Abstract
M.Ed.
Play is a concept that has been widely researched and discussed by psychologists, historians, educationalists and anthropologists throughout history. These scholars have been intrigued by its significance and meaning. Their findings have lead them to agree that play is an essential component in healthy human development. The value of play in the lives of children cannot be underestimated. It is the natural mode of learning for children and it is the carrier through which they acquire vital skills, which are essential for effective functioning in society. Play activities are generally enjoyable and are marked by elements of competition, participation, humour, creativity, problem solving and discipline. In the context of the school environment, these skills can be developed and enhanced through participation in extra mural activities.
As a learner support specialist, I am particularly interested in the role of extra mural activities in the development of Grade Three children in a specific private school where there is an apparent lack of involvement in these activities. Child development specialists have confirmed that participation in after school activities cultivates creativity and imagination and expands intellectual, social and emotional skills.
The qualitative case study described in this research essay aims to provide colleagues, parents and other interested parties with a rich description of the important holistic contributions made to the development of Foundation Phase children and more specifically, Grade Three learners. In this type of research, there are three main categories for data collection. These are observation, interviewing and artifact and document studies. I used these methods extensively through my investigation. The participants in this study were my present group of Grade Three children at the co-educational private school where I currently teach. The 21 children in the class come from as diverse multicultural and multilingual backgrounds as we have in our young democracy. Informal interviews and conversations were held with the children to gain an understanding of their perspectives on participation in extra mural activities. They were also involved in the compilation of a scrapbook, which formed the bulk of the data collection process. By observing the children during the compilation of the scrapbook, I was able to record their behavior, their attitude towards the activity and how they relate to each other. Through this observation, I was able to gain a fresh perspective of the phenomenon under study.
Content analysis was the strategy I selected for the analysis of my data. This is a useful research tool that involves the scrutiny of the contents of a communication. Through this analysis, I explored ideas, beliefs and attitudes pertaining to the subject matter. The findings are discussed using the identified themes. These themes fall into two distinct categories, each with their own sub-categories. The first category involves what emerged through the children’s experience of the scrapbook and interview, while the second category is characterized and influenced by my perceptions and experiences as a teacher. The special nature of children has been referred to throughout this study and thus, I would like to present their perceptions and experiences before I discuss my own. After all, they were the main participants in this study and their input deserves acknowledgement.
The findings have been presented mainly in terms of Gardner’s Theory of Multiple Intelligences. This theory honours and promotes the development of all eight avenues of intelligence in Grade three children. The results of my research indicate that extra mural activities offer children a variety of stimulating environments and opportunities, which expose them to many learning opportunities to better, individualize their needs and interests and assist in developing their unique potentials, thus contributing to their holistic development.