CHAPTER ONE

GENERAL INTRODUCTION

Play has not always been welcomed in classroom settings, but in recent years, its importance has been recognized (Saracho and Spodeck, 1995). The government has also shown support for early childhood education through legislation (Pellegrino and Smith, 1998). Early childhood education plays a significant role in children’s development, influencing their productivity as they grow (Evans, N). Researchers have shown interest in studying play (Saracho and Spodek, 1995). Play is a child’s way of expressing their feelings and interests, and it has played a significant role in the history of children’s education (Scott G. Eberle, 2014).

1.1 Background to the Study

Throughout history, education has seen a transition from play to learning as children leave the world of play at home and enter the world of learning at school. Pestalozzi (1827) was the first to implement play as a tool for teaching and curriculum. He believed that young children could develop an inquiring approach to things and words through education. Froebel modified Pestalozzi’s theory and incorporated play into formalized learning experiences. Froebel recognized that play allowed children to master aspects of themselves and their environment through exploration and interaction (Garvey, 1977). Maria Montessori (1965) also based her teaching methods on the natural play activities of children but discouraged free play.

According to Sandra (1993), play is a fertile field for a broad range of learning opportunities. Play is considered an efficient pedagogic strategy in early childhood education, encompassing activities like music, role play, games, singing, drama, and stimulation. Play has been linked to cognitive development, with symbolic play playing a crucial role (Vygotsky, 1926). Playfulness in kindergartners has been found to correlate with higher scores in divergent thinking, and play has been recognized as a form of research (Lieberman, 1977; Caplan and Caplan, 1974). Play provides opportunities for creativity, problem-solving, language development, planning skills, and the improvement of academic skills and attitudes (Dansky and Silvennan, 1973 & 1975; Levy, Schaefer, and Phelps, 1986; Smilansky, 1968; Sylva, Bruner, and Geova, 1982).

Early childhood education provides important services to children and their families. It covers the age range from birth to 8 years, with the toddler and infants program being one of the fastest-growing programs (Bruce, 2015). Developmentally appropriate tasks based on a child’s age are crucial for successful teaching in early childhood education (Bruce, 2015).

Play is an important component of early childhood education and has numerous benefits for young children. Theories of play include surplus energy, recreation, recapitulation, and instinct, shedding light on the subject and shaping how play is perceived in childhood programs today (Saracho and Spodek, 1995).

Erik Erikson’s theory also emphasizes the role of play in early childhood education. At the Initiative Vs Guilt stage (3-5 years), children assert themselves, plan activities, make up games, and initiate activities with others, developing a sense of initiative and feeling secure in their ability to lead and make decisions (Bruce, 2015).

In today’s uncertain and constantly changing world, play is crucial for children to adapt, create opportunities, and develop skills and abilities necessary for their communities (Golinkoff and Hirsh-Pasek, 2008). In the Cameroonian context, creative play allows children to unlock their creativity, develop cognitive abilities, fine and gross motor skills, and socio-emotional development (UNHCHR, 2016).

1.2 Statement of the Problem

Play is vital for a child’s early development, enhancing their cognitive, physical, social, and emotional well-being. However, the influence of play on the social development of children in early childhood is often overlooked. This study aims to investigate how different types of play, such as solitary, dramatic, and symbolic play, influence the social development of children in early childhood.

1.3 Objectives of the Study

General Objective: The main aim of this study is to investigate the influence of play on the social development of children in early childhood in the Buea Municipality.

Specific Objectives:

1. To determine the extent to which dramatic play influences the social development of children in early childhood.
2. To investigate the extent to which symbolic play influences the social development of children in early childhood.
3. To examine the extent to which solitary play influences the social development of children in early childhood.

1.4 Research Questions

General Research Question: To what extent does play influence the social development of children in early childhood in the Buea Municipality?

Specific Research Questions:

1. To what extent does dramatic play influence the social development of children in early childhood?
2. To what extent does symbolic play influence the social development of children in early childhood?
3. How does solitary play influence the social development of children in early childhood?