy to isolate, and in not involving children in sharing and contracting meanings. The original work of the social constructivists such as Vygotsky and Bruner, easily envisage that adults will get themselves into the children’s play. However, they also argue that reflection and sharing of information is vital in enriching the child’s experiences and plays a hugely prominent role in the learning process (Carr, 211).
2.3 Children’s right to playSaudi Arabia, just like any other country, is the world has rules and regulations that govern the country’s education system. Saudi Arabia has an education system that caters for the needs of both sexes. Both male and female children have a right to development. Educationists in Saudi Arabia know the importance of play to children and, advocates for enough time for playing. The country has a well-structured education system, in which those who deny their right to education are liable to punishment. The country believes that education is paramount to everybody (Claxton, 42; Delpit, 56; Goleman, 56).
2.4 Sports problemsCowie, & Carr, (24), argue that just like in any other activity, sports also have problems. For example, in children, there are times when discrimination arises on the grounds of race, colors, age, or religious beliefs. In football, matches are marred with poor refereeing and officiating, at times there even arises cases of match fixing. The above sports have one single problem that they share. Healthy play however, implies that the rights of both an athlete and a footballer in their respective sports should be upheld.
Both the athlete and the footballer need an environment in which they all have an opportunity to participate in their sport of choice. By so saying, their teachers need to create an environment in which people have an equal chance of getting selected to participate without bias or discrimination. Any form of discrimination may kill the spirit of the player and may even lead to frustration and depression (Salomon, 22; Rogoff, Chavajay, & Matusov, 36)
Whenever the right of children in a play is infringed, they lose their self esteem and may not be active in the classroom setting. All children should be allowed to confer with other teachers for advice and moral support and finally the concept of children well being should be supported both in sport and outside the sport, this is also called the concept of a balanced lifestyle. All children should be treated with the kind of respect they deserve at all times; by giving children an opportunity to play, they become active in class. Sports is ranked as one of the most beneficial social activities to children. For that reason, no individual should be discriminated against in sports participation on the basis of gender, disability, race, color or sexual identity (Claxton, & Carr, 22).
Chapter 3: Research Methodology3.1 introductionThis section presents a discussion of the method of data collection that was used in the study. The research methodology will also include the methods through which data was analyzed for this study so as to develop a proper hypothesis to assist in the research findings. Some of the sections to be covered in this section include the research philosophy, research purpose, as well as, the research strategies employed during this research process. The section also explains how samples were selected for the study, as well as, the actual methods of data collection.
3.2 Research methodsBoth quantitative and qualitative data will be used for the submission of findings from this research study. However, more emphasis will be placed on the data collected and information gained from quantitative data as this will assist in comprehending the degree to which the subject matter is important. The research methods to be used will be solely focused on finding out how working with other adults in school is a necessary tool for education. In addition to this, the researcher is also set to find out how mathematics can be developed into a joint enterprise for the purpose of education. Both primary and secondary sources of information will be used to collect data for the study.
3.3 Research PhilosophyA research philosophy refers to the research hypothesis, which Graue, & Walsh, (67), define as being a crucial factor in the formulation of assumptions regarding a particular subject matter. this research philosophy also assists in rationalizing the research methods, as well as, the research strategy to be used in the study. 3.4 Research PurposeTo properly and accurately conduct the research study, the researcher also needs to explain the purpose of the research conducted. Accordingly, there is a need for connecting the research purpose to the research questions that have been presented in the study (Graue, & Walsh 75). The research purpose therefore seeks to answer the questions raised during the identification of the need for conducting research. Accordingly, the research purpose can be exploratory, descriptive, or explanatory. An exploratory research purpose seeks to explore the issues presented during the research study so as to gain new insight on the subject matter. A descriptive research purpose, on the other hand, seeks to describe the problem or subject matter at hand. This is done in such a way that assures the most accurate and exhaustive description of the problem. Conclusively, and explanatory research purpose seeks to explain the problem being presented in the research with relation to how it can best be solved in the study. For this research study, the research purpose will be explanatory as the study seeks to evaluate and explain the relationship between successful application of mathematics and collaborative as a collaborative enterprise.
3.5 Research ApproachThe research approach is said to have two main forms including deductive and inductive research approaches. The design of the research project can have two different approaches, those being deductive or inductive. The former is also referred to as a “top-down” approach, whereas the latter is defined a “bottom-up” approach. For this research study, a deductive research approach will be used, whereby the researcher will develop the research hypothesis first before ascertaining the data collected.
3.6 Quantitative Approach to ResearchAs previously mentioned, a quantitative research approach will be embraced for this study. This research approach will entail the collection of data that will be numerical in nature for the attainment of the necessary information for the study. Numerical data collected will encompass various measurements of the data collected so as to develop and interpret the results for the study.
3.6.1 Advantages and Limitations of quantitative researchThere are various advantages and disadvantages of the quantitative research approach, which played a role in rationalizing the reason for choosing this research approach. At the outset, the information collected form quantitative research is not only easy to acquire, it can also be measured do determine the level at which the subject matter is significant for the study. All the variables used in the study can also be easily identified through the quantitative approach, and also be assessed for the attainment of the necessary information for the study. The only limitation of using the quantitative approach for the research involves the fact that this approach oversimplifies the information gathered form the study. Additionally, the quantitative approach has the tendency to generalize the information presented, hence making the data collected more objective than it is subjective.
3.7 Qualitative Approach to ResearchThe qualitative research approach will also be used for this study. Unlike the quantitative research approach, which will test the hypothesis using statistical techniques, the qualitative research method uses statement to explain the phenomena. This method is very important in situating that requires an explanation of real time situations. This method is also recommended when one is explaining the real word problem and social circumstances that cannot be quantified. In this research, the researcher will employ the use of qualitative data to examine and explain the relationship between play and its role in the early classroom in Saudi Arabia. The researcher will apply qualitative based approach in this study to determine the level of saturation or richness of the play and its importance to course delivery in Saudi Arabia.
3.8 Research Strategy
In this study, the researcher will employ the deductive approach to deduce the causal relationship between play and its role in child development
During the research the researcher employed the use of survey to gather the data required for the study. The population was also very large making this the only suitable method of data collection. This method is also important in the academic and social sciences researches as it can be useful in determining how to solve existing problems in the society especially educational policy problems. In this thesis, the deductive approach was chosen. General theories were observed out of which aims were formulated. A questionnaire to collect the data was set up that was essential to test those against existing literature to be able to either confirm or reject the original theories in the end. Even though the researcher had the opportunity to use either deductive or inductive approaches the researcher felt it imperative to use the deductive approach. The different research strategies to be used for the study are illustrated in the table below.
Deductive Approach Inductive an Approach
Experiment Grounded Theory
Surveys Ethnography
Case Study
Table SEQ Table * ARABIC 1: Main Research Strategies
3.9 Research Ethics
It is imperative for the researcher to employ standard practice during the study, the researcher therefore has to ensure that the identities of the respondents are kept and the data used during the research is not used for wrong purposes. It is also important that the researcher destroys the data on completing the research as they might be used for wrong purposes.
3.9.1 Sampling
Saudi Arabia is such a very large country; this makes it very uneconomical to collect data from the whole population. The researcher thereof used random sampling method to derive a sample population on which he administered the research instrument. One of the major constrain was time allocated for this research. Other constraints included financial resources and access to valuable information’s such as the government data base but the use of a sample was instrumental in getting answers to the research question and generalising on the whole population
3.9.2 Data collection methods
The research instrument used for collecting data fore the research was mainly questionnaires and interview. His questionnaires were selected due to their supposed usefulness in collecting data as the research does not have to be physically preset during data collection as this might lead to researcher bias. Researcher bias occurs when the researcher tries to control the interview process or use body language or to direct the respondent to answers question in manner likely to favour the outcome of the research. However, the researcher reviewed academic journals and relevant information geared toward analysing the role of play in early years classrooms in Saudi Arabia.
3.9.3 Validity and Reliability
The validity and reliability of all researches is dependent on the design of the research instrument. To optimise the validity of the research, it is important that the research questions are organized and laid out in an appropriate manner. However, the researcher also ensured that the research questions were not ambiguous. This was mainly achieved through pilot testing and construct validity test
Chapter4: FindingsTo get a clear picture on how much the government of Saudi Arabia values play in the early years classroom, an analysis of the number of hours the school system allow for play in children.
4.1 The number of hours that children spend playing in school and out of schoolTable 1: The ration of hours spent in co curricular activities in and outside the school
Activity % in school % outside school
sports 22 13
Creating writing 34 3
Painting 4 8
Craft 49 7
Other art activity 22 9
Photography 16 11
Source: Young peoples behaviors and attitude survey, 2003
From the table, we realize that mot of the children are not actively involved in play in and outside school which is one of the most worrying trends in children play.
4.2 Response from the academia on play in early classroomCurrently a number of researchers are considering them possibilities or other ways in which the government can regulate the number of hours that children play. The government of Saudi Arabia is extraordinarily committed to the general well being and performance in Saudi Arabia. Some of the main responses that were collected from the ministry of education include the fact that they know that play is:
Vital to the children of school going age
Is a vital component of growing up and would like the children to attain their optimal potential in life
It is also instrumental in helping children to be in charge of their environments. During play children have the opportunity to discover spatial relationships, and explore the fundamental cause effects relationships, the roles of the society, the norms, values and beliefs of the family and much more.
Helps them to develop their self esteem as they would always struggle to succeed in the process
Play helps in building the social skill: grows up the start understanding the dynamics of both the family and society in which they live. Later on, they take the roles of the family and develop empathy with people in their immediate surrounding. Children learn to punish their toys, feed them, cook, and communicate with them. However, the most valuable thing is that they learn to coexist with other children in the playground. This is extremely influential in developing social skill as they interact more often with their fellow children
Play helps children in determining how to deal with their emotions. When they find themselves in a problematic situation, they develop their own solution and in this way become more creative without necessarily involving their parents helps them out. This idea is also noteworthy as the children who are skilled at working out solution are relative and critical in their play and are likely to excel in academia. The connection between play and school work is truly open. Children who play a lot develop social skill s that helps them exploit their potential unlike those children who never play at all.
Language development. One of the most significant contributions of play to the development of children is in language development. As child play, he has to find the best words to express his opinion. Some of the fundamental word that most children start with is the person with whom they have a strong relationship. However, as they grow up they learn to pronounce the words as people they play with pronounces.
4.3 Response form the teachers
On the other hand, a close interview with some teachers also unearthed a lot of disparity about the general information about play in developing children in the early years. The teachers most from government school and private school agree theta there are early year’s programs in Saudi Arabian schools. This is the foundation stage in the school. This is the same argument that Graue, & Walsh, (195) provides. Some of the major classes in this school are geared towards children and play. The programs are vital as they focus on pre-reception, reception for children tin the age group of tow years to 5 years. Most school knows the importance of play and allocates large track of land for play. Most of the school also has brightly decorated building for children plays. Most of the rooms in key school in Saudi Arabia are themed play room which helps in reflecting what the children have learnt. The school is equipped with a large number of PE facilities. Other school has allocated rooms for soft plays such as bouncing castles. One of the most notable achievement that most school has carried out to ensure that the children get enough play is the.
4.4 Motivation in sports performances and learningDefinition: this is the internal state of an individual, which directs his behavior towards a definite goal. If the problems above in the sports mentioned above cannot be fully solved as inherent in most cases, the only factor that keeps the players fire burning is the motivation; it is only motivation that influences decision making, learning and the overall performance in sports. There are mainly there types of motivation, i.e.
* Intrinsic motivation
* Extrinsic motivation and finally
* Self-Motivation
Intrinsic motivation to children
This is the motivation that exudes from within the children in any sporting situation. Factors like personal fulfillment and enjoyment are the source of intrinsic motivation. Intrinsic motivation keeps players going even in an exceptionally a situation where the odd are extremely predictable. Those players who are intrinsically motivated as this type of motivation come directly from within the children. They are factors such as personal satisfaction or enjoyment.
Extrinsic motivation that children get from playing is also noteworthy.
This is the kind of motivation that the children get from their surrounding and are remotely related to the tasks the players are doing at that particular moment. This may include the kind of rewards the children are likely to get on successful completion of the project at hand. In this class; money and medals are the most known sources of extrinsic motivation. Though the children are engaged in actual participation in the activities he or she is required to, the children do not do it for the love of the game but for the potential rewards that he or she will acquire on successful completion of the said task. Self-motivation is almost the same as intrinsic motivation, it is more than for the mastery of the game, but to achieve the desired social status and recognition, as well as the gush of emotional thrill that comes with taking part in the play after school.
Chapter 5 ConclusionThough learning has been the subject of study to many sociologist and economists, it has also become the point of interest to psychologists alike. The understanding the overall, underlying concept in play, and learning not only from the perspective of sports. It is also beneficial to try and enhance the noble activity in the life of everybody. Sports being an age old activity in which anybody can freely engage in disregard of their ages, race, color, gender and religion. The history of learning is extraordinarily broad to be covered fully within these word limits. The most valuable thing to note is the fact that play in learning should be done not only for the sheer enjoyment but of the perceived importance of play in the early year classrooms. This is also important for the thrill derived from free association and personal fulfillment.
In conclusion, play is very important in the early year’s classroom, but formulation of policies, geared at integrating play in the curriculum is also important. The government of Saudi Arabia has done much to ensure that children have enough t
