UPSI Digital Repository (UDRep)
|
UPSI Digital Repository (UDRep)
|
|
|
| ||||||||||||||||||||
| Abstract : Universiti Pendidikan Sultan Idris |
| Every child deserves the opportunity to play during their preschool-age towards optimal development of physical, intellectual, social and emotional. However, parents or caregivers from the remote villages in Myanmar have not raised awareness of the play with their preschoolers. There was no preschool program in these remote villages in Myanmar. Therefore, this study aims to support parents and caregivers to nurture the social and emotional development of preschool children using play. This study shows them how they can create an environment for their preschoolers to improve the social and emotional development and the empirical evidence of the children development using play. Drawing on a pre-test-post-test control group design, a total of 90 preschool children involving 45 children in the experimental group and 45 children in the control group were observed before, during, and after the play program by using social and emotional development surveys. The descriptive and inferential data analysis results revealed that there was an effect of play program on preschool children’s social and emotional development. The program helps preschool children to optimize their social and emotional development. Implications of the results for the development and implementation of the play program are discussed. |
| References |
Almon, J. (2003). The vital role of play in early childhood education. In All work and no play...How educational reforms are harming our preschoolers. (pp. 17–42). Praeger Publishers/Greenwood Publishing Group. Aquino, L. N., Mamat, N., & Che Mustafa, M. (2019). Levels of competence in the learning domains of kindergarten entrants. Southeast Asia Early Childhood Journal, 8(1), 37–45. https://doi.org/10.37134/saecj.vol8.no1.5.2019 Aye Min Naing. (2012). The effectiveness of toy making programme on social and emotional development of Myanmar preschool age children. [Unpublished master’s thesis]. Yangon University of Education. Blewitt, C., O’connor, A., Morris, H., Mousa, A., Bergmeier, H., Nolan, A., Jackson, K., Barrett, H., & Skouteris, H. (2020). Do curriculum‐based social and emotional learning programs in early childhood education and care strengthen teacher outcomes? A systematic literature review. International Journal of Environmental Research and Public Health, 17(3), 1–23. https://doi.org/10.3390/ijerph17031049 DEEWR. (2009). Belonging, being & becoming: The early years learning framework for Australia. Senate Employment, Workplace Relations and Education Committee. http://www.crossref.org/deleted_DOI.html Denham, S. A., & Burton, R. (2003). Social and emotional prevention and intervention programming for preschoolers. Kluwer-Plenum. Elkind, D. (1987). Miseducation: Preschoolers at risk. Knopf Publishing Group. Mamat, N., & Omar, A. (2013). Culturally responsive pre-school education: Interaction among children from cross-ethnic groups in a multiple-ethnic pre-school. Southeast Asia Early Childhood Journal, 2, 51–61. https://ejournal.upsi.edu.my/index.php/SAECJ/article/view/929 Pahl, K. M., & Barrett, P. M. (2007). The development of social–emotional competence in preschool-aged children: An introduction to the Fun FRIENDS program. Australian Journal of Guidance and Counselling, 17(1), 81–90. https://doi.org/10.1375/ajgc.17.1.81 Piaget, J. (1962). Play, dreams, and imitation in childhood. Norton. Sanson, A., Hemphill, S. A., & Smart, D. (2004). Connections between temperament and social development: A review. Social Development, 13(1), 142–170. https://doi.org/https://doi.org/10.1046/j.1467-9507.2004.00261.x Shwe Yee Win, & Khin Hnin Nwe. (2020). An analysis of the impact of play on preschool children’s social skills development. J. Myanmar Acad. Arts Sci, 18(9). Sigelman, C., & Rider, E. (2018). Life-span human development (9th ed.). Cengage Learning. Stipek, D. (2002). At what age should children enter kindergarten? A question for policy makers and parents. Social Policy Report, 16(2), 1–20. https://doi.org/10.1002/j.2379-3988.2002.tb00018.x Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2004). The Effective Provision of Pre-School Education (EPPE) Project: Final report: A longitudinal study funded by the DfES 1997-2004 (Research Report No. SSU/FR/2004/01). http://eprints.ioe.ac.uk/5309/1/sylva2004EPPEfinal.pdf Tan, M., & Dobbs-Oates, J. (2013). Relationship between emergent literacy and early social-emotional development in preschool children from low-income backgrounds. Early Child Development and Care, 183(11), 1509–1530. https://doi.org/10.1080/03004430.2012.729051 Vygotsky, L. S. (1966). Play and its role in the mental development of the child. Soviet Psychology, 5(3), 6–18. https://doi.org/10.2753/RPO1061-040505036 Vygotsky, L. S. (1987). Emotions and their development in childhood. In R. W. Rieber & A. S. Carton (Eds.), The collected works of L. S. Vygotsky: Vol. 1. Problems of general psychology: including the volume thinking and speech (pp. 325–2338). Plenum Press. Vygotsky, L. S. (1998). The problem of age. In R. W. Rieber (Ed.), The collected works of L. S. Vygotsky: Vol. 5. Child psychology (pp. 187–205). Plenum Press. White, A., & Walker, S. (2018). Enhancing social–emotional development through evidence-based resources. Australasian Journal of Early Childhood, 43(4), 4–12. https://doi.org/10.23965/AJEC.43.4.01 Zakaria, M. Z., Yunus, F., & Mohamed, S. (2021). Drawing activities enhance preschoolers socio emotional development. Southeast Asia Early Childhood Journal, 10(1), 18–27. https://doi.org/10.37134/saecj.vol10.1.2.2021
|
| This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials. You may use the digitized material for private study, scholarship, or research. |