EFFECT OF GUIDED OUTDOOR PLAY ON ATTENTION SKILL OF PUBLIC PRE-PRIMARY SCHOOL PUPILS IN JOS NORTH L.G.A OF PLATEAU STATE

Janet Motunrayo Eseyin

Abstract


Developmentally appropriate learning practice has been a major subject of discussion among stakeholders in early childhood education. There have been various methods used among pre-schoolers by teachers and caregivers to sustain attention among pre-primary school pupils: such as memorization, repetition and lecture methods which have yielded little result.This study therefore investigated the effects of guided outdoor play on attention skill of pre-primary school pupils in Jos North L.G.A of Plateau State. Quasi- experimental design of pre-test, post-test non-equivalent control group was used to conduct the study, in which 47 pupils from two intact classes from one of the 14 public schools in Jos North LGA of Plateau State who have met the criteria of having two arms of pre-primary classes with each arm not less than 20 pupils in a class: Two self-developed instruments titled cognitive skills rating scale (CSRS) and Cognitive Skill Assessment Test (CSAT) were used to collect data.The findings revealed that guided outdoor play increased pre-primary school pupil’s attention skill in Jos North LGA of Plateau State. It was therefore recommended that teachers and parents should deliberately support guided outdoor play both in school and at home to help children learn appropriately and sustain attention skill in pre-schoolers.


Keywords


Effect, Attention skill, Guided outdoor play, Pre-primary school, Jos North LGA.

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References


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