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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 which means game or sports. Play has always been considered as activity carried out by children as compared top learning which has more often been used to mean adults’ activity. However, and 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. However, 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 knowledgebase 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, 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) argues 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), states that Moritz Lazarus, who stated that people engaged in play to preserve energy, 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 skill and enable them to survive in the future. The self expression theory was put forward by Elmer Mitchell. 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), play was also theorized as a social 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, while 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) Etymologically the term learning is derive 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) argue that learning is a form of learningal activity people carry out to de-stress themselves and get a sense of self worth. Classically Aristotle as an activity that is carried out for its own sake regarded learning. In the modern world, learning 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 to refer to play as a discretionary time or as defined Attar, (197)
Learning 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 learning as the time one uses as he pleases. Learning 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. Learning is also associated with the social capital. Social capital is the kind of success that people who is 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 handStructured 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 top pay 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 hat 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 children’s’ experiences and play 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 males and females 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 to 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 on the grounds of race, colors, age, or religious beliefs. In football, matches are marred with poor refereeing and officiating, at the time there arises cases of match fixing. The above sports have one single problem that they share. A better example is 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 each and every person has an equal chance of being chosen 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 a social activity so nobody should be discriminated against on any ground, be it gender, race, marital status, disability, color, sexual identity, political opinion, age or religious beliefs, (Claxton, & Carr, 22).
Chapter 3: Research Methodology3.1 introductionIn This chapter, the researcher will give an illustration and discussion of the methodology that he has adopted for this research, including how the collection and data analysis took place to test the hypotheses in the later stages. Starting with the research philosophy, this chapter moves forward with the description of the research purpose and approach, continues with a description of the research strategy and ends up with the delineation of how the researcher has collected data and on how he selected the sample(Graue, & Walsh, 45).
3.2 Research methodsThe researcher would base the fundamental outline of this project on both qualitative data and quantitative data with prominence given to quantitative data, which would implicate and explore working with other adults in school developing mathematics as a collaborative enterprise. However, the researcher would derive secondary data from sources like books, journal articles, reports so on and so forth.
3.3 Research PhilosophyAccording to Graue, & Walsh, (67), a research philosophy related to the development of knowledge is about assumptions on the view of life, which are underpinning the research strategy and the chosen methods. The most commonly known research philosophies, also known as epistemology are positivism, realism and interpretive.
The last one is concerned with the subjective understanding and interpretation of the actions of the business world. Realism is a mixture out of the two prior delineated research philosophies. It assumes that reality still exists which may be independent of personal thinking or belief. Thus, the researcher has to investigate individual interpretations of the impact of corporate restructuring on employees to enable him understand key business structures or effects. For the exact same reason, the researcher will use realism to build knowledge about the external reality of operations management (Graue, & Walsh, 45). 3.4 Research PurposeAccording to Graue, & Walsh, (75), the researcher must link the research question for the research purposes. Three different research purposes can be termed, those being descriptive, exploratory and explanatory. Descriptive research seeks to describe situations as accurate as possible. On the contrary, researchers conduct exploratory research studies when they need to win new insights in a specific topic of interest.
With the conduct of explanatory research studies, the researcher evaluates and explains causal relationships between different variables. This will be an exploratory study as the study will only be on the causal relationship that exists between collaborative enterprise and successful mathematics learning in the classroom. Researcher are likely to accomplish statistical tests such as correlation tests in this research to be able to gain insights into different relationships. Researcher carries out these researches to contribute to the existing body of knowledge in the critical examination of the role of play in early year’s classroom in Saudi Arabia.
3.5 Research ApproachThe design of the research project can have two different approaches, those being deductive or inductive. Whereas the researchers commonly know the deductive approach as a “top-down” approach, the inductive approach is known as a “bottom-up” approach. With an inductive approach, the researcher fist ascertains the empirical data out of which he derives the hypotheses. This approach is also known as qualitative approach. With a deductive approach, the researcher verifies and explains the causal relationships are being explained. For this purpose, the aims of the study are established, which are than validated with means of quantitative methods (Graue, & Walsh, 45).
3.6 Quantitative Approach to ResearchThe quantitative research methodology can be considered as the most common technique employed in scientific researches. This approach uses data extracted from different numerical based aspects, measurements and, evaluates numerical data, which are further used to interpret results.
3.6.1 Advantages and Limitations of quantitative researchThe quantitative approach brings with it many advantages but is also coupled with some limitations. Using quantitative measures such as quantitative data is easy to gather, translate and store than other forms of information. This also takes less time. Any variations in variables can easily be found out and assessed regularly. The quantitative data employed in a quantitative based research approach provides an elaborate explanation to whatever circumstances or research which in the long run, is quite helpful to researchers and others who use this research. It is remarkably easy to compare the different variables in a sample data with the historical data using this approach.
The limitation to the quantitative based research approach is the over simplification employed which may not result in reflecting the information that was required. Another drawback is that, the quantitative based approach is applied to generalised situation of the real world. The data employed would be objective and the data, which is not capable of being assessed statistically or numerically would not produce any results that are useful.
3.7 Qualitative Approach to ResearchThe quantitative approach as mentioned earlier is a way to test an established hypothesis based on mathematical and statistical techniques while the qualitative approach builds a novel theory on its own. Qualitative approach renders meaning to real-time experiences in order to enhance the reach to various issues. The researcher will apply qualitative based approach in this research to study the saturation, richness and degree of the strategy.
3.8 Research StrategyThe chosen research strategy for this thesis is the deductive approach. A survey, which is a commonly pursued a strategy in business research as it allows the collection of a huge amount of data from a significant population in the most economical way (Saunders et al., 2007). Just like other business fields, research in working with other adults in school developing mathematics as a collaborative enterprise can be undertaken to solve the existing education 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. The research design this study will employ is the use of interviews where quantitative research methods will be used. Five main research strategies can be differentiated altogether, either which can be clearly assigned to the deductive or the inductive method. The different research strategies are depicted in the table below.
Deductive Approach Inductive an Approach
Experiment Grounded Theory
Surveys Ethnography
Case Study
Table SEQ Table * ARABIC 1: Main Research Strategies
The rationale for using surveys and questionnaires was that they provided a candid and uncomplicated access to the study of values, and intention of the person who completed the instrument. The researcher will modify Surveys or questionnaires to collect general data from almost any human population.
3.9 Ethics of Survey ResearchRespondents will give their informed consent before they participate in the survey. This the researcher will ensure by informing the respondents for the purpose of the study, the contents, the time limit of the study and any potential risk and benefit associated with the study as well informing the respondents of their freedom to participate or leave study at will. The researcher will also inform the respondents about the confidentiality of their identity. The researcher will ensure by not linking the respondents to their responses during the survey
3.9.1 Sampling and Data Collection for the Primary StudyOne limitation of the thesis was time, money and access restrictions. Therefore, sampling was useful to restrict the data collection to a specific subgroup. This group is of interest according to the aim of the thesis. It is therefore, necessary to define the pulled sample population
3.9.2 Data collection methodsThe research design employed by this study is the use of interviews. The researcher will combine both primary and secondary data to realize the aim of this research. The researcher will give questionnaires or survey to randomly selected adults in our schools. Secondary research will include a document review in which a large number of publications and academic journal and materials.
3.9.3 Data analysisThe research will use qualitative and quantitative techniques to analyze the data collected while employing the help of SPSS to analyze the data. This is because of the user-friendly interface offered by SPSS. The researcher will also employ qualitative methods to analyse the data as the method can provide better information on strategy evaluation data. These qualitative methods will include the use of individual accounts in the form of interviews and narrative responses on surveys. The researcher also plans to analyze qualitative data with a constant comparative data reduction strategy. Data reduction is a concept used in the analysis of academic policy data, which are not uniformly complete.
3.9.4 Validity and Reliability of resultsIn this research, the reliability and the Validity of the data so collected will depend on the design of the actual questionnaire used. However, to optimize the latter, the researcher will consider careful planning of questions, layout and distinct clarification of the rationale and pilot testing. He will also address the reliability, validity, and generalizability by using data verification and construct validity check.
3.9.5DelimitationsThe main aim of the research is determining how develop mathematics teaching as a collaborative enterprise while focusing on working with an adult or adults in school. However, it is advisable to extend the research to include the effectiveness of the collaborative enterprise while working with adults. The inclusion of some questions, while suitable will be beyond the answering scope of the researchers interests.
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 etc?
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. But the most valuable thing is that they learn to coexist with other children in the play ground. 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 emotional feelings. When they find themselves in a problematic situation, they develop their own solution and in this way became 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 with. 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 behaviour towards a definite goal. If the problems above in the sports mentioned above can not 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 and 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 sociolo
