Play, a mechanism for developing peaceful behaviour among elementary school pupils for sustainable peace in Cross River State, Nigeria
Abstract
This research work was aimed at investigating play, as a mechanism for developing peaceful behaviour among elementary school pupils for sustainable peace in Cross River State, Nigeria. In order to determine this, Ex-post facto research design was used. Some determinants of play such as; playing age preference of pupils, gender differences and willingness to play with opposite sex and pupils’ home background were identified as variables for the study. The population of the study was 26,363. A total of 200 primary six pupils formed the sample for the study through which the data were obtained, using purposive sampling technique. The instruments were faced validated and reliability ascertained. The data were analyzed using Pearson Product Movement Correlation Analysis (PPMCA) and Independent T-test at 0.05 level of significance. The result of the study revealed a significant relationship between playing age preference of pupils and their home background, between boys and girls exist no significant difference in their willingness to play with opposite sex.. The implication is that when pupils play together they develop peaceful behavior which will help the interact freely in their adult life leading to sustainable peace wherever they find themselves. Also, when pupils are allowed to play with their peers at home, they learn to tolerate others and develop peaceful behaviours. It was therefore recommended that Children should be allowed to play with their age mates and also with the ones of the same sex and opposite sex as this will help them to interact freely and also develop the social relationship that will bring about peaceful co-existence.
References
Berk, L. E. (2000). Child development. USA: Pearson Education Company. Fifth Edition.
Bruce, T. & Meggitt C. (2002). Child care and education. Italy: Hodder & Stoughton Educational.
Deluccia-Reinstein, R. (2014). Does the environment affect a child’s behavior.
http://www.ehw.com/about-5367285-environment-affect-child. Retrieve 5/15/2014
Dodge, K.A., & Price, J.M. (1994). On the relationship between social information processing and socially competent behavior in early school-age children. Child Development, 65, 1385-1389.
Essa, E. L. (1999). Introduction to early childhood education. Third Edition. New York: Delmar Publishers.
Fagot, B. & O’Brien M. (1994). Activity level in young children. Merril-Palmer Quarterly, 40, 378-398.
Ladd, G. W. & Coleman, C. C. (1997). Children Classroom peer relationships and early school attitude, Concurrent and longevity association. Early Education & Development. 8, 51-66.
Lemerise, E.A., & Arsenio, W.F. (2000). An integrated model of social processes and cognition in social information processing. Child Development, 71, 107-118.
Maccoby, E. E. (1988). Gender as a social category. Development Psychology, 24, 755-765
Maccoby, E.E. (1990a). Gender and relationships. American Psychologist, 45, 513-520.
Maccoby, E.E. (1999). Two sexes: Growing apart, growing together. New York: Belknaps Press.
Mize, J., & Ladd, G. W. (1990). A cognitive social learning approach to social skill training with low-status pre-school children. Development Psychology, 26, 388-397.
Play Scrutiny Group, Cardiff (2005). Delivering children and young people’s right to play in Scotland. http://www.playscotland.org/what-is-play-playwork/what-is play/Retrieved 5/9/2014.
Trawick-Smith, J. (2006). Early childhood development A multicultural perspective Fourth Edition. USA: Pearson. Merrill Prentice Hall.
Turner, P.J. & Gervai J. (1995). A multidimensional study of gender typing in pre-school children and their parents: Personality attitudes, preferences, behavior, and cultural differences. Development Psychology, 31, 759-772.
Downloads
Published
Issue
Section
License
Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication.
Copyrights for articles published in International Journal of Curriculum and Instruction are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.
