1.0 Introduction
1.1 Background of Study
In the late 20th century, educational psychologists began to focus on the use of observational strategies in preschool settings. Researchers like Odom et al. (2003) advocated for systematic observation as a means of assessing children's social interactions and identifying developmental milestones. This period saw the emergence of various observational frameworks designed to help educators understand and support children's social skills during play (Ginsburg, 2007). As educational practices evolved, so did the focus on social-emotional learning (SEL) within early childhood education. The importance of teaching social skills and cooperation became increasingly recognized, leading to the implementation of programs that incorporated observational strategies to enhance these competencies (Zins & Elias, 2006). Researchers like Jones and Bouffard (2012) emphasized that observational strategies could be used effectively to foster cooperation and social skills among preschoolers by providing educators with insights into children's behaviors and interactions.
In recent years, there has been a growing body of empirical research examining the impact of observational strategies on preschoolers' social skills. Studies have demonstrated that structured observational practices can improve children's cooperative behaviors and social interactions during play (Smith et al., 2018; Bennett et al., 2018). During the early childhood formative years, children engage in play, which serves as a primary vehicle for learning and social interaction (Berk & Meyers, 2016). Through play, children not only explore their environment but also develop essential social skills such as cooperation, negotiation, and conflict resolution (Berk & Winsler, 2006).
An observational strategy refers to a systematic method of watching and recording behaviors in a specific setting to understand social interactions and development. in the context of preschool education, it is employed to evaluate children's social skills and cooperation during play, allowing educators to gather insights into how children engage with peers and learn social norms (Smith, 2020). Observational strategies have emerged as effective tools for educators to enhance children's social interactions. These strategies involve systematically watching and documenting children's behaviors, allowing educators to gain insights into their social dynamics and identify areas needing support (Ginsburg, 2007). Research indicates that children who are given structured opportunities to engage in cooperative play develop better social competencies compared to those who do not receive such support (Smith et al., 2018).
The development of social skills and cooperation in preschool pupils is critical for their overall growth and future interpersonal relationships. Early childhood education emphasizes the importance of socialization and collaborative play as essential components of a child’s learning experience. Observational strategies, which involve systematic monitoring of children's behaviors in natural settings, have gained prominence as effective methods for enhancing social skills among young learners (Ginsburg, 2007). Therefore, in Nigeria where the research was carried out, the activities that was conducted is to know the effects of observational strategy on pre-school pupils social skills and cooperation during play.
1.2 Statement of Problems
Investigation revealed that there is inadequate attention to the development of social skills among preschool children. In many educational settings, there is a tendency to prioritize cognitive development over social interaction, leading to gaps in children's ability to engage effectively with their peers (Bennett et al., 2018). Also, there is a lack of systematic implementation of observational strategies in preschool classrooms. Educators often rely on informal assessments rather than structured observational techniques, which results in missed opportunities to understand and enhance children's social interactions during play (Ginsburg, 2007).
Additionally, many teachers may not possess the necessary skills or knowledge to effectively observe and interpret children's social behaviors (Odom et al., 2003). Consequently, this gap in training inhibits their ability to foster cooperation and social skills effectively, which are crucial for children's development during preschool years.
Furthermore, there is a limited body of research exploring the direct relationship between observational strategies and social skills development in preschool settings. While some studies have suggested positive outcomes, further investigation is necessary to establish a clearer understanding of how specific observational strategies influence cooperation and social skills in young children (Smith et al., 2018). Hence, it is against this backdrop that this study aims to evaluate the effects of observational strategy on pre-school pupils social skills and cooperation during play.
1.3 Aim and Objectives of Study
The aim of the study is to investigate the effects of observational strategies on preschool pupils' social skills and cooperation during play. In achieving this aim, the following specific objectives were laid out as follows:
- To assess the current level of social skills among preschool pupils before the implementation of observational strategies.
- To identify specific observational strategies that can effectively enhance social skills and cooperation among preschool pupils during play activities.
- To evaluate the impact of these observational strategies on the social interactions of preschool pupils during play sessions.
- To compare the levels of cooperation and social skills in preschool pupils before and after the application of observational strategies.
- To gather feedback from educators regarding the effectiveness of observational strategies in promoting social skills and cooperation among preschool pupils.
- To provide recommendations for incorporating effective observational strategies into preschool curricula to improve social development among young children.
1.4 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
- Are there challenges faced by educators face in implementing observational strategies in play activities for preschool pupils?
- What is the current level of social skills among preschool pupils before the implementation of observational strategies?
- Which specific observational strategies are most effective in enhancing social skills and cooperation among preschool pupils during play activities?
- How do observational strategies impact the frequency and quality of social interactions among preschool pupils during play sessions?
- What changes occur in the levels of cooperation and social skills among preschool pupils after the application of observational strategies?
- How do educators perceive the effectiveness of observational strategies in promoting social skills and cooperation in preschool settings?
1.5 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
- H0: There is no significant effect of observational strategies on the social skills and cooperation of preschool pupils during play activities.
- H1: There is a significant effect of observational strategies on the social skills and cooperation of preschool pupils during play activities.
Hypothesis Two
- H0: Preschool pupils who are not exposed to specific observational strategies demonstrate higher levels of social skills compared to those who are not exposed to these strategies
- H1: Preschool pupils who are exposed to specific observational strategies will demonstrate higher levels of social skills compared to those who are not exposed to these strategies.
1.6 Significance of Study
The findings of this study will be significant for various stakeholders in the field of early childhood education.
- Parents will gain insights into effective strategies that promote their children's social skills and cooperation during play, enhancing their understanding of child development and how to support it at home.
- Educators will benefit from evidence-based approaches that they can implement in the classroom, fostering a more interactive and collaborative learning environment for preschool pupils.
- School administrators will find the results useful in shaping curriculum development and teacher training programs, ensuring that staff are equipped with the necessary tools to enhance children's social interactions.
- Policy makers will be informed about the importance of observational strategies in early childhood education, which may influence funding and support for programs that emphasize social skills development.
- Researchers will be provided with valuable data and insights that can guide future studies on child development, observational learning, and the role of play in education, expanding the academic discourse in these areas.
1.7 Scope of Study
The scope of the research is focused on the effects of observational strategy on pre-school pupils social skills and cooperation during play.
1.8 Limitations of the Study
The research study faced several limitations that affected its execution and findings.
- Time constraints compounded these issues, as the research was conducted within a limited timeframe, which may have affected the depth and breadth of the study.
- Delays from respondents impacted the timeline of the study, making it difficult to adhere to the initial research schedule.
- Lastly, financial constraints were present, limiting resources for extensive data collection and analysis.
1.9 Definition of Terms
Observational Strategy:
An observational strategy refers to a systematic method of watching and recording behaviors in a specific setting to understand social interactions and development. in the context of preschool education, it is employed to evaluate children's social skills and cooperation during play, allowing educators to gather insights into how children engage with peers and learn social norms (Smith, 2020).
Social Skills:
Social skills encompass the abilities that enable individuals to interact effectively and harmoniously with others. These skills include communication, empathy, sharing, and conflict resolution, which are crucial for successful social interactions among preschool children (Jones & Smith, 2019). Developing social skills is essential for children as they learn to navigate social environments and build relationships.
Cooperation:
Cooperation is the process of working together towards a common goal or objective. In preschool settings, cooperation involves children engaging in shared activities, helping each other, and collaborating to achieve collective tasks during play (Williams, 2018). This skill is fundamental in fostering teamwork and mutual respect among peers.
Play:
Play is a critical component of childhood development, defined as voluntary, intrinsically motivated activities that children engage in for enjoyment and exploration. Through play, preschool pupils develop social skills, emotional regulation, and cognitive abilities while interacting with their environment and peers (Brown, 2021).
Preschool Pupils:
Preschool pupils are children typically aged 3 to 5 years who are enrolled in early childhood education programs. This stage is vital for social, emotional, and cognitive development, as children begin to form relationships, develop language skills, and explore their surroundings in a structured setting (Anderson & Brown, 2020).
