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| Correlational Analysis Of The Influence Of Play As Scaffolding Learning Activities On Social, Emotional, Physical, And Cognitive Development In Preschool Centres In Oyo Town
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Adedokun, Olutunde Adewale and Adediran, Aliu Adedayo
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Abstract:
This study investigates the influence of play and scaffolded learning activities on the social, emotional, physical, and cognitive development of preschool children. Employing a correlational analysis design, the research explores the relationships between the time spent in child-directed play, participation in scaffolded activities led by teachers, and developmental progress in various domains. The study aims to identify how play and scaffolded learning, potentially working independently or in conjunction, contribute to a well-rounded preschool experience. The findings will shed light on effective practices for fostering holistic development in young children within preschool centers. Preschool teachers are largely found of restricting active free play time of children and substituting free play time with academic activities. These practices have undermined the holistic development of children especially in Nigeria as preschool children could not match the development and competition with their counterpart in developed countries. Level of awareness of preschool teachers on play precipitated why they restrict free child's play time and limit guidance towards creativity and reflective thinking in children's play. Hence the study investigated Correlational Analysis of the Influence of Play and Scaffolding Learning activities on Social, Emotional, Physical, and Cognitive Development in Preschool in Oyo Town. The study adopted correlational survey research design. The population for the study comprises all preschool teachers in Oyo Town. The sample for the study comprises 100 preschool teachers. A self-designed questionnaire was used for the data collection. Section A reveals the demographic data of the respondents, while section B contains 20 grouped items. The reliability index of the questionnaire was (?=0.78). The finding of the study revealed that preschool teacher's awareness of the influence of play and guided activities on the holistic development of children is high (WA=3.7) and there is significant relationship between preschool years of teaching experience and awareness of the influence of play and guided activities on children's Physical development (F(4,95) = 2.52; P< 0.05) among others. It was recommended based on the findings that, although the level of teacher's awareness on the influence of play and guidance activities of children is high, schools should facilitate the implementation of appropriate practices in line with play and guidance activities for the optimal development of preschool children.
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