1.1 Introduction
Education at the early childhood level is widely recognized as the foundation for lifelong learning and holistic development. According to the National Policy on Education (Federal Republic of Nigeria, 2013), early childhood education refers to the education given to children aged 0–5 years prior to their entry into primary school. At this stage, learning is expected to be activity-based, emphasizing play as a natural mode of learning for children. According to Oke and Olagunju (2019), field games not only enhance children's physical fitness but also contribute to their cognitive and social development by teaching cooperation, discipline, and problem-solving skills.
However, the successful implementation of field games largely depends on the attitude of teachers. Teachers are key facilitators of learning experiences, and their perception towards play-based learning determines the extent to which such activities are integrated into the daily school program (Adebayo, 2021).
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitation of the study and Definition of terms.
1.2 Background of Study
Early childhood education is the foundation upon which all other levels of education are built. It is a critical stage that focuses on the physical, emotional, social, and intellectual development of young children. According to the Federal Republic of Nigeria (2013), early childhood education is designed to prepare the child for primary education through proper care, stimulation, and learning in a conducive environment. This level of education emphasizes play-based learning, recognizing play as the natural medium through which children learn about their world.
Field games, as an integral aspect of play-based learning, contribute significantly to the holistic development of children. Piaget (1951) asserted that play, including field games, is a vital component of cognitive and social development because it enables children to explore, imagine, and problem-solve in a relaxed environment. Vygotsky (1978) reported that social interaction during play supports the development of higher mental processes and language skills among children. Through participation in field games, children learn cooperation, tolerance, and the value of teamwork qualities essential for social integration and personal growth.
Despite the numerous benefits associated with field games, teachers' attitudes towards their implementation play a decisive role in determining their inclusion and effectiveness in nursery school settings. Adebayo (2021) affirmed that teachers' attitudes, perceptions, and beliefs strongly influence how educational activities are organized and executed in early childhood classrooms. Teachers who view field games as educational tools are more likely to integrate them into their daily routines, while those who consider them time-wasting may avoid or minimize their use. Obi and Okafor (2019) contended that many teachers in Nigerian nursery schools undervalue field games because of the pressure to focus on academic subjects like reading and writing, which are often viewed as indicators of school success.
In Port Harcourt, as in many urban centers across Nigeria, there appears to be a growing emphasis on academic achievement at the expense of physical and social development. Adeyemi (2018) reported that most nursery schools tend to allocate limited time for outdoor activities, prioritizing classroom-based instruction instead. This academic bias is often reinforced by parents and school administrators who believe that early academic exposure ensures better performance in later years. Consequently, teachers are discouraged from organizing field games, viewing them as distractions rather than as integral parts of early childhood learning.
Eze and Emeh (2020) stated that the lack of adequate playground facilities, insufficient training in play-based pedagogy, and overcrowded classrooms further limit teachers' willingness to engage children in field games. Similarly, Okoli (2021) asserted that institutional barriers and limited awareness of the developmental value of play have contributed to the neglect of field games in early childhood programs. Oke and Olagunju (2019) affirmed that when teachers lack motivation, proper training, or administrative support, they are less likely to create opportunities for children to engage in structured outdoor play.
On the other hand, Ajayi (2022) reported that teachers who adopt a positive attitude towards field games tend to create vibrant learning environments that promote creativity, critical thinking, and emotional balance among children. Such environments align with the National Policy on Education's recommendation for activity-based learning, which seeks to balance academic and physical development. However, the disparity in teachers' attitudes towards field games across different nursery schools indicates a gap in policy implementation, professional training, and resource availability.
The implications of these attitudes are profound. When field games are undervalued or neglected, children miss out on opportunities for physical coordination, social interaction, and emotional regulation skills essential for holistic development. Conversely, when teachers actively incorporate field games into their teaching, children benefit from improved concentration, teamwork, and overall well-being (Adebayo, 2021). This study is set against the backdrop of the need to investigate teachers' attitudes towards field games in nursery schools within Port Harcourt, Rivers State.
1.3 Statement of Problems
In many nursery schools, especially in urban areas such as Port Harcourt, there is an increasing trend where academic achievement is prioritized over play-based learning. Teachers often focus more on literacy and numeracy at the expense of physical activities that contribute to children's overall development. As noted by Adeyemi (2018), this attitude is influenced by factors such as inadequate training, lack of facilities, and pressure from school administrators and parents who view play as non-academic.
Furthermore, there are teachers who recognize the immense value of field games but face challenges such as overcrowded classrooms, lack of playgrounds, or insufficient support from school management (Eze & Emeh, 2020). Such constraints discourage even the most willing educators from implementing structured play activities. The implications are far-reaching, as early childhood education is meant to provide a balanced experience that nurtures both cognitive and physical growth (Okoli, 2021). It is against this backdrop that this study seeks to examine teachers' attitudes towards field games in nursery schools.
1.4 Aim and Objectives of Study
The main aim of this study is to evaluate teachers' attitudes towards field games in nursery schools in Port Harcourt, Rivers State.
The specific objectives of this research are to:
- Examine teachers' perceptions and attitudes towards the inclusion of field games in nursery school curricula.
- Identify factors influencing teachers' attitudes towards field games in nursery schools.
- Assess the extent to which teachers participate in organizing field games for children.
- Determine the challenges teachers face in implementing field games in nursery schools.
- Evaluate the impact of teachers' attitudes on children's participation and development through field games.
- Suggest strategies for improving teachers' engagement in field game activities in early childhood education.
1.5 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:
- What are the perceptions and attitudes of teachers towards field games in nursery schools?
- What factors influence teachers' attitudes towards field games?
- To what extent do teachers participate in organizing field games for children in nursery schools?
- What challenges do teachers face in implementing field games in nursery schools?
- How do teachers' attitudes towards field games affect children's participation and development?
- What strategies can be used to improve teachers' involvement in field games in nursery schools?
1.6 Research Hypothesis
Based on the research objectives, the following hypothesis will be tested:
Hypothesis One
- H0: There is no significant relationship between teachers' attitudes and the implementation of field games in nursery schools in Port Harcourt, Rivers State.
- H1: There is a significant relationship between teachers' attitudes and the implementation of field games in nursery schools in Port Harcourt, Rivers State.
1.7 Significance of Study
It is believed that at the completion of the study, this research will promote awareness about the developmental benefits of field games and the need for a balanced approach to academic and physical learning. In addition, the findings will help parents appreciate that field games are not mere recreational activities but essential for their children's physical, cognitive, and emotional growth.
Furthermore, school administrators will benefit as the study will reveal the need to provide appropriate facilities, materials, and time allocation for field games, ensuring their proper integration into the curriculum.
Lastly, the research will serve as a valuable resource for educational policymakers, administrators, and teacher training institutions in designing effective strategies for enhancing play-based learning in nursery education.
1.8 Scope of Study
The scope of this study will be limited to selected nursery schools within Port Harcourt, Rivers State. The focus will be on teachers who work in both private and public nursery schools to understand their attitudes towards field games. The study will also cover factors such as teacher training, administrative support, and resource availability that affect field game implementation.
1.9 Limitations of the Study
The study will be limited by factors such as restricted access to certain schools, inadequate resources, and the small sample size due to time and budgetary constraints. Data collection will be restricted to available respondents within the chosen locations, and findings will primarily reflect the situation in Port Harcourt, which may not represent all nursery schools in Nigeria.
1.10 Definition of Terms
Attitude:
According to Allport (1935), attitude refers to a mental and emotional disposition toward a specific idea, person, or situation. In this study, it refers to teachers' feelings, beliefs, and behaviors toward the implementation of field games in nursery schools.
Field Games:
As defined by Oke and Olagunju (2019), field games are structured outdoor activities involving physical exercise, movement, and interaction designed to promote children's physical and social development.
Nursery School:
According to the Federal Republic of Nigeria (2013), a nursery school is an educational institution that provides early childhood education for children before they enter primary school.
Early Childhood Education:
Ajayi (2022) describes early childhood education as the foundational stage of learning that focuses on the holistic development of children through play, exploration, and guided instruction.
Holistic Development:
Okoli (2021) defines holistic development as the all-round growth of a child, encompassing physical, cognitive, emotional, and social aspects of learning.
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