THE USE OF TOYS IN KINDERGARTENS EDUCATION (A CASE STUDY OF COMMAND DAY CHILDREN SCHOOL LUNGIN BARRACKS, ABUJA)

CHAPTER ONE

INTRODUCTION

1.1  Background to the Study

Children are born with an incredible capacity and desire to learn. Over 30 years of research confirms the foundational importance of early education and care for children’s school and life success. It is essential, then, that students’ first school experiences are robust ones, steeped in expectations that develop critical thinking and problem solving skills, a deep understanding about themselves in a social society and age appropriate content (Isbell & Raines 2002).

Teachers’ instructional practices must embed the domains of development: cognitive, social-emotional, language, and physical within the foundations or approaches to learning that enable children to explore, understand and reach beyond the “here and now” to challenge themselves and to experiment and transform information into meaningful content and skills. Teachers of very young children have the awe some task of providing rich information and experiences that build skills and understanding in the context of every day routines and within intentionally-designed toys that capture children’s interests, wonder and curiosity so they want to know more (Liyan, 2007).

Every early learning classroom, whether it is in a home atmosphere or center based setting, must be a comfortable, safe and nurturing environment where children can play with toys, blocks, manipulative, art materials, and dramatic play items to enhance skill development. Children discover and understand science, social studies, and math information when they actively explore materials (toys) and ideas that are guided by teachers who intentionally design activities that engage children in critical thinking and processing (Fowler, 2001).

Children also learn about their own abilities and learning styles, how to get along with others and how to appreciate others’ contributions in  classrooms that include a diverse set of toys and experiences.

School environments should be linked to a child’s home environment, incorporating cultural and ethnic materials and children’s home language and provide experiences that are inclusive for all children, regardless of ability, socioeconomic status, or family background. Well-designed classrooms demonstrate a commitment to the whole child by offering toys that enable learning and activities that promote social, physical, cognitive and language learning (Rous, 2008).

1.2   Statement of the Problem

Although the majority of schools in the less developed countries are not likely to have computers, the kindergarten children in these schools can enjoy their early experiences in learning through toys. For many, the only structured learning is that which they will receive during their primary school education by introducing them to science and technology through familiar and enjoyable experiences their appetites may be whetted to continue their learning via out-of-school education programmes.

This research study is aimed at teachers so that they may be able to re-appraise their teaching approach and, where appropriate, incorporate some of the ideas contained into their teaching so as to create a more suitable learning environment for their kindergarten.

Toys is synonymous with play and almost every child likes to play and such a desire continues throughout an individuals’ life.

Psychologists inform us that play is not just a filling in of an empty period, or just a relaxation or leisure activity, but it is an important learning experience.  For example, babies play with their fingers and toes and in so doing bring about a social interaction with adults who join in their game with them. As the baby develops this same form of play, is extended to assist the child towards numerary.

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