PLAY MATERIALS AND PRE-SCHOOL CHILDREN’S
PERFORMANCE IN SCIENCE ACTIVITY IN GATURI
DIVISION, MURANG’A COUNTY
BY
MAINA MARY WAIGWE
A RESEARCH PROJECT REPORT SUBMITTED IN PARTIAL
FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD
OF THE DEGREE OF MASTER OF EDUCATION IN EARLY
CHILDHOOD EDUCATION IN THE DEPARTMENT OF
EDUCATION AND COMMUNICATION TECHNOLOGY
UNIVERSITY OF NAIROBI
2013
DECLARATION
This project report is original work and has not been presented for a degree in any
other University.
____________________
Maina Mary Waigwe
This project report has been submitted for examination with my approval as
University Supervisor.
______________________
Dr. Justus O. Inyega
Senior Lecturer
Department of Education and Communication Technology
University of Nairobi
ii
DEDICATION
This work is dedicated to my parents (Joseph Maina Murimi and Alice Wambui
Maina), children (Linda Wambui Gikonyo and Newton Gikore Gikonyo), brothers
(Antony and Francis) and sisters (late Lucy who would have loved so much to see
me through, God rests her soul in eternal peace, Jane, Penina, Rebecca and Ann).
iii
ACKNOWLEDGEMENT
Special thanks go to my project supervisor Dr. Justus O. Inyega for his professional
guidance, understanding and encouragement. I also acknowledge the headteachers of
Gaturi Division and all the early childhood development teachers in Gaturi Division
who participated in providing the necessary information for the study and the
children undertaking studies in Gaturi Division pre-school centers.
iv
TABLE OF CONTENTS
DECLARATION ....................................................................................................... ii
DEDICATION.......................................................................................................... iii
ACKNOWLEDGEMENT ........................................................................................ iv
TABLE OF CONTENTS............................................................................................v
LIST OF TABLES.................................................................................................. viii
LIST OF FIGURES ....................................................................................................x
ABBREVIATION AND ACRONYMS ................................................................... xi
CHAPTER ONE: INTRODUCTION .....................................................................1
1.1 Background to the Problem ..................................................................................1
1.2 Statement of the Problem......................................................................................5
1.3 Purpose of the Study .............................................................................................6
1.4 Research Objectives..............................................................................................6
1.5 Research Questions...............................................................................................6
1.6 Significance of the Study ......................................................................................7
1.7 Limitations of the Study........................................................................................7
1.8 Delimitations of the Study ....................................................................................7
1.9 Basic Assumptions of the Study ...........................................................................8
1.10 Definition of Key Terms.....................................................................................8
1.11 Organization of the Study ...................................................................................9
v
CHAPTER TWO: LITERATURE REVIEW......................................................10
2.0 Introduction.........................................................................................................10
2.1 Play .....................................................................................................................10
2.2 Types of Play Materials ......................................................................................12
2.3 Play Materials and Science Activities.................................................................14
2.4 Play Materials and Parental Involvement ...........................................................18
2.5 Summary of Literature Review...........................................................................20
2.6 Theoretical Framework.......................................................................................20
2.7 Conceptual Framework.......................................................................................22
CHAPTER THREE: RESEARCH METHODOLOGY .....................................24
3.1 Introduction.........................................................................................................24
3.2 Research Design..................................................................................................24
3.3 Target Population................................................................................................25
3.4 Sample Size and Sampling Procedures...............................................................25
3.5 Research Instruments ..........................................................................................26
3.5.1 Validity of Research Instruments.....................................................................26
3.5.2 Reliability of Research Instruments.................................................................27
3.6 Data Collection Procedures.................................................................................27
3.7 Data Analysis Procedures ...................................................................................28
CHAPTER FOUR: FINDINGS AND DISCUSSIONS .......................................29
vi
4.1 Introduction.........................................................................................................29
4.2 Teachers’ Demographic Data .............................................................................30
4.3
Findings on Research Question One: How do various types of play materials
affect children’s performance in science activities? .....................................33
4.4
Findings on Research Question Number Two: How do play materials relate
to children’s performance in science activities? ...........................................42
4.5
Findings on Research Question Three: To what extent does parental
involvement impact on children’s performance in science activities? .........49
CHAPTER FIVE: SUMMARY, CONCLUSIONS AND
RECOMMENDATIONS............................................................................55
5.1 Summary .............................................................................................................55
5.2 Conclusions of the Study ....................................................................................59
5.3 Recommendations of the Study ..........................................................................60
5.4 Recommendations for Further Research.............................................................61
REFERENCES .........................................................................................................62
Appendix I: Introduction Letter ................................................................................65
Appendix 2: Questionnaire for Pre-School Teachers ...............................................66
Appendix 3: Interview Schedule for the DQASO ....................................................72
Appendix 4: Interview Schedule for Parents ............................................................73
Appendix 5: Observation Schedule ..........................................................................74
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LIST OF TABLES
Table 1: Pre-school Questionnaire Return Rate ....................................................30
Table 2: Pre-school Teachers’ Socio-Demographic Information...........................31
Table 3: Pre-school Teachers’ Dedication to Teaching Pre-school Children in
Gaturi Division. ........................................................................................32
Table 4: Play Materials in Gaturi Division Pre-School Centers.............................33
Table 5: Outdoor Play Equipment in Gaturi Division Pre-school Centers.............34
Table 6: Teachers’ Opinion about Role of Outdoor Play Equipment on Children’s
Development in Science Activities. .........................................................35
Table 7: Teachers’ Opinion about Role of Outdoor Play Equipment on Children’s
Science Skills’ Development....................................................................36
Table 8: Pre-School Centers’ Engagement in Indoor Play Activities ....................38
Table 9: Gaturi Division Teachers’ Opinion about Influence of Play Materials on a
Child’s Science Skills’ Development.......................................................40
Table 10: Influence of Types of Play Materials on Pre-school Children’s
Performance in Science Activities in Gaturi Division .............................41
Table 11: Provision of Play Materials Geared Towards Acquisition of Specific
Skills in Gaturi Division Pre-schools .......................................................42
Table 12: Coordination of Provision of Play Materials for Science Activities in
Gaturi Division. ........................................................................................44
Table 13: Arrangements between Pre-School Teachers and Administration in
Relation to Essenrial Science Skills. ........................................................45
viii
Table 14: Play Materials and Pre-schools Children’s Performance in Science
Activities in Gaturi Division. ...................................................................47
Table 15: Play Materials Used by Pre-School Children in Science Activities in
Gaturi Division. ........................................................................................48
Table 16: Involvement of Parents in Play Materials Acquisition for Science
Activities in Gaturi Division Pre-schools.................................................49
Table 17: Pre-school Teachers’ Assessment on Parental Involvement in Play
Materials Provision Impact on Science Activities in Gaturi Division. ....51
Table 18: Parental Involvement in Play Materials’ Provision on Children Science
Activities in Gaturi Division. ...................................................................52
Table 19: Children’s Performance in Science Activities when Taught With and
Without Play Materials in Gaturi Division Pre-schools...........................54
ix
LIST OF FIGURES
Fig 1: Conceptual framework showing the influence of play materials on pre-school
children’s performance in science activities .................................................22
x
ABBREVIATION AND ACRONYMS
ACEI
Association for Childhood Education International
DICECE
District Center for Early Childhood Education
DQASO
District Quality Assurance and Standards Officer
ECCE
Early Childhood Care and Education
ECD
Early Childhood Development
ECDE
Early Childhood Development Education
KIE
Kenya Institute of Education
NGO
Non- Governmental Organization
UNCRC
United Nations Conventions on Rights of a Child
UNESCO
United Nations, Educational, Scientific and Cultural
Organization
UNICEF
United Nations International Children’s Emergency Fund
WHO
World Health Organization
xi
ABSTRACT
The study sought to find out how play materials affect pre-school children’s
performance in science activities in Gaturi Division, Murang’a County. The study
employed the quasi experimental design. Data was collected by use of questionnaire;
interview schedules and an observation schedule. Data was analyzed using
descriptive statistics and inferential statistics and thereafter presented by use of
statistical means. The results were subjected to statistical tests which entailed chisquare tests and two-sample t- test. The study established that the pre-schools had
access to valid types of play materials and they were geared towards specific skills
acquisition. The relationship between the pre-school administrators and the preschool teacher in play materials provision was found to be wanting and similarly
parental impact on play materials provision was minimal. The study was of the
opinion that enhanced relations between pre-school teachers and the administrators
would ensure better play materials provision and match the needs of the learners
with the materials. Parental involvement would equally impact positively by way of
extending the learning environment to the homes. This will ensure enhanced science
activities in children.
xii
CHAPTER ONE
INTRODUCTION
1.1 Background to the Problem
The field of international development has recently been consumed by a shift in
contemporary educational discourse, one that moves Early Childhood Care and
Education (ECCE) closer to the forefront of what is considered progressive policy
formation. International aid agencies, such as the World Bank, WHO, UNESCO,
UNICEF and others (Freeman and Dooho, 2003), have promoted the creation and
expansion of ECCE programs in developing nations, often relying on research from
Northern nations as a means to form an “objective” theoretical foundation (Penn,
2004) in support of its advancement. Many developing nations, including Kenya, have
been caught in this storm of educational policy reform and have, consequently,
demonstrated a new commitment to educational provision for pre-primary learners.
While Early Childhood Care and Education is ultimately a beneficial component of a
child’s educational experience (Aidoo, 2006), a myriad of educational and contextual
factors must be considered before governments leap into sweeping national
educational reform. In the case of Kenya, the current educational environment seems
to indicate that the creation and continued development of ECCE programming may
be premature and potentially damaging to an already tenuous education system.
Publicly-funded ECCE is a relatively new concept in Kenya and it is, therefore,
necessary to understand the primary schooling situation, as primary schooling has
been free in Kenya since 2002 (Sampa, 2005) and is much more established than
ECCE in general.
1
According to (Spodek, Sarocho, Davis, 1991) they viewed children as essentially
good and capable of achievement. They argued that it is the responsibility of teachers
and parents to apply the right educational strategy at the right period of readiness for
learning to be fulfilled. They also high lightened Pestallozzi’s work that the best way
to learn many concepts is through manipulative experiences such as counting,
measuring, feeling and touching. Children’s performance is therefore based on a
child’s experience with objects and places. Their work was also supported by
Marrison (1991) who stressed the importance of providing children with a wide range
of experiences to enable them to develop, understand themselves and the world
around them. He believed play was a highly significant advisory for young children
learning processes.
The child has the right to leisure, play and participation in cultural and artistic
activities (UNCRC Article 31). Right to rest, relax and play in ways that suit their
ages is an important aspect of a child’s right to Development. However, some of the
reactions to the statement “children have a right to play” tell us about the attitude of
adults about play. A parent: “Right to play??? They play all the time anyway. They
better get down to doing some serious work”. A teacher: “Enough is enough; only 3
months are left for final exams. No more play, no sports, no TV, no radio. You must
concentrate on studies and only studies”.
Decades of research has documented that play has a crucial role in holistic
development of a child. Yet, this need is being challenged, and so children’s right to
play must be defended by all adults. The time has come to advocate strongly in
support of play materials for all children. Play is to child as work is to adult; it is
crucial activity during childhood years. Play is any pleasurable, spontaneous activity
2
that has an end in itself and has no extrinsic goal (Christie, 2001). To a child, play is
one of the main purposes of life and without it life would be so boring. Play is a
universal activity for all healthy children. Play helps a child to understand
himself/herself and relate well with the environment. However the kind of play differs
from continent to continent; from country to country and from culture to culture.
Children’s play is highly motivated by the kind of play materials the child is using
and the child will involve himself/herself for quite a long time if given appropriate,
adequate and safe materials than a child who has nothing to play with.
The Strategic Plan 2003-2007 for MoE states that Early Childhood Care and
Education is an integral part of basic education, especially in the rural areas. Preschools are operated by local authorities, local communities, NGOs and private
individuals (UNESCO, 2006). However, because education at this level is in the
hands of private providers, financing of early childhood care and education has
remained unclear. Home-based pre-schools in urban areas have mushroomed, albeit at
the expense of quality education. It has been documented that much of the curricula of
private pre-schools are outdated and inadequate for this age group and the home
environments are not conducive to learning (UNESCO, 2006).
At the Early Childhood Care and Development Policy Dialog Meeting in Nairobi in
2006, the urgent need for a coherent policy in this area was outlined. Issues such as
policy formulation, program implementation and sustainability were examined and
the participants concluded that unless these issues are acted upon, it is unlikely that
Early Childhood Care and Education policy will make a difference in the life of
young Kenyan children (Kasanda, 2006). The philosophical framework for increased
early childhood care has already been laid. In the 1996 national policy on education
and supplemented by the Educational Sector Advisory.
3
In Kenya, pre-school centers institutions were initially started as feeding centers in
restricted camps in the area affected by emergency. After independence the Kenya
Government was directly involved in early childhood education under the ministry of
Home Affairs and ministry of Health charged with the responsibility of inspecting
schools and daycare centers to ensure the safety of children. Therefore about 200,000
children were enrolled in 4,800 daycare centers throughout the nation.
Group’s proposed vision developed in 2005, which provides for an innovative life
long Education For All Learners. According to Ministry officials, the broad
philosophical goals are clear and encompass education that is linked from one level to
another, from early childhood care through basic school and high school to university.
Every learner should have access to Early Childhood Care, Education and
Development facilities by 2015 or there should at least be one caregiver to ten early
learners by 2020. The targets set based on the available data would have to be
prioritized and costed and a clear plan reflecting all programme elements put in place.
Under normal conditions, this second level of policy formulation indicators would be
judged as more credible than mere expressions of intent or aspirations, (Bailey 2006).
Exploration of this program needs to continue if a difference is going to occur in the
lives of young children in Kenya. “It will have to be first and foremost, absorbed in
the general education development policy framework and made part of a coherent,
systematic, comprehensive and proactive development reality of Kenya” (Kasanda,
2006, p. 4).
Indeed, coordination and collaboration across all levels and ministries in the
government is essential for a strong and cohesive ECCE policy (Aidoo, 2006;
UNICEF, 2008). While the Early Childhood Care and Education program may have
an important role to fulfill in the fabric of Kenyan educational policy, it should not
4
become an integral part of the education policy of Kenya until primary and basic
schools in the nation develop and sustain an adequate learner-friendly environment.
Statistics from the TSC County director in Murang’a County show that many teachers
are overloaded. Most of them teach 35 lessons and above per week in public primary
schools which touches early childhood education for it may go up to standard three.
Early childhood performance has equally been affected by among other things, poor
remuneration, inadequate facilities and teaching and learning resources such as play
materials and lack of motivation in the teachers. This has greatly affected the science
teachers whose subjects’ performance requires a lot of practical work. Hence there is
need to find out how play materials affect children’s performance in science activities
in Gaturi Division, Murang’a County.
1.2 Statement of the Problem
Good foundation is laid on early years of the child; this has far reaching benefits not
only to individual child but also to the society. Supporting children through provision
of play materials and giving them enough time to play helps a child acquire the four
dimensions of science that is; science as a body of knowledge; way of thinking; way
of investigating and way of interacting with society and technology (Rosalind, 2005).
Records from Gaturi Division Office shows that sciences mean grade lags/drags
behind some other subjects’ mean grades. This is because caretakers of children in
Gaturi Division, Murang’a County do not attach importance of play materials in
children’s performance. They have a narrow concept of play, they only think play is
for recreation and they are ignorant about developmental and therapeutic value of play
and therefore think that play is a waste of time. These adults instead engage children
in various activities at home for they regard them as small adults therefore hinders
5
children from interacting with play materials as required in good foundation. This
study therefore sought to find out how play materials affect children’s performance in
science activities in Gaturi Division, Murang’a County.
1.3 Purpose of the Study
The purpose of this study was to establish how play materials affect children’s
performance in science activities in Gaturi Division, Murang’a County.
1.4 Research Objectives
i.
To find out whether the types of play materials have any influence on
children’s performance in science activities.
ii.
To establish if there is any relationship between play materials and children’s
performance in science activities.
iii.
To examine the impact of parental involvement in play materials on children’s
performance in science activities.
1.5 Research Questions
i.
How do various types of play materials affect children’s performance in
science activities?
ii.
How do play materials relate to children’s performance in science activities?
iii.
To what extent does parental involvement in play materials impact on
children’s performance in science activities?
6
1.6 Significance of the Study
The research findings may benefit various institutions such as the Ministry of
Education so that they can develop curriculum related to play materials; can also
benefit DICECE officers who can use it to sensitize educators, parents and caregivers
on the importance of play materials to children. Also other researchers who would
like to research more on this topic may use it as a base.
1.7 Limitations of the Study
The study was limited by some respondents failing to provide correct information.
The researcher assured them of the confidentiality by advising them not to indicate
their names on the questionnaire. The study was also limited to difficulties in
accessing some of the pre-schools since Gaturi Division is in remote areas of
Murang’a County but the researcher used any kind of means to access the pre-school
centers. Other limitations were other variables that influenced performance such as
socio- economic background of children, children’s intelligence quotations (1Q)
teacher’s characteristic, government policy and health of the children. These variables
could not be controlled in the study.
1.8 Delimitations of the Study
The study was carried to pre-school children in pre-school centers in Gaturi Division,
Murang’a County. The study was only conducted in Gaturi Division and therefore its
findings and recommendations could not be generalized to pre-school children in
other counties due to regional difference, socio- economic factors, political influence
and religiosity. Therefore the results could only be used to generalize other children in
the same division within the same age brackets.
7
1.9 Basic Assumptions of the Study
The researcher assumed that play materials bought from the shops and those made
from locally available materials had the same influence on children’s performance in
science activities. The researcher also assumed that the respondents had given the
correct responses in the questionnaires by conveying to them the confidentiality of
questionnaires. The researcher also assumed that the difficulties in accessing the
interior pre-school centers would not stop him/her to do the study by using any kind
of means to access the schools.
1.10 Definition of Key Terms
Activity:
Interacting with play materials
Child:
A person below eight years of age in an ECDE center
Impact:
Effects a child has after interacting with play materials
Influence:
Refers to the effects one has on the way a child thinks or
behaves
Parent:
Individual tasked with a responsibility of guardianship over a
child either by birth or any other related position
Performance:
Expected achievement after interacting with play materials
Play:
Any pleasurable activity for the purpose of generating
amusement which is voluntary and has no external rewards
Play material:
All tangible items or objects used by a child while playing
8
Science:
A process of finding out about the world through exploration
and the use of senses
Science activity:
Act of developing critical skills and ability to formulate
hypothesis and spatial concepts in relations to the child’s
exposure
1.11 Organization of the Study
This research is taken to be in five chapters. Chapter one consists of the background
to the study, statement of the problem, research objectives, research questions,
significance of the study, delimitations of the study, basic assumptions, definitions of
the key terms and organization of the study. Chapter two consists of a detailed review
of related literature. These are subdivided into general introduction, theoretical
framework and conceptual framework. Chapter three covers methodology which has
introduction, research design, population, sample size and sampling procedures,
instruments, validity and reliability and procedure for data collection. Chapter four
consists of data analysis, findings and discussions while Chapter five focuses on
summary’s conclusions and recommendations.
9
CHAPTER TWO
LITERATURE REVIEW
2.0 Introduction
This chapter presents a review of the related literature on the subject under study. It
was guided by the objectives outlined in chapter one; namely literature on : play,
types of play materials, play materials and science activities, play materials and
parental involvement, theoretical framework and the conceptual framework.
2.1 Play
The Association for Childhood Education International (ACEI) recognizes the need
for all children of all ages to play and affirms the essential role of play in children’s
lives, ACEI believes that as today’s children continue to experience pressure to
succeed in all areas, the necessity for play becomes even more critical. ACEI supports
all adults who respect, understand and advocate legitimizing play as an essential
pathway to learning for all populations of children; adults should use their knowledge
about play to guide their practice.
The 1998 ACEI position on play “plays A Necessity for all children” (Berger, 1999)
has been widely cited and continues to influence the thinking of educators.
Unfortunately, the issue presented in 1988 remains unresolved today. The
fundamental beliefs, guiding principles and recommended practices in this position
paper are similar to those in the 1988 paper and continue to be rooted in the latest
research theory and exemplary practice. Play is a dynamic process that develops and
changes as it becomes increasingly more varied and complex. It is considered a key
10
facilitator for learning and development across domains, and the social and cultural
context in which children live (Christie, 2001; Fromberg, 2002; Hughes, 1999)
Theorists, regardless of their orientation concur that play occupies a central role in
children’s lives. They also suggest that absence of play is an obstacle to the
development of health and creative individuals. Psychoanalysts believe play is
necessary for mastering emotional traumas or disturbances. Psychosocialists believe
it is necessary for ego mastery of learning to live with everyday experiences;
constructivists believes it is necessary for cognitive growth; Maturationists believe it
is necessary for competence building and for socializing functions in all cultures
across the world while neuroscientists believe it is necessary for emotional and
physical healthy, motivation and love of learning.
However, findings from the recent explosion of research on the brain and learning
also delineate the importance of play (Jensen, 2000). We know that active brains
make permanent neurological connections critical to learning. Inactive brains do not
make the necessary permanent neurogical connections. Research on brains
demonstrate that play is scaffold for development, a vehicle for increasing neural
structures, and a means by which all children practice skills they need in later life.
This research raises new questions for those who view play as trivial, simple,
frivolous, unimportant, and purposeless behaviour (Christie, 2001; Frost, Wortham,
and Reitel, 2008) and challenge them to recognize play for what it is …..a serious
behaviour that has a powerful influence on learning. Such an attitude shift could
increase the level of respect accorded to currently undervalued activities such as
recess, physical education, the arts, and rich personal adult/child interaction.
11
2.2 Types of Play Materials
Toys and play materials are meant to stimulate the total growth and development of
children. Play materials can be grouped into two broad categories namely; fixed
equipment such as swings, slides, see saws, rocker framed, tunnels, tyres climbers and
stepladders and movable/loose materials such as tyres, balls, beanbags, containers,
hopes, and ropes. Children should have two classrooms-one indoors and one outdoors.
The outdoor play environment should be an extension of the indoor classroom
(Hymes, 2004). It should be a learning environment as carefully planned as the
outdoor activity centers and should encourage motor and social skills as well as help
children refine existing cognitive structures and construct new ones.
According KIE (2003) types of play material stimulates the total growth and
development of children. Materials are used to cater for the following areas;
manipulation skills, visual, perception, motor skills, auditory perception, language,
development, exploration through feelings and social emotional needs. Play materials
play an important role in understanding of concepts and imparting skills to the
learners. Some education researchers at Kenya Institute of Education have
rationalized why children enjoy playing with toys by asserting that those children who
are exposed to a variety of toys at an early develop a higher level of intellectual
functioning than those who receive little or no stimulation and have no toys to play
with, they also enhance a high degree of socialization and develop creativity as they
play.
According to Waithaka (2009) there are points to consider when selecting or
improving play materials for young children, these are; safety; appropriateness;
Durability/sturdy, Aesthetic; Adequate and sufficient. This is paramount in all aspects
12
of children’s play. Children are naturally eager to explore and experiment their play
materials. They should be challenging enough in a manner to invite children to use
them. However, if they are too challenging they can be dangerous. To cite a few of
the safety measures; there should be no sharp edges that can cause injuries, any paint
dyes should be non-toxic, wooden materials should be free of splinters and metal toys
be free from sharp edges.
Age appropriateness: The Materials should suit the child’s stage of development.
Materials attractiveness, size and weight should be suitable to the age of children.
Loose materials should not be too small that they can be swallowed by the child. They
should neither be too big since children’s hands are small. Durability/sturdy: Play
materials should be made from materials that can resist pressure for a long time when
used by many children. Durable materials help children to manipulate with freedom
so that they can explore and discover. Aesthetic: Materials should be simple with a
variety of shapes, colour, texture and the construction followed should be
aesthetically appealing to make them attractive as possible to attract attention of
children. Sufficient: Materials should be enough for all children to avoid fighting for
them. As a child engaged with materials he/she learns to test ideas. He/she do so in a
variety of constructions with toys and craft materials, measuring the space needed in
highway construction as he/she seeks blocks of that size from those available. The
sense of achievement he/she feels and the lessons learnt motivate him to exercise
ideas in life situations.
In essence safety, age and development levels must be carefully considered in design
and selection of materials. Janie (1998) argues that children who sit with nothing to
do and no one to play with exhibit some social incompetence which is essential for
13
learning. Janie, asserts that children need their mind to be stretched by playing with
toys and other children.
2.3 Play Materials and Science Activities
Children are interested in materials that help them understand spatial concepts such as
puzzles and blocks (Hagan, 1999). In addition cups, cans and pans can be filled with
sand and water to help develop a sense of volume. Large blocks are first used to
layout flat roads or outlined buildings. Blocks with special pieces, such as tunnel or
steeples allow imagination to flourish sturdy transportation vehicles and realism and
courage dramatic play that develop concepts of distance and space.
Science activities are part of learning. Play materials are important vehicle for
learning among children. Although children spontaneously device plays, an attentive
teacher needs to support and nourish it by providing play materials for children.
Children as they play can gain important insights in what children are thinking and
feeling. Science activities gives a chance to develop the qualities of endurance,
tolerance, sympathy, self control and the art of giving and receiving (Juma, 2004).
Other science activities children are involved in are:- fishing game, dissolving
different colours, filling and emptying water and wet sand into containers, washing
clothes and utensils, washing hands, face and watering plants, floating and sinking.
The more experience a child has with physical objects in his environments, the more
likely related understanding will develop (Labinowicz, 1980). Children who build
towers with small blocks on the bottom and large blocks on the top of a structure
quickly learn that this arrangement is not a table. Through this arrangement they learn
that a broad base is a better foundation for building.
14
Playing with manipulative, especially blocks, gives children opportunity to learn
about physical science. There is so much to be gained for both children and adults
from putting a strong focus on physical science in curriculum (Feeny, 2004). Children
gain experience in problem solving, creative thinking, spatial relations, decision
making observation, sorting, categorizing, estimating –all essential skills for later
success in children’s performance in science activities.
Gross- motor development seems to progress rapidly between the ages of three and
six as children begin to develop new skills and refine others (Bredekamp and Copple,
2007). Therefore activities which help develop gross- motor movement and
confidence should be incorporated into each day. During active play for example,
children strengthen their large muscles and whole body coordination which are all
vital in science activities. They learn to be aware of their body’s position in space and
to move carefully as they build with blocks in a limited space. Manipulative materials
on the other hand develop small muscles in children fingers and also help children
develop eye-hand coordination (Feeny, 2004). Fine motor development progresses
slowly during preschool years but can be fostered by providing ample opportunities
for open-ended activities and by providing appropriate tools and adult support.
Some classroom materials can be used only in one way. Tops, wind –up toys, talking
toys, worksheet, and colour sheet are generally considered converged materials. They
lead children to think that only a single correct way to use them, and they require little
if any, higher order thinking. Other classroom materials like clay, water blocks and
other manipulative have many uses. These materials are considered divergent
(Jalongo, 2007). Open-minded or divergent materials encouraged original thinking
creativity and experimentation evidence also suggest a strong relationship between
15
play and student learning (Kumar and Harizuka, 1988). They identify improvement to
attention, planning skills, and attitudes.
While some people may consider play to be trivial and simple, and even a waste of
time, play is not wasted time rather time spent building new knowledge from previous
experience (Piaget, 1970). Pre-school educators long have recognized the centrality of
play to children’s development and have provided opportunity for both structured and
spontaneous play. Both theory and research supports such a relationship. Play is not
only children’s unique way of learning about their world, but also their way of
learning about themselves and how they fit into the world, building on similar
knowledge and deepening their understanding through recurring cycle of learning that
is essential to what all children can understand and do. This is supported by Fromberg
(2002) and Piaget (1970).
Young preschoolers play with other children, talk about common activities and
borrow and loan toys. They have no explicit goals, nor do they make an effort in
establishing rules (Piaget 1970). They like to build and create with objects, take on
roles, and use props to replace original objects. They playfully re-enact events and
change details to match personal needs and desires. Although they may imitate
codified rules, their concepts of rules are individual and they make no attempt to win.
Through play, pre-scholars develop and refine motor skills, experience the joy of
mastery, and develop and use basic academic skills such as counting, grouping,
writing, ordering, observing, identifying, colouring, formulating, hypothesis, defining
variables, interpreting data and others. They also acquire other science skills such as
graphing, manipulation, and problem solving.
16
Older children play formal and informal games with their peers such as hopscotch,
Jump rope, board card and computer games. This kind of play enhances their
coordination and physical prowess, refines social skills, and builds concepts such as
cooperation and completion which enables them to demonstrate to themselves and
others their skills talents and abilities. (Goleman, 1995; Kumar and Harizuka, 1998).
They like to explore and to create their own games. Through riddles number games,
and secret codes and messages, children practice and demonstrate their growing
understanding of world meanings, letter meanings and numbers.
Play-based learning activities provide multiple ways for children to learn a variety of
different skills and concepts. They also allow children the opportunities to learn
different skills and feel competent about their ability to learn. When children are
concerned about their own competences or adequacy, they cannot make sense of their
learning because emotions drive attention, create meaning and forge their own
memory pathways (Coleman, 1995). Children are more likely to feel successful when
they can experience active meaningful learning; use complex challenging and varied
materials, learn in a safe non-threatening environment and receive accurate and timely
feedback (Fromberg 2002; Jalongo, 2000; Jensen 1999).
Early childhood programs must provide opportunities for children to engage in
exploration and their classrooms must offer many ways for children to experience
success (Hymes, 2004). A classroom full of unit blocks and other manipulatives,
provide children with the materials they need for active learning. A support teacher
who respects young children’s explorations and who understands the importance of
play materials can help active learning to happen.
17
2.4 Play Materials and Parental Involvement
School public relation is a process which seeks to foster understanding and friendly
working relations between schools and their community. Gianzero (2000) in a study
carried out in the United States concluded that the best predictor of parental
involvement is what the school does to promote it. Schools should seek to interact
well with the community which provides parents to the school going children.
This has been supported by Deslandes (2001) who argues that the school practices
play an essential role in the promotion of parental involvement. What all schools and
their administrators do to promote parental involvement is usually crucial in
determining whether and how parents will participate in their children’s learning
(Gilanzero, 2000). The community is a major reference group with which any school
administrator must work with. Given that parents and community make enormous
contribution to education, they have great expectation from the same. He asserts that
parents should be represented consulted and informed of what goes on in the school.
Members of the community provide funds for physical features of the school such as
classrooms, teachers’ houses as well as furniture and equipment. This is done through
Harambee meeting or the parents contribute each a certain amount of money that will
all have agreed upon (Mbugua, 1989). Parental involvement has been linked with
improved learners’ performance. The development of early childhood learners’
cognitive communication requires the provision of play materials through any
possible means such as parental involvement in providing them, institution allocating
budget for them, pre-school educators improvising them or any other means. The
early childhood learner often leaves a trail of objects as play evolves from one of
them to the next (Piaget, 1970).
18
While the child is the first priority in early childhood education, parents are the
second priority. Parents and teachers are partners in helping the children to learn.
Parents are their children’s first teacher and continue to have the primary
responsibility for their children. Steiner (1986) noted that one community quality of
the most successful schools in the country was the active involvement of the parents
and citizens in the provision of instructional materials.
According to Kabiru and Njenga (2009), family involvement matters for young
children’s cognitive and social development. They argued that, for children and youth
to be successful there must be an array of learning support around them. They further
stated that in the early childhood years there must be good homes school relationship.
This would mean that learning materials need parental reinforcement. Involvement by
parent in the learning of statistical information helps them to learn faster. In the
traditional African Society, the family was the socializing agent which provided the
child with the necessary emotional support that formed the foundation of a child’s
life. Parents’ participation is essential for optimal development in early childhood
education.
In the Kenyan situation, provision of play materials in public early childhood centers
is in the hands of the community and the parents especially. The school administration
equally relies on funds from the public focus which includes parents to source for play
materials (Khatete, 2010). The supply of these playing materials many a time is
constrained by lack of finances. The schools have more resilience which demands
financial attention thus having the playing materials relegated to the periphery in
terms of importance. It places the early childhood learners in precarious situation
driven by the fact that they require the play materials for their cognitive development
19
but many a times the capacity to provide is just not there. This shows that the parents
need to participate fully in provision of playing materials to their children for learning
to take place.
2.5 Summary of Literature Review
Literature review above indicates that a child needs to be provided with a rich and
varied environment with different kinds of play materials. He/she also needs adequate
and un-interrupted time in order to play; he/she must require ample room indoors and
outdoors for active and safe movement. It is seen that play materials is a vehicle for
learning. It should be selected as carefully as food a child eats. Play materials must be
kept within children’s reach so that they choose what they want to play with. The
materials should be safe, adequate, durable, age appropriate and aesthetic.
However, the literature review has not shown how the play materials influence
children’s performance in science activities hence the researcher will investigate the
influence of play materials on children’s performance in science activities. No such
study has been carried out in Gaturi Division, Murang’a County.
2.6 Theoretical Framework
The research study was based on Jean Piaget Theory of cognitive development as
pioneered by Piaget in 1970. The theory states that children who are exposed to play
materials are better developed than those who are not exposed to play materials. The
cognitive theories focus on the way children construct understanding on the
environment.
Piaget postulated that development occurs through the interplay between the children
mental capability and the children environmental experiences, support nature and
20
nurture. One of the general principles of Piaget’s is that he felt that intelligence is an
aid in how one adapts to the environment. He referred to equilibration a process of
cognitive development in which children seek a balance between information and
experiences they encounter.
Piaget (1970) proposed that children progress through an invariant sequence of four
stages. Those stages are not arbitrary but are assumed to reflect qualitative difference
in children’s cognitive abilities. Being controlled by logical structures in different
developmental stages, learners cannot be taught key cognitive tasks if they have not
reached a particular stage of development. He also suggested that learning process is
interactive in which new information is shaped to fit with the learner’s existing
knowledge, and existing knowledge, is modified to accommodate the new
information.
He argued that assimilation occurs when a child perceives new objects or events in
terms of existing schemes or operations. Children and adults tend to apply any mental
structure that is available to assimilate, a new event, and they will actively seek to use
newly acquired structure. Accommodation occurs when existing schemes or
operations most be modified to account for new experience. Equilibration is the
master developmental process, encompassing both assimilation and accommodation.
The theory identifies well with the study in that the development of science activities
is critical in the developmental process of a pre-school learner. The engagement in
play, plays a critical role in the inculcation of science activities. This has a large
bearing on the capacity of the learner to understand, adapt and assimilate hypothesis
which identify with the situations at hand. Failure to have the requisite exposure may
21
occasion the pain of losing out in critical development and it may lead to poor
performance in the future academic pursuits.
The theory was aligned with the data that was collected and interpreted. This is in the
sense that it had to be synchronized and integrated to the findings in the wake of
having the data correlated in relation to the abilities of the children which were
identified to their exposure to play materials.
2.7 Conceptual Framework
The relationship between play materials, learning processes and their influence on
children’s performance in science activities is shown in Figure 2.1.
Types of play materials
Relationship between
play materials and
children’s performance
Parental involvement in
play materials
Children’s
performance in
science activities
Parents’ socio economic
background
Teachers’ characteristics
Children’s
characteristics
Fig 1 : Conceptual framework showing the influence of play materials on preschool children’s performance in science activities
Figure 1 shows that children’s performance is not only affected by play materials,
there are others moderating variables such as teachers’ characteristics, parents’ social
22
economic background and children’s characteristics. The independent variable is play
materials while dependent variable is children’s performance in science activities. The
others are moderating variables where the researcher has no control over them and
they might affect children’s performance in science activities. Effectiveness or
ineffectiveness of availability of play materials will influence science performance
either positively or negatively.
23
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Introduction
This section focuses on the research design, target population, sample size and
sampling procedures. It also focuses on research instruments, validity and reliability
of the instruments, data collection procedures and data analysis procedures.
3.2 Research Design
A research design shows which individuals were studied; as well as when, where and
in which context (Kothari, 2004). Quasi experimental research design was used. Ten
pre-schools were sampled; five schools in the control group and five schools in the
experimental group. The subjects were observed in a completely natural and
unchanged natural environment without influencing them. The researcher identified
an ideal environment for consideration in the study to act as a control medium in
comparison to the experimental group. This implies that it was more likely to get the
true nature of the variable under study in relation to the control under consideration.
In addition, the research design provided a means to contextually interpret and
understand how the play materials affected children’s performance in science
activities in Gaturi Division, Murang’a County. It also helped in measuring the
respondents’ attitudes, opinions, habits or any of the variety of education or social
issues in a large population.
24
3.3 Target Population
Population is the totality of persons, events, organization units, case records or other
sampling units with which the research problem is concerned. The target population
of the study consisted of pre-schools centers, pre-school teacher and parents of preschool children in Gaturi Division. District Quality Assurance and Standards Officer
was also considered in the study.
3.4 Sample Size and Sampling Procedures
Sampling means taking any portion of the population as being representative of that
population. For this study ten pre-school centers in Gaturi Division were considered.
The researcher designated five of them as control and an equal number as
experimental centers for observation of science activities. Due to high numbers in
these centers, six children were randomly selected from each center for observation
purposes. They performed the science activities together with the other children as the
researcher observed them. 36 pre-school teachers out of 48 were also considered for
the study. This was 75% of population of pre-school teachers from all zones in Gaturi
Division. This is hinged on the authority of Kothari (2004) who argued that 10% or
more of the population can be considered representative enough to provide
information about a phenomenon. 60 parents were considered for interview schedules
from the pre-school centers, this consisted of 30 parents who had pre-school children
in the control group. It also consisted of 30 parents who had children in the
experimental group. Purposive sampling was used to reach the study population.
25
3.5 Research Instruments
The study used questionnaire for pre-school teachers, interview schedules for the
District Quality Assurance and Standards Officer and the parents and an observation
schedule to check for the requisite skills in the data collection exercise. The research
instruments were made in accordance with the objectives of the study. The
questionnaire was preferred because it helped the respondents to maintain some
degree of anonymity, which was believed to increase the level of their objectivity
(Orodho, 2009). Interview schedules on the other hand were useful to obtain detailed
information about personal feelings, perceptions and opinions. Interview schedules
were preferred because they allowed more detailed questions to be asked. A higher
response rate was achieved through interviews and ambiguities were clarified and
incomplete answers followed up (Orodho, 2009). The observation schedule was a
veritable tool of guiding the researcher in the wake of physical verification of
pertinent issues on the ground as regards how play materials impact on science
activities.
3.5.1 Validity of Research Instruments
Validity is the accuracy of the instruments in measuring what is intended to measure
(Kothari, 2004). Content validity within this research was ensured by the researcher
applying the right procedure for sampling and collecting the correct data-gathering
instruments. It was also ensured by constructing research instruments based on
research objectives and research questions. Furthermore, the researcher consulted the
experts in the field of research in order to ascertain and clarify that the test
instruments could measure what they are intended to measure.
26
3.5.2 Reliability of Research Instruments
Reliability means consistency of the results accruing from an instrument after being
subjected to the same subject several times. This means there is the same outcome for
repeated trials (Kothari, 2004). In this research, reliability was enhanced by way of
close association between the researcher and the supervisor in the course of
development of the instruments. This ensured that the instruments were all
encompassing and captured the import of the study. The close collaboration in the
wake of instrument development equally ensured that the thrust of the researcher with
regard to capacity to answer the research questions was ascertained. The capacity of
the instruments to be understood by way of having the content and the language used
adequately comprehended by the respondents. This ensured that the respondents
easily deciphered the meaning of all the questions and gave accurate and consistent
answers in line with the essence of the study.
3.6 Data Collection Procedures
The researcher sought authority from the County Director of Education, the District
Education Officer and the Divisional Teacher Advisory Center Tutor in order to
facilitate interviews with the selected informants. The questionnaire was administered
to pre-school teachers from within their respective schools and collected on the spot.
In cases where teachers were absent, arrangements were done and questionnaires were
left to be collected the following day by the researcher. To ensure high response rates,
the researcher interpreted each of the sections of the questionnaires to the teachers to
ensure that they fully understood the questions before answering. At the time of data
collection, there were pre-school seminars. The researcher was given a chance in
every zone to apply focus group discussions to the sampled parents. The researcher
27
also visited the DQASO for an interview. The researcher also used the observation
checklist to confirm the presence of science activities in the pre-school centers visited.
3.7 Data Analysis Procedures
After the fieldwork, all data from the questionnaire was adequately checked for
completeness. Quantitative analysis involved generating descriptive statistics. The
descriptive statistics included frequency tallies and their corresponding percentage
scores. The findings were presented by using frequency tables. Qualitative analysis
involved categorizing data from interviews into common themes, coding and
generating frequency tallies and the resulting percentages. Data analysis was done
with the help of Statistical Package for Social Sciences (SPSS). The results of the data
analysis were presented using frequency tables.
The analysis of the data generated from the interview schedules entailed employing
the qualitative analysis whereby the responses from the field were aligned
thematically with the objectives of the study. The same was used to compare with
previous findings by other researchers in the fields of play materials with regard to
science activities development. The data generated from observations was analyzed
by way of the researcher comparing the means of the children in the control groups
and those in the experimental groups and performing Chi-square and two sample Ttest which were inferential measures of the significance of play materials on the
development of science activities in the two groups.
28
CHAPTER FOUR
FINDINGS AND DISCUSSIONS
4.1 Introduction
The study was carried out in Gaturi Division, Murang’a County. It sought to find out
how play materials impact on children’s performance in science activities. All
analysis used descriptive statistics and statistical tests whereby frequencies were
obtained and expressed in percentage form. The opinions were interpreted and their
content analyzed and described. The same was used to answer the research questions
put forth when the researcher sought to find out the factors affecting the situation.
The study sought to find out how the types of play materials influence science
activities, the relationship between play materials and children’s performance in
science activities and the impact of parental involvement in play materials provision
on the children’s performance in science activities. The study had its population of
interest as the pre- school teachers in Gaturi Division who were administered with
questionnaires. The district quality assurance officer was subjected to an interview
schedule; the parents were also subjected to interview schedules. An observation
schedule was used to explore how the situation in the division was as regards the
influence of play materials on the performance in science activities.
The study sought to find out the socio demographic data as regards the pre-school
teachers’ ages, genders and length of service with a view of relating the information
to the influence of play materials on children’s performance in science activities in
Gaturi Division, Murang’a County.
29
The response which entailed the participation by pre-school teachers sampled in the
study is as indicated in Table1.
Table 1: Pre-school Questionnaire Return Rate
Return Rate
Frequency
Percent
Questionnaires returned
30
83
Questionnaires not returned
6
17
Total
36
100
From Table 1, 83% of the questionnaires were returned which was considered
adequate for the study while 17% were not returned which showed that the number of
pre-school teachers who did not participate was negligible. The response showed a
very willing and effective participation from the sampled respondents. This can be
attributed to a clear understanding of the instrument and willingness from the
respondents.
4.2 Teachers’ Demographic Data
Socio demographic information for the pre-school teachers was established by way of
seeking to find out their genders, length of service and their highest academic
qualifications. The analyzed data on teachers’ socio-demographic information is
shown in Table 2.
30
Table 2: Pre-school Teachers’ Socio-Demographic Information
Respondents length of service
1-5
years
Respondents
Male
6-10
11-15
16-20
21-25
Years
years
years
years
Total
Years of
Experience
0
1
0
0
7
8
23
6
3
5
5
3
22
15
0
2
1
0
5
8
22
7
2
4
5
4
22
15.4
25-35 years
0
2
3
0
8
13
16
36-45 years
6
3
0
2
0
11
9
46-55 years
0
1
0
2
3
6
21.5
gender
Female
Academic
Certificate in
qualifications
ECDE
Diploma in
ECDE
Age bracket
Average
Table 2 shows participation from more female than the male pre-school teachers. The
response showed that the male teachers had greater experience in terms of the
numbers of years worked than the female teachers. This can be interpreted to mean
that regardless of the greater female population the male population commanded
greater experience in terms of the number of the years worked.
The response shows that most of the pre-school teachers had ECDE certificate
qualifications. Most of the teachers on the other hand had strived to acquire advanced
academic qualifications and this was a pointer to their capacity to strive and achieve
personal growth and development in the wake of acquiring advanced certification. On
the other hand though, the pre-school teachers who had not worked for many years
had more advanced academic qualifications than those who had worked for long.
The response depicted a good dispersion of the pre-school teachers in terms of age
from the sampled population though most of them fell in the age bracket of 25-35
years. This may be an indication of the presence of many young pre-school teachers
31
in the division who may not have had acquired experience in terms of the numbers of
years worked.
The study collected information on pre-school teachers’ dedication to teaching
children. The analyzed results are shown in Table 3.
Table 3: Pre-school Teachers’ Dedication to Teaching Pre-school Children in
Gaturi Division
Teacher’s Dedication
Frequency
Percent
To a high degree
16
53
To an average degree
9
30
To a low degree
5
17
Total
30
100
Table 3 shows that 53% of the respondents were highly dedicated in teaching the preschool children, 30% were dedicated to an average degree while 17% were not
dedicated as they ought to. This can be interpreted to mean that most of the pre-school
teachers were dedicated to teaching the children. This was an indication to the fact
that the teachers had a dedication to teaching which was true to their calling in terms
of having capacity to interact with the early childhood children. This is positive in that
it primed the children to the position of having the best attention possible occasioned
by the fact that the teachers had the drive and passion towards their calling.
32
4.3 Findings on Research Question One: How do various types of play materials
affect children’s performance in science activities?
The study sought to find out whether the early childhood education centers had access
to play materials. Responses on the access to play materials in the pre-school centers
are as shown in Table 4.
Table 4: Play Materials in Gaturi Division Pre-School Centers
Play Materials Accessible Frequency
Percent
Yes
26
87
No
4
13
Total
30
100
Table 4 shows that 87% of the pre-schools had a good access to play materials which
was deemed favourable for the division while 13% did not which may be attributed to
infrastructural inadequacies in the centres. This reflects a situation whereby most of
the pre-school centers had access to play materials for the children. This reflects a
situation whereby the centers have invested in the acquisition of the play materials
and they attached a heavy premium to the development of the children. The situation
identifies well with the study whereby in the event of having institutions which served
as the control centers and had the requisite infrastructure in place, still identified with
others whereby the researcher had no prior knowledge on whether the provision for
play materials was guaranteed and assured to the children. The position equally
reflects the sentiments shared by the parents in the wake of interview schedule
33
whereby they confirmed that most of the pre-school centers had made investment
towards ensuring that the children were catered for in terms of play materials
provision.
The situation in Gaturi Division mirrors works carried out by (Hymes, 2011) who
argued that toys and play materials are meant to stimulate the total growth and
development of children. Play materials can be grouped into two broad categories
namely; fixed equipment such as swings, slides, see saws, rocker framed, tunnels,
tyres climbers and stepladders and movable/loose materials such as tyres, balls,
beanbags, containers, hopes, and ropes. Children should have two classrooms-one
indoors and one outdoors. The outdoor play environment should be an extension of
the indoor classroom. It should be a learning environment as carefully planned as the
outdoor activity centers and should encourage motor and social skills as well as help
children refine existing cognitive structures and construct new ones.
Information on accessibility to outdoor play equipment in the sampled pre-school
centres in Gaturi Division was collected and is shown in Table 5.
Table 5: Outdoor Play Equipment in Gaturi Division Pre-school Centers
Outdoor Play Equipment
Frequency
Percent
Yes
22
73
No
8
27
Total
30
100
Accessible
34
Table 5 shows that 73% of the pre-schools had access to outdoor play equipment.
This was a favourable percentage when the division was considered in totality. On the
other hand 27% of the pre-schools did not have access to outdoor equipment. This
reflects a situation whereby most of the pre-school centers had access to outdoor play
equipment. This was a confirmation of the investments made by the centers towards
the acquisition of the outdoor play equipment. It identifies with the situation of
conforming to the expected standards and thresholds with regard to providing the
requisite infrastructure to assure the pre-school learners of development in holistic
manner. The findings equally identify with the study in comparison to the control
centers whereby the researcher had prior confirmation of the infrastructure for
outdoor activities. The researcher observed the presence of fixed play equipment like
swings, seesaw balances and skipping ropes in some pre-school centers. It reflects a
situation whereby most of the schools have primed themselves and put in place the
facilities required of them in terms of outdoor play equipment.
Information on teachers’ opinion about the role of outdoor play equipment was
gathered and results shown in Table 6.
Table 6: Teachers’ Opinion about Role of Outdoor Play Equipment in Science
Activities and Children’s Development
Children’s Development Is Enhanced
Frequency
Percent
High degree
14
47
Medium degree
11
37
Low degree
5
16
Total
30
100
35
Table 6 shows that 47% of the respondents appreciated the capacity of play materials
to impact on the holistic development of the children to a high level, 37% of them
appreciated the capacity of assured development to a fair level while 16% were of the
opinion that it was to a very minimal level. This was a reflection of the respondent’s
ability to identify and reconcile them to the fact that the development of the children
could not materialize well when the activity of play was inhibited. This was in tandem
with the situation in the control centers which had ideal facilities to guarantee the
children’s capacity to engage in play. The development of the children in the control
centers was remarkable in comparison to the centers whereby play was constrained or
inhibited by other factors.
Teachers’ opinions on capacity of the outdoor playing equipment to impact on the
development of the children’s science skills as derived from the analyzed data are
shown in Table 7.
Table 7: Teachers’ Opinion about Role of Outdoor Play Equipment on
Children’s Science Skills’ Development
Child’s Science Skills’ Development
Frequency
Percent
Highly
9
30
Moderately
16
53
To a very moderate extent
5
17
Total
30
100
From Table 7, it is evident that 30% and 53% of the respondents viewed the outdoor
play equipment as having the capacity to impact on the development of children’s
science skills. On the other hand though, 17% of the respondents believed that
36
outdoor equipment had a very negligible capacity to impact on children’s science
skills development. In comparison to the control centers, the researcher established
that in the situation of maximum exploitation of the outdoor play equipment the
children had a very positive development in terms of the science skills and activities.
This was a confirmation of the essence of the outdoor equipment in guaranteeing and
assuring the children of the requisite science skills and activities development.
The respondents had varying responses on the manners in which the outdoor play
equipment had affected the development of children’s science activities. Most of the
respondents believed that the engagement of children in physical activities like
swinging and athletic activities enabled development of their psycho-motor capacities
and it equally facilitated the development of creativity and social skills with regard to
interaction. This was confirmed by the researcher in the wake of visiting the control
centers which had put in place adequate outdoor play equipment for a number of
years. An interaction with the children who had been through the early childhood
programme and those who were in the ongoing programme reflected some heavy
confidence build-up and it can be easily be identified with the previous exposure to
activities which forced and fostered interaction and integration with the children in the
outdoor play activities. Similar sentiments were shared by parents who confirmed that
presence of outdoor play activities had greatly helped their children in terms of their
capacity to interact with other children thus showing the positive attributes of the
outdoor play activities on the children’s development.
37
Data on the capacity of the pre-school centers to engage in indoor play activities was
collected and it is as shown in Table 8.
Table 8: Pre-School Centers’ Engagement in Indoor Play Activities
Involved in Indoor Play Activities
Frequency
Percent
Yes
27
90
No
3
10
Total
30
100
Evidence from Table 8 shows that 90% of the pre-school centers had the capacity to
have their children engage in indoor play activities while 10% did not this may have
been due to capacity challenges in the affected centres. This was a favourable
performance in the division. It was a reflection of the great attachment which the
management of the pre-school centers had placed on the indoor play activities. It can
equally be interpreted to mean that the affected pre-school centers strived to play by
the rules given the high standing and essence to which play activities accounts for the
development of science activities in the children. The situation was a reflection of
enhanced capacity building on the affected centers and it identified well with the
control centers that the researcher had identified prior to embarking on the study. This
shows that most of the pre-school centers in the division under consideration had put
the necessary facilities in place to assure the children of quality in terms of the
instruction and exposure in the centers.
The responses by the pre-school teachers showed that the pre-school centers used
indoor play materials for development of science activities. The indoor play materials
used included bean bags, number lines, tins and other vessels with intent of teaching
38
the children the essence of volumes, weights and measures as observed by the
researcher in the field visits. The responses identified with the situation in the
institutions serving as the control centers. This is whereby the researcher had prior
knowledge of the programmes that had been put in place to guarantee the children the
development of the science activities by way of employing various indoor activities.
The quality assurance and standards officer confirmed that his office had modalities
and mechanisms put in place to ensure that the requisite standards as regards
provision of indoor facilities for optimum development of children’s capacities were
adhered to. This reflected a situation whereby most schools in the division had
capacity in terms of their ability to see to it that there were indoor play materials
provided for the children to assure them sound development of the science activities.
Results for analyzed data are shown in Table 9. It shows the response of the preschool teachers showing their levels of agreement with attributes related to the
influence of the various types of play materials on the development of children’s
science skills.
39
Table 9: Gaturi Division Teachers’ Opinion about Influence of Play Materials on
a Child’s Science Skills’ Development
Statement
Presence of varying types of play materials for
indoors and outdoors helps learners develop
science skills
Agreed
30 (100%)
Undecided
Disagree
Presence of outdoor play materials which makes
extension of classroom outside for effective
science activities development
27 (90%)
-
3 (10%)
Outdoor play activities greatly aid development
of motor and social skills
30 (100%)
-
-
Indoor play materials like number lines facilitate 23 (77%)
development of science activities
-
7 (23%)
Different types of play materials have impact on 24 (80%)
the development of science activities
-
6 (20%)
-
Table 9 shows that 30 (100%) of the sampled pre-school teachers were in agreement
that the presence of varying types of indoor and outdoor play materials helped the
children develop their science skills. The response showed that 27 (90%) were of the
opinion that activities geared towards having outdoor play was confirmed as having
capacity to extend the classroom outside for effective science activities development.
The response equally showed that 30 (100%) of the respondents viewed the
development of motor and social skills as an activity aided by the engagement in
outdoor activities which was of great benefit to the children. The indoor activities like
having an experience with the number line was confirmed as having capacity to
facilitate the basic skill of counting which was a critical science activity influenced by
the indoor activities this was equally confirmed by the researcher in the physical
school visits with 23 (77%) of the respondents affirming to it. Most of the teachers
agreed to the position that the play materials have an impact on the development of
40
science activities with 24 (80%) attesting to it. The responses were a confirmation of
the great attachment and position that play materials had in the hearts of the teachers.
It was also a pointer of the premium it is that the teachers attached the activity of play
to in terms development of science activities.
This was in agreement with (KIE, 2003) which attested that types of play material
stimulate the total growth and development of children. Materials are used to cater for
the following areas; manipulation skills, visual, perception, motor skills, auditory
perception, language, development, exploration through feelings and social emotional
needs. Play materials play an important role in understanding of concepts and
imparting skills to the children.
An evaluation of the influence of types of play materials on pre-school children’s
science activities in Gaturi Division is as shown in the statistical test.
Table 10: Influence of Types of Play Materials on Pre-school Children’s
Performance in Science Activities in Gaturi Division
Chi-Square Tests
Value
Asymp. Sig. Exact Sig. (2- Exact Sig. (1(2-sided)
sided)
sided)
df
Pearson Chi-Square
18.843a
1
.000
Continuity
Correctionb
15.307
1
.000
Likelihood Ratio
21.904
1
.000
Fisher's Exact Test
N of Valid Cases
.000
30
a. 1 cells (25.0%) have expected count less than 5. The minimum expected count is
2.93.
b. Computed only for a 2x2 table
41
.000
Table 10 shows there was a relationship between the accessibility of play materials
and the development of science skills in the children. Cross tabulation was done
which gave a Chi-square value of χ2 = 18.843 at a significance level of 0.000. The
calculated statistic χ2 = 18.843 was found to be greater than the tabled critical value of
χ2 = 15.307. It can be interpreted that, statistically, there was relationship between the
influence of types of play materials on the performance of pre-school children in
science activities and the capacity of the play materials to influence skills
development at α = 2.93. This was a confirmation of the essence of play materials on
science skills development on pre-school children.
4.4: Findings on Research Question Number Two: How do play materials relate
to children’s performance in science activities?
The study sought to find out whether there is a relationship between play materials
and children’s performance in science activities. The responses on provision for play
materials geared towards acquisition of specific skills are as captured in Table 11.
Table 11: Provision of Play Materials Geared Towards Acquisition of Specific
Skills in Gaturi Division Pre-schools
Play
Materials
Towards
Specific
Geared Frequency
Percent
Skills
Acquisition
Yes
19
63
No
11
37
Total
30
100
42
Table 11 shows that 63% of the pre-school centers had put in place modalities to
ensure the acquisition of specific play materials geared towards the acquisition of
particular skills while 37% had not. The situation could be attributed to lack of clear
mechanisms between the teachers and the administration as regards play materials
acquisition in the affected centers. The same position was confirmed by the researcher
in the wake of picking the control centers. The researcher established that the
institutions had clearly formulated programmes in place to ensure that each play
material purchased had the function of developing a specific science activity in the
learners. Similar sentiments were shared by the District Quality Standards and
Assurance Officer who confirmed that the pre- schools were required to have clear cut
modalities as regards presence of play materials for skills development. This was
always followed up by regular inspection visits to centers to assure the children of
quality and holistic development.
This is in tandem with Hagan (1999) who said that children are interested in materials
that help them understand spatial concepts such as puzzles and blocks. In addition
cups, cans and pans can be filled with sand and water to help develop a sense of
volume. Large blocks are first used to layout flat roads or outlined buildings. Blocks
with special pieces, such as tunnel or steeples allow imagination to flourish sturdy
transportation vehicles and realism and courage dramatic play that develop concepts
of distance and space.
An analysis on the responses of the presence of modalities for coordination between
the pre-school teachers and the administration before acquiring the play materials are
as captured in Table 12.
43
Table 12:
Coordination of Provision of Play Materials for Science Activities in
Gaturi Division
Coordination
on
Play Frequency
Percent
Materials Acquisition
To a high degree
6
20
To a moderate degree
7
23
To a low degree
17
57
Total
30
100
Table 12 shows that 20% of the schools had put in place modalities to ensure the
coordination between the pre-school teachers and the administration before acquiring
the play materials to a high level. It also showed that 23% of the schools had
moderate coordination of provision of play materials for science activities while 57%
of the schools had a low coordination level. The responses were an indicator of some
schools not having had put in place systems to ensure the coordination between the
administration and pre-school teachers before acquiring the play materials. The
responses were a pointer to the risk of exposing the children to failure in the wake of
their development especially as regards acquisition of play materials with the focus
for specific skills development.
An evaluation of whether arrangements between pre-school teachers and
administration took into account the requisite skills envisaged in the children are as
captured in Table 13.
44
Table 13: Arrangements between Pre-School Teachers and Administration in
Relation to Essential Science Skills
Essential Science Skills Frequency
Percent
Evident
Highly
5
17
Moderately
10
33
Very moderately
15
50
Total
30
100
From Table 13 there is evidence that 17% of the pre- school centers did not have
mechanisms in place to assure of the capacity to have constant communion and
dialogue between the pre-school teachers and the administration as regards the
acquisition of play materials, 33% had fair mechanisms in place while 50% had very
negligible provisions for mechanisms. This painted a picture of shortcomings in the
pre-school administration systems as regards making provision for arrangements to
provide play materials geared towards specific skills acquisition. The responses were
in tandem with the findings occasioned to the researcher in the visits to the control
pre-school centers. The visits brought forth a picture of the discord between the
teaching arms and the administration in the pre-school centers as regards the
acquisition of play materials. The parents equally brought forth the issue of
communication breakdown between the teachers and administration of the public preschool centers. They attributed this to many instances whereby they implored on the
teachers to provide some play materials which however were not forthcoming despite
numerous requests by the parents. This can be interpreted to mean that there is need
45
for synchrony between the administration and the teachers to assure the children of
adequate science skills development.
The responses by the pre-school teachers showed that they really valued constant
communion between them and the administration in the pre school centers especially
so as regards the provision of play materials for the early child hood learners. This
was a pointer to the prominence with which the teachers attached to the aspect of
provision of instructional materials and their essence to the fruition of the programs at
hand. This was however heavily curtailed by lack of consultations in many of the pre
schools between the administration and the teachers. The teachers were of the opinion
that greater communion in terms of constant association and deliberations in a regular
manner would always assure the pre-school centers of adequate provision of play
materials which identified with the pertinent needs of the learners. The researcher
confirmed the gravity of the situation at hand at the event of making physical visits to
the control centers. The situation was synonymous with the findings and the responses
brought forth owing to the fact that the pre-school teachers attested to the fact that the
administration in many instances seldom made deliberations with them as regards the
play materials to be acquired for the children. The pre-school teachers indicated that
many times the administration just provided materials without any due consultations
and they attested to this as a risk which may expose the children to lack of quality
play implements provision.
Table 14 shows the response of the pre-school teachers stating their levels of
agreement with attributes related to the relationship between play materials and
children’s performance in science activities.
46
Table 14: Play Materials and Pre-school Children’s Performance in Science
Activities in Gaturi Division
Statement
-
Disagree
-
Play materials have a great influence on the children’s 30 (100%)
creativity
-
-
Access to play materials influences the early
childhood children’s thinking capacity
30 (100%)
-
-
Play materials aid develop the children’s
coordination capacities
29 (93%)
1 (7%)
-
Play activities and materials influence the children’s
physical and social skills
30 (100%)
-
-
Play materials help children’s understand spatial
concepts
Agreed
30 (100%)
Undecided
Table 14 shows that all of the pre-school teachers 30 (100%) affirmed that the play
materials greatly influenced the children’s capacity to understand spatial concepts and
assure them of the requisite development in science activities. The teachers equally
confirmed that the children’s creativity was enhanced by the exposure to play
materials which equally impacted on their thinking capacities 30 (100%). The aspect
of development of coordination was confirmed by the responses from the pre-school
teachers 30 (100%). The response shows that 29 (93%) were of the view that play
materials can aid develop the children’s coordination capacities and development of
their physical and social skills while 1 (7%) were undecided. The pre-school teachers
were in agreement on the attributes of the capacity of play materials to influence the
children’s science activities development 30 (100%).
This was as previously stated by (Labinowicz, 2008) who was of the opinion that the
more experience a child has with physical objects in his environments, the more likely
47
related understanding will develop. Children who build towers with small blocks on
the bottom and large blocks on the top of a structure quickly learn that this
arrangement is not a table. Through this arrangement they learn that a broad base is a
better foundation for building.
Table 15 shows a cross tabulation on the relationship between particular play
materials used by pre-school children and their performance in science activities in
relation to the length of service of the pre-school teachers.
Table 15: Play Materials Used by Pre-School Children in Science Activities in
Gaturi Division
Chi-Square Tests
Value
Asymp. Sig. Exact Sig. (2- Exact Sig. (1(2-sided)
sided)
sided)
df
Pearson Chi-Square
4.342a
1
.037
Continuity Correctionb
2.593
1
.107
Likelihood Ratio
6.325
1
.012
Fisher's Exact Test
.061
Linear-by-Linear
Association
4.197
N of Valid Cases
30
1
.046
.040
a. 2 cells (50.0%) have expected count less than 5. The minimum expected count is 2.20.
b. Computed only for a 2x2 table
Table 15 shows a calculated statistic value of χ2 = 4.342 at a significance level of
0.000. The calculated statistic χ2 = 4.342 was found to be greater than the tabled
critical value of χ2 = 2.593. It can be interpreted that, statistically, there was
relationship between the particular play materials used by pre-school children and
48
their performance in science activities in relation to the capacity in the pre-school
teachers to acquire skills to handle pre-school children at α = 2.20. This was a
confirmation of the fact that acquisition of skills in the pre-school teachers greatly
helped them in terms of determining the particular play materials to use in the course
of their instruction and interaction with the learners geared towards the development
of particular science activities.
4.5 Findings on Research Question Three: To what extent does parental
involvement impact on children’s performance in science activities?
The study sought to find out how parental involvement in the acquisition of play
materials impacted on the acquisition of science skills in the pre-school children.
Teachers’ opinions on the involvement of parents in play materials acquisition are as
shown in Table 16.
Table 16: Involvement of Parents in Play Materials Acquisition for Science
Activities in Gaturi Division Pre-schools
Parents are Involved in Children’s Play Materials
Frequency
Percent
Yes
10
33
No
20
67
Total
30
100
There is evidence from Table 16 that 67% schools did not involve parents in the
acquisition of play materials while 33% of the pre-school involved parents in the
acquisition of play materials. This reflected a situation whereby the schools were
charged with the responsibility of play materials acquisition devoid of the input from
49
parents. The same was reflected in sentiments brought forth by parents in the wake of
interview schedules. The parents confirmed that in many instances they were rarely
involved in activities that entailed daily running of the pre-school centers especially
also as pertains instructional activities. Similar sentiments were shared by the District
Quality Assurance and Standards Officer. He was of the opinion that many parents
were not eager as regards the day to day activities that their children engaged in the
pre-school centers and many at times they even had to be pushed to attend important
meetings in the institution. This was more or less a confirmation of their noninvolvement in activities that pertained the development of the children.
The situation previous works by (Mbugua, 1987) who argued that members of the
community provide funds for physical features of the school such as classrooms,
teachers’ houses as well as furniture and equipment. This is done through Harambee
meeting or the parents contribute each a certain amount of money that will all have
agreed upon. Parental involvement has been linked with improved learners’
performance. This was also confirmed by (Abdi –EI Fattah, 2006, Hornby, 2000,
Seda, 2007).
The study sought to find out the pre-school teachers levels of agreement with the
following attributes as pertains the parental involvement in play materials provision
and its impact on science activities in relation to their length of service. Their
responses are as captured in Table 17.
50
Table 17: Pre-school Teachers’ Assessment on Parental Involvement in Play
Materials Provision Impact on Science Activities in Gaturi Division
Agreed
Our school encourages parental involvement in the
Undecided
Disagree
23 (77%)
-
7 (23%)
27 (90%)
-
3 (10%)
6 (100%)
-
24 (80%)
-
-
30 (100%)
24 (80%)
-
6 (20%)
provision of play materials for early childhood
learners
Parental involvement encourages their participation
in the children's learning
The community around the school plays an active
role in the play materials provision
The pre-school centre has an adequate budget which
does not require the local community and parental
involvement in play material provision
Parental involvement in play material provision has
had an impact on the science activities
Evidence from Table 17 shows that 23 (77%) of the pre-school teachers were in
agreement that parental involvement in the provision of play materials for the children
encouraged the development of science activities while 7 (23%) disagreed. They were
also in agreement 27 (90%) that the parental involvement encourages the participation
of parents in the children’s learning activities while 3 (10%) disagreed. The preschool teachers denied that the community around the school played an active role in
the play materials provision 24 (80%) while 6 (100%) agreed. This was an indication
of the communities not getting fully involved in the activities of play materials
provision. All the teachers 30 (100%) were of the opinion that the pre-school centers
did not have adequate budgets to guarantee them access to play materials. This gave
51
credence to the fact that lack of the requisite budgetary capacity exposed the preschool centers to situations of failure to fully cater for the play material needs. The
teachers were of the opinion that parental involvement in play materials provision has
had an impact on the science activities 24 (80%) while 6 (20%) disagreed.
The situation as brought forth by the study is in line with works by (Kabiru and
Njenga, 2009) who said that family involvement matters for young children’s
cognitive and social development. They argued that, for children and youth to be
successful there must be an array of learning support around them. They further stated
that in the early childhood years there must be good homes school relationship.
A cross tabulation on the impact of parental involvement in the provision of play
materials on the children’s science activities in relation to the capacity of the preschool teachers to acquire skills in early childhood education is shown in Table 18.
Table 18:
Parental Involvement in Play Materials’ Provision on Children’s
Science Activities in Gaturi Division
Chi-Square Tests
Value
Asymp. Sig. Exact Sig. (2- Exact Sig. (1(2-sided)
sided)
sided)
df
Pearson Chi-Square
5.286a
1
.021
Continuity Correctionb
3.427
1
.064
Likelihood Ratio
7.588
1
.006
Fisher's Exact Test
.029
Linear-by-Linear
Association
5.110
N of Valid Cases
30
1
.025
.024
a. 2 cells (50.0%) have expected count less than 5. The minimum expected count is 2.57.
b. Computed only for a 2x2 table
52
Table 18 shows a cross tabulation which gave a Chi-square value of χ2 = 56.000 at a
significance level of 0.000. The calculated statistic χ2 = 56.000 was found to be
greater than the tabled critical value of χ2 = 48.131. It can be interpreted that,
statistically, there was relationship between the parental attitude towards religious
education with the gender of the pre-school teachers at α = 1.14. This was a
confirmation of the parental involvement as having capacity to play a significant role
on the children’s science activities.
The respondents were of the opinion that play materials can be better exploited to
guarantee learners the optimum development in science activities by way of having
clearly defined programmes in terms of activities of play in mind before acquiring
particular play materials. This, they argued, was the only way that particular play
materials could be easily linked to the envisaged development in the child in terms of
the science activities. The respondents equally proposed that there should be greater
focus and synergy on the part of the pre-school centers administration and the preschool teachers. This is with a view of aligning the particular play implements
required in the classroom activities with what it is that the administration has in mind
and the budgetary provisions for the same. This is geared towards minimization of
duplicity and inculcating a sense of balance and focus in the provision of play
materials in the pre-school centers.
A comparison of children’s performance in science activities when taught using play
materials and without play materials is shown in Table 19.
53
Table 19: Children’s Performance in Science Activities when Taught with and
without Play Materials in Gaturi Division Pre-schools
Group
Mean
S.D.
t
df
p
Control Group
2.43
1.223
4.538
29
.000
Experimental Group
1.80
1.270
From Table 19, it can be seen that the mean scores and standard deviation for the
control group is 2.53 and 1.223, respectively, while that of the experimental group is
1.80 and 1.270, respectively. The difference in pre-school children performance can
be attributed to play materials and was found to be statistically significant
(t(29) = 4.538, p = 0.000, two-tailed). This shows that children taught science activities
using play materials perform better than those who are taught science activities
without play materials. These results agree with observation made during pre-school
science activities in which children with play materials excelled in skills such as
manipulation, counting, formulating hypothesis and differentiation of volumes in the
event of access to play materials. This was the exact opposite in the experimental
centers where the children performed dismally.
54
CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
5.1 Summary
The study sought to find out the influence of play materials on children’s performance
in science activities in Gaturi Division, Murang’a County, Kenya. The objectives that
guided the study were: the various types of play materials, the relationship between
play materials and children’s performance in science activities and the parental
involvement and their influence on children’s performance in science activities.
Gaturi division was picked by virtue of the fact that it has had a deteriorating
performance in science. There was thus a need to carry out a study with a view of
establishing if there is a relationship between the deteriorating performance in science
and the interaction of children in pre-school centers with play materials. Gaturi
division equally has a good dispersion of pre-school centers with regard to those
which are endowed with play materials and those which are impoverished in terms of
access to the play materials.
The study found out that most of the preschool centers had access to play materials
with 87% of the sampled centers confirming that had they had access to play materials
of various types. The study equally confirmed that 73% of the pre-school centers had
access to outdoor play equipments. The respondents were of the opinion that the
outdoor equipments impacted on the capacity of the children to develop their science
activities highly at 47%.The presence of indoor play equipment was confirmed in the
pre-school centers at 90% . This was a reflection of the seriousness that the centers
handled and viewed the indoor play activities with. The response showed that 93% of
55
the respondents had the opinion that engagement in play and access to play materials
influences the development of science activities. The presence of play materials was
thus confirmed as being a critical factor in the development and acquisition of
capacity in science activities.
Many of the respondents viewed the outdoor play equipment as having the capacity to
impact on the development of children’s science skills. On the other hand though,
some of the respondents believed that outdoor equipment had a very negligible
capacity to impact on children’s science skills development. In comparison to the
control centers, the researcher established that in the situation of maximum
exploitation of the outdoor play equipment the children had a very positive
development in terms of the science skills and activities. This was a confirmation of
the essence of the outdoor equipment in guaranteeing and assuring the children of the
requisite science skills and activities development.
The sampled pre-school teachers were in agreement that the presence of varying types
of indoor and outdoor play materials helped the children develop their science skills.
Activities geared towards having outdoor play was confirmed as having capacity to
extend the classroom outside for effective science activities development. The
development of motor and social skills was equally confirmed by majority of the
teachers who affirmed that engagement in outdoor activities was of great benefit to
the children. The indoor activities like having an experience with the number line was
confirmed as having capacity to facilitate the basic skill of counting which was a
critical science activity influenced by the indoor activities The responses were a
confirmation of the great attachment and position that play had in the hearts of the
teachers. It was also a pointer of the premium it is that the teachers attached the
activity of play to in terms of development of science activities.
56
The study found out that the relationship between the play materials and performance
in science activities was profound. The respondents confirmed to having had
mechanisms in place in their institutions to ensure that the provision of play materials
was matched with the children’s need at 67%. This was by way of having the
administration deliberating with the pre-school teachers and deciding on the pertinent
needs in terms of the development requirements in children before acquiring the play
materials. The study established that in 20% of the pre-school centers the children had
benefited from the working arrangement between the administration and the teachers
and ended up having the requisite development in terms of skills acquisition in
science activities. The pre-school teachers viewed the careful consideration of play
materials as having had impacted positively on the children at 80% and this was a
reflection of the benefits accruing from the practice.
Many of the pre-school centers had put in place modalities to ensure the acquisition of
specific play materials geared towards the acquisition of particular skills. Some
schools had put in place modalities to ensure the coordination between the pre-school
teachers and the administration before acquiring the play materials. Many of the preschool teachers affirmed that the play materials greatly influenced the children’s
capacity to understand spatial concepts and assure them of the requisite development
in science activities.
The results from the observation schedule confirmed that the children’s creativity
was enhanced by the exposure to play materials which equally impacted on their
thinking capacities. The aspect of development of coordination was also confirmed by
the responses from the pre-school teachers. They were of the view that play materials
can aid develop the children’s coordination capacities and development of their
physical and social skills which is an aid in children’s performance in science
57
activities. The pre-school teachers were in agreement on the attributes of the capacity
of play materials to influence children’s performance in science activities. Their levels
of agreement cut across all cadres of academic qualifications. This was a pointer to
the fact that regardless of the pre-school teachers academic qualifications they
appreciated the capacity of play materials to motivate and influence the development
of children’s science activities.
The respondents were of the opinion that the parents in the school were rarely
involved in the acquisition of play materials at 67% while 33% of the respondents had
the opinion that the parents in their schools were involved in the acquisition of play
materials. This is a factor which exposed the children to loss in terms of provision of
play materials. The response showed that 53% of the respondents deemed that parents
did not have the capacity to acquire play materials for use by their children and this
exposed them to the risk of failure with regard to the development of science skills.
The study found out that very few pre-school centers have benefited from the parents’
involvement in the provision of play materials to the children. The response was
reflective of the previous sentiments which showed that parents were not heavily
involved in terms of the provision of play materials in the respective pre-school
centers. This identified with sentiments shared by the District Quality Assurance
Officer. The study found out that all the pre-school teachers were in agreement that
parental involvement in the provision of play materials for early childhood children
encouraged the development of science activities. They were also in agreement that
the parental involvement encourages the participation of parents in the children’s
learning activities.
58
5.2 Conclusions of the Study
The study concluded that the various types of play materials influenced the
development of the children’s performance in science activities. Exposure to outdoor
play materials influenced social and psychomotor development while the interaction
with indoor play materials like blocks and bottle tops are used in formulation of
concepts. This was a confirmation that children’s development in terms of science
activities was heavily influenced by the exposure to particular play materials. The
study thus concluded that exposure to various types of play materials on the part of
the pre-school children may greatly influence children’s performance in science
activities.
The study found out that there was a relationship between the interaction with play
materials and science activities development. In the event of situations whereby the
children were exposed to play materials they developed skills and they were better of
in comparison to those who had not gained the exposure. Capacity to develop
socially, intellectually and the internalization of spatial concepts were equally
confirmed to have been occasioned to children who had exposure to play materials.
The study thus concluded that there was a relationship between the exposure to play
materials and the performance in science activities.
The study found out that there was minimal parental involvement in the provision of
play materials in the pre-school centers in Gaturi division. The parents rarely
participated in the deliberations as pertains the acquisition of play and instructional
materials. The study formed the opinion that engagement of the parents in the learning
programs of their children was equally limited. This impacted negatively on the
capacity of the children to develop science skills. The parents did not have the
59
capacity to have an extension of the schooling undertaken in the pre-school centers to
their homes owing to the provision of play materials at the household levels. The
study thus concluded that there was a relationship between parental involvement and
the development of the science activities in pre-school children.
5.3 Recommendations of the Study
The study therefore recommends the following, all of which pertains play materials
and children’s performance in science activities implications:(i)
There is need for pre-school teachers to liaise with the administration. This will
aid deliberations on the types of play materials requisite for the instruction of the
children.
(ii)
The ECDE administration should equally engage other willing players such as
local communities. This will encourage them to make play materials from
locally available implements.
(iii) Policy makers should strive to ensure that there is a relationship between
pertinent development needs of children and the types of play materials
provided. Efforts should equally be made to make early childhood education
free and compulsory.
(iv) The pre-school centers should strive to involve parents in the activities carried
out in the centers. This with an aim of fostering better relations and facilitating
availability of more play materials which may be provided by the parents
necessary for science activities.
60
(v)
Pre-school teachers should strive to involve children in discovery learning by
use of play materials other than theoretical form. This will aid better
performance in science activities.
(vi) Science learning should be child friendly by availing varying types of play
materials. This will help improve performance not only in science activities but
also in all areas of holistic development of a child.
5.4 Recommendations for Further Research
The study recommends that:(i)
A similar study with a larger scope like a County wide survey should be carried
out. This is with the view of determining if the prevailing circumstances in
Gaturi Division apply to the other parts of Murang’a County.
(ii)
The study equally suggests that a study on the influence of play materials and
children’s performance in other subject activity should be carried out in preschool children.
(iii) The study recommends a study on challenges faced by pre-school teachers when
teaching science activities.
(iv) A study on availability of play materials in pre-school children’s homes should
be carried out.
61
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APPENDIX I
INTRODUCTION LETTER
Maina Mary Waigwe
University of Nairobi
Department of Early Childhood Education
P.O. Box 30197
Nairobi ,
Pre-school Teacher
_______________________ Center
Dear Sir or Madam,
REF: REQUEST FOR PARTICIPATION IN RESEARCH STUDY
I am a post graduate student at the University of Nairobi, pursuing a Master of
Education Degree in Early Childhood Education. I am conducting a research on play
materials on children’s performance in science activities in Gaturi Division, Murang’a
County.
I hereby request you to respond to the questionnaire items as honestly as possible. The
research is for academic purpose only and your identity will be handled with utmost
confidentiality. Your cooperation will be appreciated.
Thank you in advance.
Yours sincerely,
Maina Mary Waigwe
65
APPENDIX 2
QUESTIONNAIRE FOR PRE-SCHOOL TEACHERS
The purpose of this questionnaire is to gather information on your opinions on the
influence of play materials on children’s performance in science activities in Gaturi
Division, Murang’a County. Kindly fill in all the spaces and tick against the preferred
choice. Your identity will be treated with confidence and please do not write your
name or that of your school.
Section A: Demographic information
1. Kindly indicate your gender
Male
Female
2. What are your highest academic qualifications?
Certificate in ECDE
Diploma in ECDE
Any other _________________
3. What age bracket do you fall in?
Below 25 years
25 – 35 years
36 – 45 years
46 – 55 years
Any other __________________
66
4. How long have you served as an early childhood education teacher?
Less than 1 year
1 – 5 years
6 – 10 years
11 – 15 years
16 – 20 years
21 – 25 years
Any other __________________
5. Are you dedicated to teaching the early childhood education children?
High degree
Medium degree
Low degree
Types of play materials
6. Does your early childhood education center have access to play materials?
Yes
No
7. Does your early education center have access to outdoor play equipment?
Yes
No
8. Has the outdoor play equipment impacted on the capacity of the children’s
development?
High degree
Medium degree
Low degree
67
9. Has the outdoor playing equipment affected the development of the children’s
science skills?
High degree
Medium degree
Low degree
10. How have the outdoor equipment impacted on the development in science
activities in the early childhood children? kindly explain
__________________________________________________________________
__________________________________________________________________
11. Does you early childhood education center exploit indoor equipment for the
development of science activities?
Yes
No
12. Which indoor equipment does your early childhood education center use for the
development in science activities? Kindly explain
__________________________________________________________________
__________________________________________________________________
13. Kindly confirm your level of agreement with the following attributes as related to
the influence of the various types of play materials on the development of
children’s science skillsA – Agree
U – Undecided
DA – Disagree
A
U
DA
Presence of varying types of play materials for 3
indoors and outdoors helps learners develop
science skills
2
1
Our school has outdoor play materials which 3
extend the classroom outside for effective
science activities development
2
1
Outdoor
play
activities
greatly
development of motor and social skills
2
1
68
aid 3
Indoor play materials like number lines 3
facilitate development of science activities
2
1
Different types of play materials have impact 3
on the development of science activities
2
1
14. Do the types of play materials have any influence on the pre-school children
performance in science activities?
Yes
No
Relationship between play materials and children’s performance in science
activities
15. Does your pre-school center have provision for play materials geared towards
acquisition of specific skills?
Yes
No
16. Are there arrangements for coordination between the pre-school teachers and the
administration before acquiring the play materials?
High degree
Medium degree
Low degree
17. Does the arrangement between the pre-school teachers and administration take
into account the required skills in the pre-school learners before the play materials
are acquired?
Highly
Moderate
Very moderate
69
18. How has the working arrangement between the administration and the pre-school
teachers impacted on the science activities of the children? Kindly explain
__________________________________________________________________
__________________________________________________________________
19. Kindly rate your level of agreement with the following attributes as regards the
relationship between play materials and children’s performance in science
activities
A – Agree
U – Undecided
DA – Disagree
A
U
DA
Play materials can influence the children to 3
understand spatial concepts
2
1
Play materials have a great influence on the 3
children’s creativity
2
1
Access to play materials influences the early 3
childhood children’s thinking capacity
2
1
Play materials aid develop the learners 3
coordination capacities
2
1
Play activities and materials influence the 3
children’s physical and social skills
2
1
20. Is there a relationship between particular play materials that the pre-school
children use and their performance in science activities?
Yes
No
Parental Involvement
21. Are the parents in your pre-school center involved in the acquisition of play
materials?
Yes
No
70
22. Has the involvement of parents in play materials acquisition impacted on the
capacity of the pre-school center to provide play materials to the children?
High degree
Medium degree
Low degree
23. Kindly indicate your level of agreement with the following attributes as pertains
parental involvement in play materials provision for pre-school children and its
impact on children’s science activities
A – Agree
U – Undecided
DA – Disagree
A
U
DA
Our school encourages parental involvement in 3
the provision of play materials for early
childhood children
2
1
Parental involvement encourages
participation in children’s learning
their 3
2
1
The community around the school plays an 3
active role in the play materials provision
2
1
The pre-school centre has an adequate budget 3
which does not require the local community
and parental involvement in play material
provision
2
1
Parental involvement in play material 3
provision has not had an impact on the science
activities
2
1
24. Has the parental involvement in the provision of play materials impacted on the
children’s science activities?
Yes
No
25. How the play materials be better exploited to guarantee the children the requisite
development in science activities? Kindly explain
__________________________________________________________________
__________________________________________________________________
71
APPENDIX 3: INTERVIEW SCHEDULE FOR THE DISTRICT QUALITY
ASSURANCE AND STANDARDS OFFICER
1. How long have you been the district quality assurance and standards officer?
2. Have you had a regular interaction with early education programmes in the district
in the course of your duty?
3. Does your office have provisions to ensure that the standards requisite for the preschool programme are upheld?
4. How would you rate the pre-school centers within your jurisdiction in terms of
their capacity to ensure the maintenance and upholding of standards?
5. Do the pre-school centers have access to adequate play materials?
6. What types of play materials are common and mostly used in the pre-school
centers?
7. Have the various types of play materials impacted on the development of science
activities on the pre-school children?
8. Do the pre-school centers have provisions for acquisition of play materials geared
towards development of specific science skills?
9. In your opinion has the careful selection of play materials with an aim of specific
skills acquisition realized its essence?
10. Have there been efforts on the part of the pre-school centers to involve parents in
the provision of play materials?
11. Are the local communities involved in the acquisition of play materials for the
early childhood programme as well?
12. How can the capacity of the children in terms of science activities development be
improved on in the pre-school centers under your jurisdiction?
72
APPENDIX 4: INTERVIEW SCHEDULE FOR PARENTS
1. Do you have a close interaction with the administration of the early childhood
center that your child attends?
2. Are you aware of the programme of events that your child engages in the course
of learning at the centre?
3. Does your child engage in play as an activity to guarantee their development
while in the school?
4. Are there playing materials to facilitate the activities that your child engages in?
5. What kind of play materials are found in the school?
6. Has the presence of play materials impacted in any way on the development of
your child?
7. Does the administration of the school have a close association with the parents
who have learners in the institution?
8. Has the association translated to goodwill in terms of the parents having the
responsibility of providing the centers with play materials?
9. Have you been personally involved in the provision of play materials geared
towards facilitation of the children in the school?
10. Has the local community played an active role in the acquisition of play materials
for use by children in the institution?
11. How can the children be better assisted and empowered to better their capacities
in terms of science activities development in the pre-school center that your child
attends?
73
APPENDIX 5: OBSERVATION SCHEDULE
Requirements
Schemes
Available
Not available
Complete
of
works
Lessons plans
Displayed
science work
Particular skills acquired by the children
Skill
Yes
No
Making hypothesis
Counting skills
Differentiation of volumes
Psychomotor skills
Social skills
Ordering
Manipulation
Observation
74
Not complete