i
ACKNOWLEDGEMENT
It has been a long journey and I am very grateful that the conduct of this research
has been successful and fruitful. Hereby, I would like to express my gratitude and
appreciation to all the people who had given me their support and encouragement
throughout the process of this research.
I am glad to have this chance to indicate my appreciation to my supervisor Dr
Ismail Said, for proposing this research topic, for his moral support and guidance
throughout the project development process and for all his concern, comments and
support in making this research a fun and brilliant experience.
Secondly, I would like to express my sincere thanks to Dr Tajuddin for his
impressive integrity and academic responsibility.
I would like to thank my course mates and friends without whom I would not
success to complete my project in time. Thanks for the sincere help, cares and comments
that encourage me a lot in the period of development.
I am feeling deeply grateful to mom and dad for their support; and thanks to my
brothers and sisters.
Lastly, I thank God for giving me good health, strong will and faith to complete
this thesis.
ii
ABSTRAK
Matlamat kajian ini adalah untuk menyiasat peranan taman permainan kanakkanak sebagai tempat perkumpulan sosial untuk pembinaan kanak-kanak dan menyelidik
perangi kanak-kanak dalam taman permainan kanak-kanak. Taman permainan kanakkanak merupakan salah satu tempat social yang penting dimana kanak-kanak jumpa,
bergaul dan membina persahabatan (Erikson, 1973). Kajian ini ingin menkaji peranan
tempat permainan kanak-kanak yang sebenar sebagai tempat perkumpulan social kanakkanak. Kenyataan permasalahan bagi kajian ini adalah taman permainan kanak-kanak
tidak lagi berfungsi sebagai tempat perkumpulan social dan interaksi kanak-kanak untuk
pembinaan kank-kanak. Kajian ini telah dilaksanakan di satu kawasan perumahan sahaja
iaitu Taman Mutiara Rini, Skudai Johor. Kumpulan sasaran kajian ialah kanak-kanak
yang berumur enam tahun hingga dua belas tahun. Masalah pertukaran iklim telah
menyebabkan pernambahan masa kajian terutamanya masa kajian di tempat kajian.
Taman permainan kanak-kanak yang dikaji juga bertambah dari satu taman kepada dua
taman permainan. Pendapat atas isu peranan taman permainan kanak-kanak sebagai
tempat perkumpulan social untuk kanak-kanak yang berumur enam tahun hingga dua
belas tahun di tempat perumahan telah diperoleh. Hipotesis kajian telah dibuktikan dan
dicapai dengan hasil kajian yang menunjukkan bahawa kanak-kanak yang berumur enam
tahun hingga dua belas tahun berinteraksi dengan rakan setara dalam taman permainan
kanak-kanak dan belajar kemahiran baru melalui proses interaksi dengan rakan.
iii
ABSTRACT
This objective of the research is to investigate the significant role of playground
as a social place for middle childhood children in residential community and to examine
the behavior of middle childhood children in playground. Playground is one of the
important social context in which children meet, interact and form relationship (Eriksen,
1973). Thus, the research is to examine the actual role of playground as social place for
children. The problem statement of the research is most of the current playground fails to
act as a social place, it looses its major function for children to develop their social,
physical and cognitive skills. The context of the research is a playground at Taman
Mutiara Rini, Skudai Johor. The target group is middle childhood children, aged 6 to 12
years old. Several limitations occur while going through the research’s process. Data
collections process stopped for a week due to the change of climate on site. It affected the
result of the observation and questionnaire. The data collection period, due to the climate
change, change into four days of weekday and three days of weekend. The study site also
added from one playground into two similar playgrounds that located in same residential
area. The hypothesis of research is achieved as study shows that middle childhood
children interact with peers in playground and through these interactions they learn and
develop new skills. The findings of the research are parallel to the literatures and theories
studied in early stage. The research successfully showed the role of playground as a
social place and the behavior of middle childhood children in playground. Finally, the
opinion on the role of playground as a social place for middle childhood children in
residential community is obtained.
iv
TABLE OF CONTENT
CHAPTER
Chapter 1
Chapter 2
TITLE
PAGE
Acknowledgement
i
Abstrak
ii
Abstract
iii
Table of Content
iv
List of Figures
vii
List of Charts
viii
INTRODUCTION
1.0 Introduction
1
1.1 Research Background
2
1.2 Problem Statement
4
1.3 Objectives
6
1.4 Scope of Study
6
1.5 Limitation of Study
6
1.6 Significance of Study
7
1.7 Research Framework
8
LITERATURE REVIEW
2.0 Introduction
10
2.1 Meaning of Play
11
2.1.1 Types of Play
13
2.1.2 Development through Play
16
v
2.2 Middle Childhood Children
Chapter 3
Chapter 4
18
2.2.1 Social Development of Middle Childhood Children
18
2.2.2 Interaction of Middle Childhood Children
19
2.3 Playground and Children Development
21
2.4 Conclusion
22
RESEARCH METHODOLOGY
3.0 Introduction
23
3.1 Study Site
24
3.2 Sampling Size Survey and Targeted Population
25
3.3 Interview and Questionnaire
25
3.4 Observation
26
3.5 Research Time and Period
26
3.6 Data Collection
27
DATA ANALYSIS
4.0 Introduction
28
4.1 Case Study — Taman Mutiara Rini, Skudai
29
4.2 Description of Playground
31
4.3 Analysis and Findings
38
4.3.1 Physical Activities
38
4.3.2 Types of Stimulation
40
4.3.3 Social Interaction
42
4.3.4 Preferred Play Equipment
44
4.3.5 Different Spaces in Playground
46
4.3.6 Modes of Play in Playground
47
vi
4.4 Conclusion
Chapter 5
48
CONCLUSION
5.0 Introduction
49
5.1 Review of Research
46
5.2 Analysis of Playground and Collected Data
47
5.3 Conclusion
48
BIBLIOGRAPHY
54
APPENDIX
vii
LIST OF FIGURES
FIGURE
TITLE
PAGE
Figure 3.1
Layout plan of Taman Mutiara Rini
24
Figure 4.1
Layout plan of Taman Mutiara Rini
29
Figure 4.2
Phase 1D located beside the primary school
30
Figure 4.3
Layout plan of Taman Mutiara Rini showing distance between
playground and resident units around
31
Figure 4.4
Design layout of the playground in Phase 1B
32
Figure 4.5
Playground in Phase 1B
33
Figure 4.6
BBQ pit in playground located in phase 1B
34
Figure 4.7
Treed area provided in playground phase 1B
34
Figure 4.8
Design layout of the playground in Phase 1D
35
Figure 4.9
Play equipment in playground phase 1D
36
Figure 4.10
Badminton court and skidding platform in playground phase 1D
37
viii
LIST OF CHARTS
CHART
TITLE
PAGE
Chart 4.1
Physical Activities of Middle Childhood Children in Playground
38
Chart 4.2
Stimulation of Middle Childhood Children (n=78) in Playground
40
Chart 4.3
Positive and Nagative Social Interactions of Children in
Playground
42
Chart 4.4
Social Interaction of Middle Childhood Children in Playground
43
Chart 4.5
Preferred Play Equipment of Middle Childhood Children in
Playground
44
Chart 4.6
Different Types of Space in Playground
46
Chart 4.7
Different Modes of Play in Playground
47
CHAPTER 1
INTRODUCTION
1.0 Introduction
This research examines the behavior of middle childhood children in
playground and looks into the significant role playground plays in relation to
children’s social interaction in residential community. The aim is to understand the
contribution of playground toward enhancing children’s social, physical and cognitive
development when they play.
Through real-life observation, children actually build their relationship with
peer while playing along streets or car porches instead of playground. Even when
playgrounds are provided in most of the residential area, the importance of
playground design to meet to children’s need is yet to be shown.
Playgrounds are outdoor environments where children have more freedom to
interact in ways that are largely independent of adult-imposed constraints (Hart, 1993).
Hence, there is a need to understand children’s behavior in playground. The research
studies the development of middle childhood children through play. It focuses on the
1
middle childhood children where their social, physical and cognitive developments
are studied.
The research context is set at a residential area in Johor Bahru town. As the
hypothesis of the research concern largely on the role of playground as the social
place for middle childhood children interaction, the case study area should have at
least an open space as playground that afford child to play.
1.1
Research Background
Play is a reflection of and an influence on all areas of children’s
development—the vehicle by which they communicate, socialize, learn about the
world, understand themselves and other people, deal with their problems, and practice
skills that may be of use to them later in life (Hughes, 1995). In this research, the
importance of play is considered as an essential part of children growth and
development.
Play influences children’s social, physical and cognitive development and it is
also a media for children to show their respond to their living environment. It is a tool
for them to socialize, to learn and to express themselves. It permits children to learn
about the environment through their own senses, imagination and experimentation
(White and Stoecklin, 1997). Play always been an important element in children’s
lives and continues to mirror their overall pattern of social, physical and cognitive
development (Fromberg, 2002).
Middle childhood children are considered as children between the ages of 6 to
12 years old. According to Jean Piaget’s stages of cognitive development, children at
2
this ages are in the Concrete Operation Stage where children are able to master some
basic logics as long as they are dealing with the here and now and the practical
(Cohen, 2002). In this stage, as children’s thinking is more orderly and patterned
compare to the Pre-Operational Stage (2 to 6 years old), their sense of play becomes
increasingly realistic and characterized by the need for order (Hughes, 1995).
In the middle childhood, children are becoming increasingly peered oriented
and decreasingly family oriented (Hughes, 1995). Their peer group is a major
socializing agent and when they are not in school they out roaming into their
neighborhood to look for playmates. They learn a variety of physical and cognitive
skills while playing with their peers and also social skills that are necessary for group
acceptance. Some of these skills can never be taught but is by their own observation,
experience and develop through playing.
Playground play a role as an interaction ground where children social
transaction occurs, especially for middle childhood children (Alamo, 2005). As
middle childhood children transit from family oriented to peer oriented, they will
spend greater portion of time with their playmates (Hughes, 1995). In this case,
playground may serve as outdoor context that provides play and social environments
for children.
When it comes to build a playground, designer tent to pick some pieces of
playground equipment that look nice and place it in an outdoor space. However,
designing a playground is more than placing the play equipment in an outdoor space,
there are certain criteria that need to put into consideration in planning a playground
as a real children’s outdoor environment (White and Stoecklin, 1997).
3
1.2
Problem Statement
Playground is one of the important social context in which children meet,
interact and form relationship (Eriksen, 1973). Playground afford children the
opportunity not only to determine the nature of their play activities, but also the peers
who serve as partners for these activities (Hart, 1993). Thus, the research is to
examine the actual role of playground as social place for children.
A successful playground should provide some basic classification such as
problem solving opportunities, potential for choice and able to sustain children’s
interest (Hart, 1993). In current situation, playgrounds are provided in most of the
residential areas but are always left in unacceptable situation and fail to act as social
context for children interaction. It does not meet to the basic classification, often
poorly designed and unable to provide a good social ground for children to have
interaction with peers.
Playground is a place where children play and interact more intensively
(Alamo, 2005). If a playground fails to act as a social place, it looses its major
function for children to develop their social, physical and cognitive skills. The
physical setting of playground can influence the qualities of children social behavior
and relationship (White and Stoecklin, 1997).
Children are always found spending most of their time playing on streets,
narrow corridors, back lane, front yards and even car park instead of playing in the
poor designed playground that are provided in their residential area. All these places
that children play in are not designed as ‘playground’ at the first place, what make
them prefer to play in these places? Playgrounds that are provided no longer serve the
role as an interaction ground for children due to ill-design and lack of consideration in
children’s play behavior.
4
There are several factors that are the major causes resulted in the current
situation. The careless and ignorant attitude of the designer and planners is the first
major factor. Playgrounds are often handled insensitively and do not meet the
developmental needs of children. Most of the playground design is focusing on
manufactured and tightly designed play equipments. There is no sense of wildness
and the opportunities for free play causes children to look for alternative place to
explore their imagination and sense of adventure (White and Stoecklin, 1997).
Second cause is the safety factor of the playground. Safety issue has always
been unfavorable by parents. Reckless planning has always cause life-threatening
situation that worries the children’s parents. For example, playgrounds located next to
busy road, play equipments provided are in bad condition or are isolated or are not
safe to be used. All these may hinder children away from using the playground and
parents may forbid their children from playing in the playground. Hence, playground
become unpopular, thus children only play in the front yard of their house instead in
the playground.
The last factor is the poor maintenance and supervision given for playground.
In a long run development of a residential area, playgrounds are often offered with the
least attention of maintenance that causes playgrounds to deteriorate in short period of
time. In developers opinion, good maintenance of playground will dose not repay
financially, thus they will not spent extra money to invest on things that bring no
benefits. Without regular maintenance, playgrounds are bound to be junkyard that
cannot be utilized.
5
1.3
Objectives
This study examines the behavior of middle childhood children in the
playground and every reaction of middle childhood children toward the environment
is carefully observed and studied. It also investigates the role of the playground as a
social place for children development.
1.4
Scope of Study
The research focuses on behavior of middle childhood children in playground
and their development through play, where the roles of play in children’s social,
physical and cognitive developments are studied.
The context of this research is a residential area in Johor Bahru town. The
target group is children in middle childhood (between 6 to 12 years old), in Taman
Mutiara Rini, Skudai. Scope of study is first set to cover residential areas throughout
Johor Bahru, yet due to the constraint of time and resources available the study site is
then scope down to one of the residential areas in Skudai.
1.5
Limitation of Study
As going through the process of research, several limitations occur especially
in data collection stage. The process of collecting data is not able to carry out
6
smoothly due to the change of weather on site. The weather on site affected the
process observation and survey questionnaire.
Parents do not allow children to play under hot sun especially when the
outdoor temperature is too high. It is similar as in a rainy day, children are not
allowed to play in playground while it is raining. This slows down the data collection
process and cause the delay of completing the research.
1.6
Significance of Study
The research examines the importance of play for middle childhood children
and through playground serve as an interaction ground in which children could be
well given opportunities to enjoy play as well as develop their social, physical and
cognitive skills while playing with peers.
The study focuses on the role of playground as a social interaction ground for
middle childhood children. The study examines the importance of play in children
development then continues on the middle childhood children general characteristics
in play and development. It further stresses on the importance of playground and
children’s behavior and their interaction with peers while they are in playground.
The research bears a hope that it may instill awareness to the society on the
significant role of play in children’s development and the importance of playground in
residential areas as interaction hub for children.
7
1.7
Research Framework
This research is organized in five chapters. It started with the introduction of
the research by showing the research background. The introduction also discusses
about the issue and problem statement of the study then continues with the objectives
of the research. It showed the scope of study, limitation of study and the significance
of study. Finally, the study ends with the research framework by listing out the main
content of each chapter.
Literature review on chapter 2 is classified into three variables, namely play,
middle childhood and playground. It elaborates the definition of play and its
importance
towards
children’s
development,
middle
childhood
children’s
characteristics and their behavior of play, finally children’s development on
playground, types of playground and criteria to be considered in designing playground.
Chapter 3 contains the methodology employed in this research in order to meet
to the research objectives and its hypotheses. This chapter discussed every relevant
aspect essential for the conduct of the research. It started with a brief introduction of
the study site and the target population that showed the sampling size of the research.
Next, the interview and questionnaire section is discuss, follow by the observation
section and end with the research time and period and data collection.
The research continues to chapter 4 explaining the findings of the data
collection. It starts with a brief introduction of the studied area and its playground
layout. The data collecting from site studies are then analyzed in 3 sections, which is:
(i) respondent’s particulars, (ii) analysis of subject, and (iii) analysis of playground
layout.
8
A conclusion is formulated in chapter 5, to determine whether the result of site
studies in terms of respondents particulars, analysis of subject and analysis of
playground
layout
have answer the hypothesis
of the research.
Lastly,
recommendations are proposed for further conduct of research.
9
CHAPTER 2
LITERATURE REVIEW
2.0 Introduction
This chapter contains five sections beginning with introduction of the chapter.
Second section defines the meaning of play in its five essential characters, which are
intrinsically motivated, freely chosen, pleasurable, nonliteral and actively engaged by
the participant. The section continues with types of play and children social
development. Section three is the definition of middle childhood and follow by
middle childhood children‘s social development.
The fourth section defines the role of playground as a social place for children
interaction and how playground allows children to develop their social skills through
play. Finally, the chapter ends by concluding the important of play for middle
childhood children’s social development and playground act as the social ground for
that practice.
10
2.1 Meaning of Play
Actually there is no simple definition of play and it is hard to separate between
play and other activities such as learning, experimenting, exploration and even
working. Play as a behavior has generated many definitions, descriptions and
development theories. Nevertheless, many researchers have tried to identify the
typical elements of play and to describe the definition of play. Most frequently, it
refers to the spontaneous activity that is child initiated and terminated (Stine, 1997).
A child’s desire—or in fact need—to play. Once their fundamental needs such
as eat and sleep have been met, they play. Play is actually not a privilege, it is a
necessity in a child’s life. Play activities are all spontaneous, active and pleasurable
for children own sake (Sylva and Lunt, 1992). No one has to teach children to play,
yet they can do it naturally. No one has to reward children for playing, play is its own
reward (Bark, 1997).
Before an activity can be described as play, it must contain five essential
characters (Rubin, 1986). Play is intrinsically motivated, freely chosen, pleasurable,
nonliteral and actively engaged by the participant. Firstly, play is intrinsically
motivated, it is an end in itself, done only for the sheer satisfaction of doing it
(Hughes, 1995). It is done when it bring self-satisfaction. Secondly, that play must be
freely chosen by the participants themselves. If a child are forced or pressured into
play, he or she may not assign the activity as play at all.
Play is a pleasurable action, children enjoy through experiential process. If an
activity brings stress to participant, it cannot be regarded as play. The fourth character
of play is that it is nonliteral (Rubin, 1986). It involves some elements of makebelieve or distortion of reality. This may accommodate interest to the participants to
spend their time to explore their imaginary sense. Finally, play is actively engaged in,
11
the participant must be involved in the play activity rather then looking others
enjoying it (Hughes, 1995).
Throughout childhood, each new skill that is learned means a new game to be
played. Play is a media where children can show their respond to their living
environments (White and Stoecklin, 1997). Play is generally one way for children to
learn how to give and take and to adapt to their society (Garvey, 1977). It is a child’s
social workshop, an arena for trying out roles aloneness and to join others. Thus, play
is also for children to expand and preserving their sense of self. It is a tool for
socialization, preparation and expression of feeling and learning (Stine, 1997).
Other then social interaction, play also allows children to practice and try out
new skill with their physical body. Through play, children are given the opportunities
to develop their body strength and stretch their physical ability. Play has given
opportunities for children to enjoy the access to many physical activities, and these
activities may help them to gain healthy bodies and also a sense of self-worth as if
they are physically active and capable being (Soloman, 2006).
Play is an influence of children’s all area of development, especially cognitive
development. Play is the important expression of human development in childhood
and it is essential to a child’s full development (Cohen, 2002). It provides a
comfortable and relaxed atmosphere in which children can learn to solve a variety of
problems. All the learning that took place during playing may help the children when
they are facing problems.
12
2.1.1
Types of Play
As children develop, the way they play changes according to their growth in
age. According to Hartle and Johnson (1993), there are four types of play appear in
children life. These four types of play are functional play, constructive play, socialdramatic play and games with rules. All these four types influence and help children
develop in some way or another.
The functional play is where children start to exercising their muscle and
practicing the component of a skill. It occurs when the child uses the materials in
simple, repetitive way and when children explore and examine the functions and
properties of objects by pushing and pulling, banging and dropping, they are learning
how things feel, taste, smell, sound and finally what things do (Nelson, 2003).
The goal of this kind of play is to heighten curiosity and motivate children to
learn more. Children will achieve this if they have an interesting and challenging
environment filled with materials and objects that attract them and inspire their
explorations. For example, by providing the sand or water play area, children able to
identifying physical characteristics of the materials, to predict and to recognize the
cause and affect of the materials itself with their play activities.
Although functional play decreases as a child grows older, it remains
important. Children experience enjoyment, develop motor skills, and achieve mastery
through functional play (Nelson, 2003). During constructive play children use
materials to achieve a specific goal. As children gain more experience playing with
materials, they begin to construct things. When they have explored how blocks feel,
how they compare in weight and size, and how they can be used, they begin to use
blocks to build something purposeful, such as a road or a house. In this case, with the
sand and water play area, after the child exploring the properties of sand as he or she
13
did for the functional play, the child may begin to use the sand to create or form
something such as a castle or a tunnel (Hartle and Johnson, 1993).
In this constructive play, the child creates or makes something out of the
things given and solves the problems in the progress of building and forming the
things. Children can play constructively alone as well as with others. This type of play
develops thinking and reasoning skills, problem solving, and creativity (Hartle and
Johnson, 1993).
Children engage in social-dramatic play when they try to pretend with the
items that they are playing with (Nelson, 2003). Through social-dramatic play,
children transform themselves, others, and object from real into make-believe.
Children love playing "make-believe", they use their imaginations to take on a role
and reenact what they have experienced. When children playing the social-dramatic
play, they create pictures in their minds and use symbols to represent real objects or
events. And many learning tasks require the ability to visualize and determine
alternative ways to consider an issue or answer a question.
Social-dramatic play emerges in the toddler years as imitation, then blossoms
during the preschool years. Yet, social-dramatic play reaches its highest level at preschool and kindergarten age and becomes less important as a child grows older
(Mikelson, 2006). Social-dramatic play helps children process emotions and events in
their lives, practice social skills, learn values, develop language skills, and create a
rich imagination.
Finally, games with rules involve pre-set rules such as board games, ball
games, chanting, and skipping games (Hartle and Johnson, 1993). Everyone must
understand and agree to the rules for a game to be successful. The younger the child,
the more simple the rules need to be. This type of play becomes dominant as children
reach school age. Through this type of play children learn and practice cooperation,
14
mutual understanding, and logical thinking. It helps children to concentrate, to
understand their own limits, and control their behavior to conform to the rules.
Other studies defined children’s play into solitary play, parallel play,
associative play and finally cooperative play (Hyun, 1998). Younger children most
often engage in solitary play however older children may prefer to play alone for brief
periods of time to develop their own thinking and ideas. This type of play is one of the
earliest stages of play which children play without regard for what other children
around them are doing. A child may be constructing a tower with blocks and be
completely oblivious to what other children in the room are doing.
As for the parallel play children will interact and communicate directly, it may
involve children playing beside each other, but not necessarily with one another.
While they appear to be playing independently, kids this age are keeping an eye on
each other'
s act and behavior. Parallel play is often a first step in forming strong social
relationships outside of the family (Hyun, 1998).
The associative play involves common focus and common materials being
shared among children (Hyun, 1998). Associative play occurs when children play
with each other, sharing similar materials and activities in an unorganized way. It
requires the cooperative responses from every child that involve in making the play
activity to be operative. In associative play, there is a great deal of lending and
borrowing—crayons, trucks, stuffed animals—but without any coordinated purpose or
other direct social interaction (Hyun, 1998). The children are more interested in
exchanging materials than in performing any specific task.
Cooperative play requires organization for a purpose, it is when children
started to plan, to assign roles and play together (Hyun, 1998). Children create a
common goal of play when they involve in cooperative play because it involves
organized group activity. It may be as simple as collaborating in building a house of
15
blocks or as complex as a structured game such as football, with specific rules which
all must obey.
In cooperative play children generally have an opportunity to expand their
vocabulary. Facial expressions and vigorous gestures often accompany their words.
Cooperative play also helps children develop better social skills and enlarge their
circle of friends (Rubin et al, 1976).
In order for children to receive optimum learning and developmental
opportunities through play, much thought must be given to how these experiences
structured, with all of these different types of play, it influences and helps in children
social, physical and cognitive development.
2.1.2
Developments through Play
As children enter to the social world, gradually interacting with their peers and
adults around them, they are gaining information about the world and their living
environment. Play is their tool for their emotional expression and often concerned
with important themes and feelings from their daily life (Palfley, 2005). As children
are given opportunities to share and compare their point of view with their peers, they
may also learn the perception and feelings of others. This transition from personally
centered view to a ‘decentering’ view reflects a growth of their social skills
(Formberg, 2002).
There are two types of physical development in children, the gross motor
skills and the fine motor skills. These both physical motor skills are actions that
involve the movement of muscles in the body. Gross motor skills involved with larger
16
muscle movements, such as arms, legs, feet, or the entire body whereas fine motor
skills involved in the small muscle movements of hands and fingers in coordination
with eyes (Parish, 1999).
During the middle childhood, most of the physical activities such as running,
jumping, hopping and some ball skills become more refined and all these gross motor
skills may improve children capacities of body flexibility, balance, agility and force
(Hyun, 1998). Compare with gross motor skills, children may have less opportunities
to develop their fine motor skills in playground because most of the playground
setting may not provide fine motor skill play.
Play is an instrument for facilitating intellectual growth (Hughes, 1995). It
provides a comfortable and relaxed atmosphere in which children can learn to solve
variety of problems. Jean Piaget (1896-1980), as the most influential philosopher of
all theories of children’s intellectual development, has used two concepts to explain
the development of children’s schemas. These two concepts are assimilation and
accommodation.
Assimilation means taking in new information from outside world and fitting
it into one’s already existed structure. The brain assimilates new ideas or point of
view into the existing mind structure and the new ideas become incorporated into
one’s world view. On the other hand, accommodation is more than a process of
filtering. It is the adjusting of the already existed structure to the new gained
information. In this case, when the brain accommodates new ideas, one adjusts the
perspective of life to incorporate with the ideas (Hughes, 1995).
17
2.2
Middle Childhood Children
Middle childhood is a time where children reach the middle school years
which is in the age of 7 to 12 years old. According to Piaget, there are four main
stages of intellectual development, which are the sensory motor period, the preoperational period, the period of concrete operations and the period of formal
operation, middle childhood children had been define as being in the period of
concrete operations (Cohen, 2002). In the concrete operations stage of intellectual
development, middle childhood children are starting to be able to handle some basic
logic thinking as long as there are dealing with it directly.
Between the ages of the middle childhood, a child'
s world expands outward
from the family into relationships that are formed with peers, teachers and others. Due
to the expanding of their experiences, many factors can alter children'
s actions and
impact how they learn to get along (Flavell et al, 2002). Children’s long-term
pathways of behavior and adjustment are established during this age period (Collins,
2003). When a child begin to assume a larger share of responsibility for their own
behavior in relationship to their parents, peers and others, it can consider as the child
is entering his or her middle childhood.
2.2.1
Social Development of Middle Childhood Children
According to Hughes (1995), there are three general characteristics that
capture the essence of the middle childhood period. In a cognitive point, the major
development of middle childhood children is that a child’s thinking will become more
orderly, more constructed and more logical compare with the younger age children.
As there are in play, they become more realistic and rule-oriented. The play has
18
reflected children’s need for order, which is the first characteristic of middle
childhood.
Children in middle childhood started to be more socially involved with their
peers than ever before. In this stage, peer group provides social support to them that
formally can only offered within family, such as their parents. The acceptance of
peers is now become very importance to children in this age and their play reflects a
need of belonging.
In children personality development, there is a need for them to demonstrate
themselves to other that they are capable in several activities. They need to show that
they are competent, they have talents, skills and abilities for them to be proud off, and
so in their play will reflect their need for industry.
All the characteristics that mention above show that middle childhood are
extremely needed for encouraging and fostering high self-esteem since the
development of self-esteem during this period leads to a better-adjusted, more
confident adolescence (Cohien, 2000). It also show that play is very important to
middle childhood because play provides the opportunity for children to test
themselves, work out feelings, experiment with roles, learn rules and expectations,
and develop and practice skills for their later years.
2.2.2
Interaction of Middle Childhood Children
During the period of middle childhood, children spend long periods of time in
play with their peers. Peers are important social agents in their development and
19
learning. As peer group is the major socializing agent in middle childhood, there is a
need to understand how middle childhood children interact with their peers.
Interactions with peers offer unique contributions to the growth of social and
emotional competence, to the acquisition of social skills and values, and to the
development of the capacity to form relationships with others (Cudinato and Carelli,
1996). Many social skills such as sharing, turn-taking, caring and learning from one
another is developing through these middle childhood peer relationship.
In Erikson'
s theory of psychosocial development, middle childhood children
are in the stage of industry or inferiority. Middle childhood children at play move
beyond mastery of their own bodies and mastery of objects to mastery in social
interaction (Hughes, 1995). Middle childhood children long for the sense of
competence in skill which is valued by adults and peers. Failure in doing so will lead
to feelings of inferiority (Greig and Taylor, 1999).
Through social interactions, children begin to develop a sense of pride in their
accomplishments and abilities. Children who are encouraged and commended by their
peer group develop a feeling of competence and belief in their skills. In the same way,
children who receive little or no encouragement from peers will doubt their ability to
be successful. Through playing with peers give children the chance to get a better
understanding of their living culture and the social role that they are expected to
assume (Hughes, 1995).
20
2.3
Playground and Children Development
Playground is a piece of land used for recreation especially by children for
their play activities. Children spend a substantial portion of their day time in
playground to play, whether is alone by themselves or with peers (Hart, 1993).
Playground is children’s ideal place for their unrestricted pleasurable activity.
It may allow children to develop their social, physical and cognitive skills through
playing in the playground. Playground provides the unconstrained environment to
offer children the opportunities to create, organize and control their own play
experience (Stine, 1997). These settings of playground not only allow children to
develop their social interaction skills with their peers, but also allow them to exercise
on decision-making as they play in the playground.
Playground is not only a land for children just to have fun but it also need to
provide every opportunities for children to develop their skills, such as social
interaction with peers, fine and gross motor skills, imagination and intellectual
development for them to discover new things in life (White and Stoecklin, 2008). One
should always keep in mind that playground need to be physically challenge to
children too, for the importance of children physical development.
Playground as an area of physical development should also stimulate senses
with different types of textures because this may help develop dynamic balance by
providing smaller children. Developmentally appropriate play areas for middle
childhood children need to include chain climber and others.
Playground may be the first social ground for middle childhood children
beside school. A playground should allow younger children to easily manipulate
items, explore space and interact with peers. Every play-equipment for playground
21
should offer both single and multi-child use and it should always continue to
encourage social growth with equipment.
Playground are a pleasurable land for children to develop intellectually, it may
offer opportunities for children to learn problem solving, to explore the environment,
to manipulate items and to discover new ways to enjoy the playground setting and
equipments (Stine, 1997).
2.4
Conclusion
The connection between play and children development in middle childhood is
inevitable. Middle childhood children learn and experience their world through play.
Play provides them the essential skills that may help them through out their life. Play
is not mere time-fillers or privilege but it is a necessity activity in children growth.
The positive impact of play may effect a child development in the long run.
Playground is a place where children have fun. Children learn their social skills,
physical skills and cognitive skills through playing in playground.
22
CHAPTER 3
RESEARCH METHODOLOGY
3.0 Introduction
This chapter discussed the methodology of the research and its process which
lead towards achieving the objectives of the research. The chapter further explained
the relevant aspects such as the study site that shows the basic information of the site.
The next section is the sampling size survey and targeted population, which shown the
techniques of setting the sample size and target group.
The chapter continues with explanation of field survey and interview on the
middle childhood children. Then is the discussion of the preparation of the
questionnaire and observation on site. Research time and period of hour spend on site
is set in the next section and finally all the research information and data are collected
and analyzed in the next chapter.
23
3.1 Study Site
After considering the constraint of time and resources available, only one site
is chosen for this research which is Taman Mutiara Rini in Skudai. The site is chosen
because it provides layout that suit the needs of the research objective where one open
space as playground serves a cluster of houses.
Taman Mutiara Rini is a residential area which was developed in year 1996
for medium to upper classes. The residential housing layout is designed in a curvature
profile, it consists of four clusters orientated inwardly to form a clover-like and
located surrounding the open space as playground.
JalanSkudai Gelang Patah
Site of Study
Figure 3.1 Layout plan of Taman Mutiara Rini
24
The residential housing layout is designed in a curvature profile, it consists of
four clusters orientated inwardly to form a petal-like shape and located surrounding
the open space as playground.
3.2 Sampling Size Survey and Targeted Population
Through sampling, a portion of a subjected population is chosen. In another
word, the chosen samples are part of the population of the area. The chosen sample
must contain a few characteristics and principles. Firstly, the size of the sample must
be adequately sufficient, meaning that the size of the sample must allow the research
to make use of the gathered information and data. Another principle is that the sample
should be able to produce a conclusion relevant to the research objectives.
In this research, samples are not chosen in accordance to the population ratio.
As the randomness is determined by the presence of the occupants in playground and
the target size of the sample is 78 person. The targeted population of the research is
children in middle childhood are between 6 to 12 years old.
3.3 Interview and Questionnaire
The interview section for the research is carried out to obtain data for research
and to get the basic information about the respondents. Questionnaire section is then
carried out after the interview section. The questionnaire section is organized and
divided into three sections. In Section A, the question is about some personal
particular of the respondents, such as their name, age, gender and where they stay.
25
Section B is about the survey of respondent’s physical respond in playground and
Section C will continue with the survey of respondent’s mode of play.
3.4 Observation
The second part of the research is the behavioral observation. This section of
research did not require any question-and-answer, every pieces of information will
have to be obtaining on self-help basic. This collection of information is about the
behavior of middle childhood children in playground and playground layout
configuration.
Playground’s equipment settings and playground characteristics also were
recorded. Factor such as playground design layout and availability of play equipment
are all taken as part of the personal observation.
3.5 Research Time and Period
The research was conducted in the weekdays, because compare to weekends,
weekdays may represent the daily routine of the residents. Yet the research still need
to be conduct in the weekend, therefore two of the weekdays and one weekend were
chosen to conduct the research. However, the research is not able to carry out when
the climate change from sunny day to rain. In short, the sampling size for the research
is not fulfilled, which may affect the actual result of the research.
26
3.6 Data Collection
Data collected from the case study were process and analysis manually and the
data is then transformed into statistical layout using Microsoft Excel. The data is
presented in a table chart format.
27
CHAPTER 4
DATA ANALYSIS
4.0 Introduction
This chapter is divided into five parts beginning with a brief introduction of
the case study site, a residential area located in Taman Mutiara Rini, Skudai and
followed by the description of the playground. This section discusses the layout and
setting of the playground.
Next is the analysis of the data collected from the questionnaires. A
conclusion is then formed for the analysis to determine whether the results have
answered the research objective.
28
4.1 Case Study — Taman Mutiara Rini, Skudai
Taman Mutiara Rini provides one open space as playground serves more then
one cluster of houses. The residential housing consists four clusters designed in a
curvature profile. It orientated inwardly to form a clover-like shape. In the middle of
the four clusters is a piece of rectangular shape space which is a land for a primary
school. Every cluster of residential houses is arranged and located surrounding an
open space as playground as shown in Figure 4.1
Jalan Skudai Gelang Patah
Site of Study
Figure 4.1 Layout plan of Taman Mutiara Rini
The research is carried out at phase 1B and phase 1D. The phases are chosen
base on several reasons. Phase 1B is built in 1999 and most of the playground
equipments are not well maintain, yet many children like to go to the playground after
school because the main gate of the school is facing the playground. Phase 1D is the
latest phase built in this Taman Mutiara Rini in year 2002. It may provide the new
29
playground facilities to the local residence. Other phase such as phase 1A and phase
1C are not chosen because the playgrounds are not easy accessible and it is enclose by
metal railing.
Both phase 1B and phase 1D are located right beside the primary school,
phase 1B is right beside the main entrance of the school and phase 1D is beside the
second entrance which is normally lock. Children like to go to these two residential
areas and enjoy the playground equipment, especially after school. This situation may
help in the questionnaire section where children are more open for question when
their peers are with them.
Figure 4.2 Phase 1D located beside the primary school.
The layout of four phases is almost the same and phase 1B and phase 1D are
good enough to represent the design layout and concept of the whole area. Further
more, both of the phases are located in a more strategic location where it is easy to
access to the playground.
30
4.2 Description of the Playground
Playground in both phase 1B and phase 1D is located in the inner part of the
curvature profile of the residential layout, coming in from Taman University. 25% of
the playground’s area is located next to a secondary distribution road that contains
medium traffic volume. Another 75% of the area is flanked by tertiary distribution
road with light and slow traffic. Parents need to worry less about the traffic problem
in this area because the road is having a slow traffic and fewer cars will be passing by
the road.
In terms of distance, the playgrounds of phase 1B and phase 1D are with a size
of 60 meters in radius. The residential units that place at the inner row near to the
playground is in a distance of 120 meters in radius from the center point of the
playground, while the residents that staying at the perimeter of the cluster only need
to walk 160meters distance to reach the center point of the playground.
60m
120m
160m
Jalan Skudai Gelang Patah
Figure 4.3 Layout plan of Taman Mutiara Rini showing distance between playground
and resident units around.
31
In terms of surrounding land use, three quarters of the playground is
surrounded by residential units, while one part of it is next to the secondary
distribution street. Those staying right in front of the playground could enjoy full view
and good supervision of the playground whereas the rest of the residents — which
mark the majority of the population — could not do so.
The playground in Taman Mutiara Rini is decentralized — instead of having
one large playground, smaller-size playgrounds are dispersed throughout the
residential area. Through the size of playground for each phase is the same, the design
and facilities provided are different.
Residential
Units
Residential
Units
BBQ Pit
Residential
Units
Residential
Units
Bus stop
Figure 4.3 Layout of the playground in phase 1B.
Play Equipments Area
Figure 4.4 Design layout of the playground in phase 1B.
The play equipments are all placed in the middle of the playground and there
are four major accesses to this space from the secondary distribution road. Parents
parked their car at any one of the access and bring their children to the central of the
playground by walking through the path. Beside the play equipments area, there were
32
some seats provided with the pergola to shade the hot sun. Parents sat under the
pergola while they keeping their eye on their children.
Figure 4.5 Playground in phase 1B.
Most of the play equipments of the playground were in bad condition due to
the poor maintenance. Yet children still like to play in the playground, maybe it is
because there are a lot of tall trees provided to shade the playground. Children like to
run around the playground and playing under the tall trees instead of playing in the
play equipments area. The flat land located in front of the playground facing the
secondary distribution road has become one of the fevered spaces for the children to
enjoy their games such as ball games. Children find this undefined space is more
interesting and they may have more fun playing here.
33
Figure 4.6 BBQ pit in playground located in phase 1B.
Figure 4.7 Treed area provided in playground phase 1B.
34
Residential
Units
Residential
Units
Badminton
court
Residential
Units
Residential
Units
Play Equipments Area
Figure 4.8 Design layout of the playground in phase 1D.
The overall layout of the playground in phase 1D is shown in Figure 4.4.
Similar as playground in phase 1B, the play equipments were all placed in the middle
of the playground. The difference of the two playgrounds is that this playground of
phase 1D did not have tall trees. The playground of phase 1D was still new and trees
that planted here were still considered young and not able to provide mush shading to
the land. But the play equipments in phase 1D are newer than phase 1B, so children
still enjoy playing in this playground even though it is hot.
35
Figure 4.9 Play equipment in playground phase 1D.
The access to the playground was also different from the playground of phase
1B. Resident can reach the play equipments area by passing through the curvy jogging
track. Some stone seats were provided along the jogging track. On the top surface of
every stone table was painted with different types of chessboard. This had given an
alternative to children instead of playing the gross motor play, they can also gain the
cognitive development through playing chess games.
36
Figure 4.10 Badminton court and skidding platform in playground phase 1D.
Phase 1D was a new developed residential area, most of the facilities are still
in good condition and so do the play equipments. Children enjoy playing the play
equipment here without complaining of the hot sun. Some of the children liked to
cycle along the jogging track during the evening. The playground also had two
badminton court provided for children or teenager to play badminton games.
37
4.3 Analysis and Findings
4.3.1
Physical Activities
Percentage of Children (6-12)
Physical Actions/Activities
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Climb Crawl
Dig Grasp Jump Push Ride
Run
Slide Step- Swing Walk
up
Types of Activities
Chart 4.1 Physical Activities of Middle Childhood Children in Playground
As indicated in Chart 4.1, activities like climbing, running, sliding, steppingup, swinging and walking were often done by middle childhood children in
playground. This suggests that no matter in what age range, children still apply the
gross motor play in playground. For example, a 10-year-old boy was running around
the jogging track of the playground as well as jumping, climbing and stepping up and
down the play equipments.
Nineteen percent of the children tended to push their peers while waiting to
play the equipments. In one of the examples, two of the 12-year-old boys were
pushing the back of one another so that they can take their turn faster to enjoy the play
38
equipments. Only 13% of the children enjoy riding bicycle in the playground. Some
of them even place their bicycle aside and begun playing with the play equipments.
The result suggested that middle childhood children did not like the activities
such as crawling and digging. Only 6% of the children crawled and none of them dug
the sand in the playground because they found it was dirty. Therefore, the finding
suggests that middle childhood children are starting to think logically about their
surrounding and people around them, yet their physical activities still influenced by
their own perception of environment and peers around them. This indicates that
playground act as a social place for children to develop physical activities together
with their peers and the surrounding environment.
39
4.3.2
Types of Stimulation
Percentages of Children (6-12)
Stimulation of Children
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Listening
Smelling
Tasting
Touching
Watching
Types of Stimulations
Chart 4.2 Stimulations of Middle Childhood Children (n=78) in Playground
As shown in Chart 4.2, children are stimulated with the playground through
audio, tactile and sight of the feature. The result also suggests that smell and taste are
not conducive to the children behavior.
Children listen to sound around them, such as the passes by of an ambulance,
bus or even just an ordinary car. They are sensitive with their surroundings and their
reactions are fast toward any sound around them. But sometimes they may also
neglect some of the sound when they are really focusing themselves in their play
activities. For example, a 9-year-old girl did not hear the calling of her mother when
she is waiting for her turn to slide down of the slides and an 8-year-old boy played
with his same age peer and neglected the calling of his 9-year-old friend.
40
Children like to touch the things around them, even when they are just passing
through the space. They touch everything beside them especially plantation like
flowers, leafs and trees. Touching may be a way for them to interact with one another
too. Three of the 10-year-old girls were holding hands and touching one another’s hair
when they talk and playing swings, they pushed their peers for swinging and take turn
to enjoy the swing. This finding is constant with the theory that turn-taking is one of
the actions during social place (Ladd, 1999).
Children’s attention can be easily grabbed by what they see. They turn their
focus from things they are playing to other thing that happen around them and find
interest in things they seldom or never see before. For examples, a 10-year-old boy
turned full attention to a flying bird while playing slide, he watched the bird until
forget to slide even when it is his turn to play.
Sometimes, anything passed by may gain a child attention too, a 12-year-old
girl shout out when a metal gray car moved from far toward the playground, it was
her father coming to fetch her home. What children observe may change their playing
mode too; a 8-year-old boy started to slide with his head and leg upside-down after
seeing a 10-year-old boy doing it for a few times.
None of the children taste and smell flowers or plants around them. They do
not dare to put anything into their mouth to test it even they were told that it is edible.
Inasmuch, fragrant flowers were few in the playground. Most of the smoke and bad
smell from the vehicle and even rubbish truck do not reach the play equipments area
because the smell was buffered by the trees around and cannot reached the
playground.
The result suggests that middle childhood children are sensitive to their
surrounding environment and they have a fast respond toward the changes around
them. Children learn through observing, modeling and cognitively processing the
41
behavior of others (Greig and Taylor, 1999). The result of the observation suggests
that the statement is true in middle childhood children’s cognitive development. The
role of playground is to act as social place for children to fulfill their needs for
stimulation and experience the environment.
4.3.3
Social Interactions
Percentage of Children (6-12)
Social Interaction of Children in Playground
100%
80%
Positive: Assimilating,
Laughing, Negotiating,
Talking and Turn-taking.
82%
Calling,
Sharing,
Negative: Angry, Arguing, Crying,
Mumbling, Ordering and Shouting.
60%
40%
18%
20%
0%
Positive
Negative
Types of Social Interaction
Chart 4.3 Positive and Negative Social Interactions of Children in Playground
As indicated in Chart 4.3, the largest percentage of children social interaction
were positive including assimilating, calling, laughing, negotiating, sharing, talking
and turn-taking. To give an example, while three 10-year-old girls were playing
together, they were call for one another and taking turn to enjoy the swings. One of
the girls was a bit slow in reaction and she try to assimilate the activities of her friends.
Therefore, this finding suggests a playground is a place for social interaction.
42
Only 18% of the children interactions in playground were negative including
angry, arguing, crying, mumbling ordering and shouting. A 12-year-old boy was
shouting at his friend and ordered his friend to do according to what he was doing. He
ordered his friend to bring him water and shouted at his friend when his friend does
not follow his instruction. The phenomenon indicates the playground is also a place
for a child to show his influence over his peers.
Social Interaction of Children in Playground
100%
100%
94%
88%
75%
80%
63%
60%
38%
31%
19%
13%
tin
g
g
O
g
bl
in
M
um
C
ry
in
ry
An
g
ki
ng
-T
a
Tu
rn
Ta
lk
in
g
g
ri n
Sh
a
N
eg
ot
ia
tin
g
gh
in
g
La
u
lin
g
C
al
As
si
m
il a
tin
g
0%
6%
0%
ng
0%
g
20%
Sh
ou
25%
rd
er
in
40%
Ar
gu
i
Percentage of Children (6-12)
120%
Types of Social Interaction
Chart 4.4 Social Interactions of Middle Childhood Children in Playground
As shown in Chart 4.4, 88% of the children talked to their peers during their
play in playground. As they talk, words such as ‘jom’, ‘nak main’, ‘cepat, cepat’, we
play that (
) and its my turn (
) often heard from their
conversation. When they ordered their friends to follow their instruction, they raised
up their voice and shout. Words such as ‘jangan’, ‘cepat’, go away (
like this (
) and it is not
)’ often heard.
43
One interesting phenomenon is that children that come alone to the
playground end up playing together with other children. Children made friends
through playing in playground, they learn to take-turn while playing slides, talking
and sharing what they experiences. Sometimes, with the help of adults, children may
give their foods to other children and to learn to share.
Therefore, the result suggests that children are actively interacting with one
another during their presence in playground. The interactions are mostly positive
affecting to learn social skill in building relationship and develop friendship (Ladd,
1999).
4.3.4
Preferred Play Equipments
Play Equipment in Playground
Percentage of Children (6-12)
120%
100%
100%
81%
81%
80%
63%
63%
60%
50%
40%
20%
0%
Horizontal Bar Playful Figures
See-Saw
Slide
Spring Rider
Sw ing
Types of Play Equipment
Chart 4.5 Preferred Play Equipment of Middle Childhood Children in Playground.
As indicated in Chart 4.5, the preferred play equipment in playground is the
climbing equipment. Every child climbs the equipment and found satisfaction in
44
climbing it. A 7-year-old girl with a body height around 80cm struggle to climb the
horizontal bar when she saw an 8-year-old boy climbing it, she finally managed to
enjoy it with the help of the father. This suggest that children influence by their peers
in making choices in playground, their decision making is much depended on peers
around them.
Two 10-year-old girls played swing together; both of them share one seat of
swing and take-turn to play it. While one girl is on the seat, another go behind and
push the swing of her friend and make sure it swing high enough for her friend by
asking her friend. In another example, two 12-year-old boys shared one bicycle in the
playground and they learned to take-turn to ride it. When one boy was riding, another
boy watched his friend or playing with other play equipments in the playground, after
waiting for a while, he started to call for his friend and asked for his turn to ride.
Only half of the children play with see-saw and when two 12-year-old boys
play it, they did not follow the ordinary way to sit on the provided seats, they stand on
the metal bar for children to put their leg and started to shake the see-saw. They
cooperated to one another to maintain the balance of the see-saw when they shook it,
if not both might fall down. They learnt to give instruction and communicate during
the play and they enjoyed it by laughing together.
All these examples show that playing the play equipments in playground help
children to gain their social skills in cooperating, sharing and turn-taking. Middle
childhood children are easily influenced by their peers and playground act as the base
ground for them to build their social relationship with one another.
45
4.3.5
Different Spaces in Playground
Percentage of Children (6-12)
Different Spaces in Playground
120%
100%
80%
60%
40%
20%
0%
Footpath/Jogging
Track
Playing Platform
Shaded Area (Tall
Trees)
Soft Land
(Sand/Treed Area)
Types of Spaces
Chart 4.6 Different Types of Spaces in Playground
Referring to Chart 4.6, all children like to play in the playing platform and the
second choice for them is the shaded area. Children with bicycles cycled on the
jogging track; soft ground was the final choice for them because they did not find
interesting enough to gain their attention.
A 12-year-old boy liked to play in the playing platform because of difference
choices of play equipments for him to play and all his friend like to play there too. A
10-year-old girl liked the playing platform because she can play the equipment
together with her peers. A 9-year old boy says it was because many people play in the
play platform and it was more fun to play together.
Another example was three 12-year-old boys with their bicycle enjoyed riding
on the jogging track and also the play platform. They found it was hard to cycle on the
grass and they enjoyed better when cycling on the jogging track. While waiting for
46
their turn of cycling, they played the play equipments located in the play platform.
Therefore the result suggests that children like to play in a space that contains more
people, they like to get along with each other and play together. This phenomenon
indicates the role of playground as a social place for middle childhood children to
play in group.
4.3.6
Modes of Middle Childhood Children’s Play in Playground
Percentage of Children (6-12)
Mode of Children's Play
56%
60%
50%
40%
30%
20%
25%
19%
10%
0%
Alone
With Peer (n=1)
With Peers (n>1)
Types of Modes
Chart 4.7 Different Modes of Play in Playground
As shown in Chart 4.7, most of the children play together for more than one
peer which is 56% of the total. Twenty-five percent of the total children play with one
peer and only 19% of children play alone in the playground or play with their parents.
The peer group was a major socializing agent in middle childhood. It is from their
peers, not from parents, that children learn about the culture of childhood (Hughes,
1995).
47
Children that play with their peer may learn more and faster compare to
children that play alone. For example, a 7-year-old boy learnt to climb the horizontal
bar from his 8-year-old peer, he assimilated the way his peer grabbed from bar to
another and learnt it in short time. After learning the skill to climb, he followed his
peer’s climbing step and when he done climbing the bars, he laughed in satisfaction
and his peer shared his joy.
In same situation, an 8-year-old boy that went to playground with his mother,
struggled to climb the horizontal bar. With his mother’s help, supporting him from
below, he managed to complete the play. When he tried to climb without the support,
he only managed to climb two to three bars. He finally ended up giving up and plays
other equipments. Therefore, the result suggests that middle childhood children
appear to learn more effectively from their peers rather than from their parent about
variety of physical and intellectual skills.
4.4 Conclusion
The data analysis showed the important and the role of playground as a social
place for middle childhood children. It form a social ground for children to play and
interact with their peers. Through the physical activities of children in playground it
influenced their perception toward the environment.
Middle childhood children are very sensitive to their surrounding environment
and playground has fulfilled their needs in stimulating and experiencing the
environment. As children play in playground, their presence in playground has given
them the change to interact and communicate not only with their peers but also to the
nature. Playground acts as a social place for middle childhood children to build
relationship and develop friendship.
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CHAPTER 5
CONCLUSION
5.0 Introduction
This chapter consists of three sections. It begins with the review of research
which discusses the finding of the research and to determine whether the methodology
and analysis method employed had answered the objective of the study. Next is the
comment on the collected data to reflect the hypothesis of the research. Finally, it
concludes by giving recommendations that are proposed for further conduct of
research.
5.1 Review of Research
This research focuses on middle childhood children social relationship
developed in playground. The research started from the literature study and to
understand the basic meaning of play, middle childhood and playground through it.
49
The literature study started from the meaning of play by understanding what play is
and how play influence children’s social, physical and cognitive development.
The literature study continues on knowing middle childhood children’s
behavior and development and follows by studies of the importance of peer
relationship for middle childhood children. Next is to examine the role of playground
as a social place for children. The current situation of playground had been shared in
the problem statement and the concern is do playground serve its role as a social place
for children. The objective been set and the literature study responded to the objective
had been made.
The literature study shows the importance of play and its five essential
characters. Play is intrinsically motivated, freely chosen, pleasurable, nonliteral and
actively engaged by participant (Hughes, 1995). Play had been defined into difference
types according to difference researchers. According to Hartle and Johnson (1993),
the four types of play is functional play, constructive play, social dramatic play and
games with rules, yet according to Hyun (1998), children’s play divided into solitary
play, parallel play, associative play and cooperative play.
The literature study carried on the social development of middle childhood
children to show the characteristic of middle childhood, such as the need for order,
need of belonging and need for industry. Follow by is the interaction of middle
childhood children with peers. Finally, the literature study ended on the relationship
between playground and children’s development and the role of playground as social
place for children interaction.
Next are the reviews the methodology and analysis technique employed
throughout the research. The actual process of the research shall be discussed with
mistake and constraints all taken into account. Before questionnaires are set for the
actual research, the respond of children in playground need to be study carefully.
50
Every reaction and respond of the child is important and might affect the result of the
research. Every question is carefully formed in considering the behaviors of middle
childhood children in playground.
The targeted size for the research is 100 respondents yet duration permitted
has posed constraints towards the conduct of the research and acquiring only 78
respondents. The limitation of the research is the data collection is constraints by the
climate. Hot days and rainy days will cause the children unable to go to playground
and the parents will not allow them to play while raining. The research is not able to
carry out when the climate change from sunny day to rain. In short, the sampling size
for the research is not fulfilled, which may affect the actual result of the research.
The conduct of this research is preliminarily targeted to accommodate all races.
However, as respondents are selected randomly based on their presence in the
playground, imbalanced sample in terms of race has occurred. The targeted
respondents for this research are children in the age of 6-year-old until 12-year-old in
all races. Yet, as the research is carried out during school days, mostly Malay children
are found in the playground. This is because both of the selected playgrounds are
located beside the Malay primary school and children like to go playground after
school.
5.2 Comment on Data Collection and Data Analysis
Concerning the aspect of playground’s location, the study site is located in a
very convenient area. The playground is in the inner part of the curvature profile of
the housing layout. Both phase 1B and phase 1D are away from the major road, thus
making them safe for the children to reach there and play.
51
In terms of distance, both phase 1B and phase 1D are having the same layout
and having the same distance radius from the center of the playground to the
residential houses. However, residents staying at the third and fourth row of houses
will need to travel a greater distance. This situation is remedied by having only four
rows of houses, making just a 5-minute walk for the furthest residents to reach
playground.
From the questionnaires, data is translated directly into statistical form using
Microsoft Excel. Each data is then presented individually with its own description and
analysis. Instead of appearing segregated, the data is arranged sequentially in a storyline form to gain a better flow of data presentation.
SPSS computer-aided software is not used for the data analysis of this research.
As a result, the overall analysis is done manually, which shows data in general
description. In order to break-up the data into smaller components, reanalyzing and
readjustment of data has to be done, which is time-consuming.
As a conclusion, the findings of the research is parallel to the literatures and
theories studied in early stage, therefore the research had successfully shown the role
of playground as a social place for middle childhood children and the behavior of
middle childhood children in playground.
5.3 Recommendation for Future Research
The research concluded with a few recommendations for future research. The
future research may be conducted with some of the following corrections. Firstly,
before setting any questionnaires, pilot studies need to be carried out in each study
52
site to obtain a broader and more accurate parameter on what research need to cover.
Second is the sampling size survey, the sampling size of research should involve at
least 100 respondents.
Thirdly is referring to the research time and period, the research is preferred to
be carried out during weekdays when children may go to playground after school.
With this, a wider coverage of opinions from various professions could be obtained.
Finally, SPSS computer-aided software should be used to obtain a more precise and
detailed analysis of the data acquired.
53
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56
PLAYGROUND AS A SOCIAL PLACE FOR MIDDLE CHILDHOOD CHILDREN IN RESIDENTIAL
COMMUNITY
Questionnaire
Location:
Date:
Section A
Name:
Home Add: Nearby the neighborhood / Far away (name the add)
No.:
Age:
Section B
1.
What are the physical action/activities of the child?
2.
Run
Climb
Push
Jump
Crawl
Walk
Step
Built / Form
Ride
Dig
Swing
Grasp
How does he/she react/interact to the play activities?
Watching / Observing
Tasting
Listening / Hearing
Smelling
Touch
3.
What are the social interactions (communication) of the child in the playground?
Positive
Negative
Sharing
Mumbling
Calling
Ordering
Talking
Crying
Turn-taking
Shouting
Assimilating
Arguing
Laughing
Angry
Negotiating
4.
5.
6.
7.
Section C (with playground layout)
What is the play equipment that the child prefers to play?
Climbing Equipment
Horizontal Bar
Slides
Swings
See-Saw
Snakes Seat Tunnel Glides
Teeter-totters
Spiral Slides
Chain and Net Climbers
Spring Rocking Equipment
Crawl tunnels
Playful Figures/Shapes
What space in the playground that the child prefers to play in?
Footpaths
Soft Land Area
Treed Area
Shaded Area (Tall Trees)
Playing Platform
Sand Pit Areas
What is the child mode of play?
Alone
With Peer (1)
With Peer (2)
With Peer (>2)
What are the words that said by the child while playing in playground?
Gender: M / F