A Study on the Pre-School Teachers’ Beliefs about Children’s Play at Their Pre-school Aged Level

Javed Mustafa; Zafar Saleem; Gullap Shahzada

doi:10.30971/jecce.v7i2.1705

Authors

Javed Mustafa Khushal Khan Khattak University, Karak
Zafar Saleem Mohi-ud-Din Islamic University Nerian Sharif Azad Jammu and Kashmir
Gullap University of Science & Technology, Bannu,KP-Pakistan

DOI:

https://doi.org/10.30971/jecce.v7i2.1705

Keywords:

Play beliefs, Preschool aged children, Primary schools’ Teachers

Abstract

A survey research was carried on for exploring preschool teachers’ beliefs about children’s play at their pre-school aged level. Major objective of the study was to investigate preschool teachers’ beliefs about children’s play at their preschool aged level. The sub objectives of the study were finding difference between male and female teachers’ beliefs and examining association between teachers’ beliefs regarding Personality Support and Academic Focus of preschool children’s play. These objectives were addressed through research question of what are male and female teachers’ beliefs about children’s play at preschool age level? Null hypotheses that there is no significance difference between the beliefs of male and female teachers, and there is no association between teachers’ beliefs regarding Personality Support an Academic Focus of children’s play were also framed. All the 2713 primary school teachers, 1773 male and 940 female of district Karak, Khyber Pakhtunkhwa comprised the population of the study. At the rate 35% of the population, total 950 teachers consisting 621 male and 329 female teachers were selected through random sampling techniques. The standardized Parent Play Belief Scale (PPBS) of five points Likert’s Scale ranging from Disagree =1 to very much agree =5 ( Fogle & Mendez, 2006), was adapted. It was edited and modified keeping in view the local circumstances and was validated through Cronbach alpha and its value was 0.87. Data was analyzed through SPSS using descriptive statistics of means and standard deviation and inferential statistics of independent sample t-test and Pearson Correlation. Findings of the study were that male teachers had level of positive beliefs and female teachers had negative beliefs about students’ play at preschool aged level. There was significant difference between male and female teachers’ beliefs. Integration of play materials in the curriculum, arranging short and long duration courses for enlightening preschool teachers about the value and importance of play in the early childhood programs and awareness programs for the elders, women and female teachers were recommendations of the study.

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Author Biographies

Zafar Saleem, Mohi-ud-Din Islamic University Nerian Sharif Azad Jammu and Kashmir

Assistant Professor

Department of Education

Gullap, University of Science & Technology, Bannu,KP-Pakistan

Director IER,

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