Final Thesis
Final Thesis
Final Thesis
Thesis submitted to
FARIDKOT, PUNJAB.
2018
By:-
We hereby declare that this dissertation entitled “A descriptive study to assess the
knowledge and attitude of mothers’ towards play needs of children (3-6 years) in
selected community areas of Jalandhar” is a bonafide and genuine research work carried
out by us under the guidance of Ms. Gurchetan (Assistant Professor), Department of Mental
Health Nursing, at Sant Baba Bhag Singh Institute of Nursing, Khiala, Jalandhar submitted to
Baba Farid University of Health Sciences, Faridkot in partial fulfilment of the requirement
for the degree of Bachelor of Science in Nursing.
Date: Candidates:-
Gurpreet Kaur
Gursewak Singh
Gurwinder Kaur
Harjinder Kaur
Harmanjeet Kaur
Harpinder Kaur
CERTIFICATE OF SUPERVISOR
This is to certify that Ms. Gurleen Kaur, Ms. Gurpreet Kaur, Mr. Gursewak Singh,
Ms. Gurwinder Kaur, Ms. Harjinder Kaur, Ms. Harmanjeet Kaur and Ms. Harpinder Kaur has
carried out research study titled “A descriptive study to assess the knowledge and attitude
of mothers towards play needs of children (3-6 years) in selected community areas of
Jalandhar” is the original work of above said person conducted under my guidance and
supervision.
Supervisor:
Ms. Gurchetan
Assistant Professor
Psychiatric (Mental Health) Nursing
Sant Baba Bhag Singh Institute of Nursing,
Khiala, Jalandhar
ENDORSEMENT BY THE PRINCIPAL
This is to certify that the dissertation entitled “A descriptive study to assess the knowledge
and attitude of mothers’ towards play needs of children (3-6 years) in selected
community areas of Jalandhar” is a bonafide research work done by the students of B. Sc.
Nursing, IVth year, under the guidance of Ms. Gurchetan (Assistant Professor), M.Sc.
Psychiatry, Sant Baba Bhag Singh Institute of Nursing, Khiala, Jalandhar.
SBBSIN SBBSIN
Date: - Date:-
Place: - Place:-
WITH HUMILITY AND REVERENCE,
“ALMIGHTY GOD”
OUR
“BELOVED PARENTS”
AND OUR
“TEACHERS”
ENCOURAGE, GUIDE,
SUPPORT.....
ACKNOWLEDGEMENT
“Praise and glory to the God almighty, which is the source, strength and inspiration in
every walk in my life”.
We praise and bow in reverence to Lord Almighty for His abundant blessings showered
upon us to complete this venture. His felt presence gave us strength to successfully complete
this study.
It is with gratitude that we wish to acknowledge all those who have enriched and crystallized
our study.
It is our bounden duty to express our heartiest gratitude to Prof. M. Chinna Devi,
Principal, Sant Baba Bhag Singh Institute of Nursing, Khiala, Jalandhar. We owe incalculable
debt to her for her expert guidance, valuable suggestions, keen interest and constant
encouragement throughout the period of study.
We are indebted to Ms. Gurchetan, for his valuable guidance, encouragement, and
continued support with sincere interest.
Our sincere thanks to all faculty members of Sant Baba Bhag Singh Institute of
Nursing, for their kind help, co-operation and suggestions.
We express our whole hearted gratitude to all the experts who validated the content of
the tool for their judgement, constructive criticism and enlightening suggestions.
It is a pleasure to pay tribute to all the participants of this study who formed the core
and basis of this research study.
We are extremely thankful to the librarian Mr. Surinder Singh, for his whole hearted
co-operation and help in the literature search.
We would like to extend deepest appreciation to all our friends and colleagues who
have contributed for the success of the study.
Let us express our love and sincere gratitude to our beloved parents, who instilled in
us a spirit of confidence and encouragement throughout the study. Without their love and
never ending support our education would be a dream.
Our heartfelt thanks, to all those who have given us support and valuable guidance to
make this thesis, a reality.
Last but not the least, we extend our thanks to all those who directly or indirectly helped
us to complete this study but not mentioned in this acknowledgement.
II REVIEW OF LITERATURE
III METHODOLOGY
Research approach
Research design
Research setting
Variables
Target Population
Sample and sampling technique
Criteria for sample selection
Selection and development of tool
Description of tool
Validity of tool
Try out
Reliability of tool
Data collection procedure
Ethical considerations
Plan for data analysis
IV ANALYSIS AND INTERPRETATION
Sample characteristics
Main analysis and interpretation
Major findings
V DISCUSSION
VI SUMMARY,CONCLUSION AND
IMPLICATIONS
Summary
Limitations
Implications
Recommendations
VII REFERENCES
VIII ANNEXURES
demographic variables.
needs of children.
LIST OF FIGURES
Play is a very important part of development for the growing child. Not only is play time
entertaining for the child, but it also provides stimulation, increases skills and coordination,
provides an outlet for child's energy, and helps to encourage exploration by the child. A
descriptive research design was adopted for the study to assess the knowledge and attitude of
mothers towards play needs of children (3-6 years) in the selected community areas of
Jalandhar. Tool was prepared with the guidance and suggestions of experts of different fields.
The feasibility and the reliability of the tool were calculated by Karl Pearson’s Correlation
Coefficient and the value of questionnaire is 0.90 and the value of attitude scale is 0.86 which
means both the tools were highly reliable. The study was carried out at the selected
community areas of Jalandhar. Purposive sampling technique was used to select 60 mothers,
who met the inclusion and exclusion criteria, after obtaining written permission from the
Sarpanchs of villages Damunda, Kandola and Ghurial. Data was collected by administering
structured questionnaire and modified attitude scale to assess the knowledge and attitude of
mothers towards play needs of children (3-6 years) respectively. The data was analysed by
using both descriptive and inferential statistics. There was significant statistical association
between knowledge and attitude of mothers with their selected socio-demographic variables.
The significant correlation between knowledge and attitude of mothers was found with the
value of 0.055425. Based on the analysis of data, the researcher identified that the samples
had adequate knowledge and positive attitude towards the play needs of children. The results
of analysis proved that as knowledge level increases parents possess positive attitude towards
play needs of children.
Play is by no means a trivial and simple set of behaviours. "It is a complex, multidimensional
sequence of behaviours that changes considerably in process and morphology, particularly
during infancy and the early childhood years".
Many prominent researchers in the field of psychology, including Melanie Klein, Jean
Piaget, William James, Sigmund Freud, Carl Jung and Lev Vygotsky have viewed play as
confined to the human species, believing play was important for human development and
using different research methods to prove their theories. Play is often interpreted as frivolous;
yet the player can be intently focused on their objective, particularly when play is structured
and goal-oriented, as in a game. Accordingly, play can range from relaxed, free-spirited and
spontaneous through frivolous to planned or even compulsive. Play is not just a pastime
activity; it has the potential to serve as an important tool in numerous aspects of daily life for
adolescents, adults, and cognitively advanced non-human species (such as primates).
Not only does play promote and aid in physical development (such as hand-eye
coordination), but it also aids in cognitive development and social skills, and can even act as
a stepping stone into the world of integration, which can be a very stressful process.
Play is something that most children partake in, but the way play is executed is different
between cultures and the way that children engage with play varies universally.
An understanding of the benefits of play can help parents and teachers allow for maximum
potential in enhancing children’s all-round development. Play is an essential human function.
Play is an essential human function. From the first playful face-to-face interactions with a
newborn infant to the last breath of an elderly person, play and playfulness illustrate
humanness. "Man only plays when he is in the fullest sense of the word a human being; and
he is only fully a human being when he plays".
Toddlers need a safe, healthy environment and warm, responsive adults to stimulate their
growth and development. It is ‘nature and nurture’ working together that enhance physical,
social, emotional, cognitive, cultural, and creative growth in children.
Education: helps children learn and build skills that lay the foundation for learning to
read, write and do math.
Social skills: provides opportunities to socialize with peers of the same age, and to
learn to understand others, to communicate and to negotiate.
Young children work hard at play. They invent scenes and stories, solve problems, and
negotiate their way through social roadblocks. They know what they want to do and work
diligently to do it. Because their motivation comes from within, they learn the powerful
lesson of pursuing their own ideas to a successful conclusion.
Not only play helps children develop pre-literacy skills, problem solving skills and
concentration, but it also generates social learning experiences, and helps children to express
possible stresses and problems.
Children need only stimulation, play and adequate space to develop their motor abilities.
Although it is important to the children to have opportunity to explore, it is also important
that some limitations be placed on play, both for the sake of safety and for the establishment
of necessary routines. They need to have some limits set to feel secure enough to trust their
own creativity.
Throughout the preschool years, young children engage in different forms of play, including
social, parallel, object, socio-dramatic and locomotors play. The frequency and type of play
vary according to children’s age, cognitive maturity, physical development, as well as the
cultural context. For example, children with physical, intellectual, and/or language disabilities
engage in play behaviours, yet they may experience delays in some forms of play and require
more parental supervision than typically developing children.
Plays are also utilized to get rid of many mental problems and character difficulties of
children. The reason behind this is therapeutic power of play. The emotions that the child is
unable to express due to the necessity of social life and general conformity and is forced to
repress, causes many abnormalities in his personality and behaviour.
In contrast to the popular belief, play fighting lacks intent to harm either emotionally or
physically even though it can look like real fighting. In fact, during the primary school years,
only about 1% of play-fighting turn into serious physical aggressions. Nevertheless, the
effects of such play are of special concern among children who display antisocial behaviour
and less empathic understanding, and therefore supervision is warranted.
If play is associated with children’s academic and social development, teachers, parents and
therapists are encouraged to develop knowledge about the different techniques to help
children develop their play-related skills. However, in order to come up with best practices,
further research on the examination of high-quality play is warranted.
Depending on the type of play, researchers suggest providing toys that enhance children’s:
motor coordination (e.g., challenging forms of climbing structure);
creativity (e.g., building blocks, paint, clay, play dough);
mathematic skills (e.g., board games “Chutes and Ladders” - estimation, counting and
numeral identification);
language and reading skills (e.g., plastic letters, rhyming games, making shopping
lists, bedtime story books, toys for pretending).
As children invest time and energy in play, and there are opportunities for learning when they
do play, there seems to be a need for play. This is true of young mammals generally, although
other mammals show much less variety of play forms than human children. These findings
suggest that play has developmental benefits. Benefits might be immediate, long-term, or
both. However, the exact role of play in learning is still debated. A prevailing “play
ethos” has tended to exaggerate the evidence for the essential role of play. Nevertheless,
correlation and experimental evidence suggest important benefits of play, even if some
benefits can also be obtained in other ways.
Social play refers to playful interactions between children and parents or caregivers in
children up to 2 years old, but increasingly with other children as social play increases
dramatically from 2 to 6 years of age. At first, playing with one partner is complex enough,
but by 3 or 4 years old a play group can consist of three or more participants, as children
acquire so Parallel play, common in 2- and 3-year-olds, is when children play next to others
without much interaction.
Exercise play increases from toddlers to preschool and peaks at early primary school ages,
when the neural and muscular basis of physical coordination and healthy growth is important,
and vigorous play obviously provides good opportunities for this; later, it declines. There is
evidence that active, playground-type breaks can help young children concentrate better at
subsequent sedentary tasks, consistent with the cognitive immaturity hypothesis that the
“need to exercise helps young children to space out cognitive demands for which they have
less mature capacities.”
Locomotors play, including exercise play (running, climbing, etc.), involves large body
activity and is generally thought to support physical training of muscles, for strength,
endurance, and skill.
Some play is solitary. This type of play can be physical, incorporate objects or language, be
pretend, or include all of these aspects. Rough-and-tumble play, including play fighting and
chasing, can look like real fighting, but in play fighting children are often laughing, kicks and
blows are not hard or do not make contact, and it is usually done with friends.
Object play refers to playful use of objects such as building blocks, jigsaw puzzles, cars,
dolls, etc. With babies, this play is mouthing objects and dropping them. With toddlers, this is
sometimes just manipulating the objects (e.g., assembling blocks), but sometimes involves
pretend play (e.g., building a house, feeding a doll). Play with objects allows children to try
out new combinations of actions, free of external constraint, and may help develop problem
solving skills. Any benefits of object play need to be balanced against those of instruction,
bearing in mind the ages of the children, the nature of the task, and whether learning is for
specific skills, or a more general inquisitive and creative attitude. The more marked benefits
may be for independent and creative thought, though the evidence is equivocal.
Language play -- At around 2 years old, toddlers often talk to themselves before going to
sleep or upon waking up. This is playful, with repetition and sometimes laughter. Children
use language humorously at 3 and 4 years old. (“I’m a whale. This is my tail.” “I’m a
flamingo. Look at my wingo.”) Language skills--phonology (speech sounds), vocabulary and
meaning (semantics), grammar (syntax), and pragmatics (using language appropriately in
social situations)--are rapidly developing in the preschool years. Some phonological skills
can be developed in the solitary monologues when children babble to themselves in their cot,
but most benefits of language learning probably come in sociodramatic play.
Pretend play involves pretending an object or an action is something else than it really is. A
banana is a telephone, for example. This play develops from 15 months of age with simple
actions, such as pretending to sleep or putting dolly to bed, developing into longer story
sequences and role play.
Sociodramatic play, common from around 3 years of age, is pretend play with others,
sustained role taking, and a narrative line. It can involve understanding others’ intent,
sophisticated language constructions, and development of (sometimes) novel and intricate
story lines. Children negotiate meanings and roles (“You are daddy, right?”) and argue about
appropriate behaviour (“No, you don’t feed the baby like that!”).
One hypothesis is that it is useful for developing preliteracy skills, such as awareness of
letters and print, and the purpose of books. The narrative structure of sociodramatic play
sequences mirrors the narratives of story books. For these benefits, some structuring by adults
is helpful.
Another hypothesis is that pretend play enhances emotional security. A child, who is
emotionally upset, for example, by parents arguing or the illness or death of someone in the
family, can work through the anxieties by acting out such themes in pretend play, with dolls
for example. Play therapists use such techniques to help understand children’s anxieties; and
most therapists believe that it helps the child work towards a resolution of them.
A relatively recent hypothesis is that pretend play enhances theory of mind development.
Theory of mind ability means being able to understand (represent) the knowledge and beliefs
of others; that is, that someone else can have a different belief or state of knowledge from
yourself. This does not happen until the age of late 3 or 4 years old. Social interaction with
age-mates seems to be important for this, and social pretend play (with siblings or with other
age-mates) may be especially helpful, as children negotiate different roles and realize that
different roles entail different behaviours.
While these benefits are plausible, there is little experimental evidence; the correlation
evidence suggests that social pretend play is helpful but is only one route to acquiring theory
of mind. Around 2½ to 3 years, a preschooler starts to play sitting next to another child,
often someone with similar interests. This naturally shifts, through the use of language,
to the beginnings of cooperative play.
Between 4 and 5 years, preschoolers discover they share similar interests and seek out
kids like them. They discuss, negotiate and strategize to create elaborate play scenes ;
take turns; and work together toward mutual goals.
Children’s play can be divided into categories, but the types of play often overlap.
Manipulative — Holding and handling small toys often used to build objects but also
found in puzzles, characters, beads, etc.
Physical — Using the whole body in activities with bikes, balls, jump ropes, hoops,
play structures, etc.
Creative — Using art materials such as paint, clay, markers, pencils, glue, etc. The
play takes place in the process of using the materials, not in the end product.
Babies and young children are learning all the time. They learn through looking, listening,
touching, tasting, investigating, exploring, experimenting and through playing and talking.
This means that young children need to have opportunities to:
look at interesting things such as birds, animals, plants, trees, mobiles, shells, stones,
boxes, tubes, mirrors
touch a variety of objects – hard, soft, bumpy, smooth, rough, cold, warm
explore objects such as large boxes, things that make noises, things that move
experiment with water, sand, clay, dough, paint, glue, felt pens
play for uninterrupted periods of time, alone or alongside others, with help from
adults, and in their own way
talk to other children and adults and to have their efforts rewarded
Children today receive less support for play than did previous generations in part because of a
more hurried lifestyle, changes in family structure, and increased attention to academics and
enrichment activities at the expense of recess or free play.
What are the benefits of play in a child’s life? According to play therapist O. Fred Donaldson,
a child who has been allowed to develop play resources receives many enduring advantages.
She develops a universal learning skill. Play maximises her potential by developing creativity
and imagination. Play promotes joy, which is essential for self-esteem and health. The
learning process is self-sustained based as it is on a natural love of learning and playful
engagement with life.
Physical benefits
A review of more than 40 studies found that play is significantly related to creative problem
solving, co-operative behaviour, logical thinking, IQ scores, and peer group popularity. Play
enhances the progress of early development from 33% to 67% by increasing adjustment,
improving language and reducing social and emotional problems (Fisher 1992). As the
developmental biologist Jean Piaget observed, ‘We can be sure that all happenings, pleasant
or unpleasant, in the child’s life, will have repercussions on her dolls’ (Piaget 1962).
Understanding play as a basic human motivation and a locus of individual development and
of culture assimilation and construction leads to a particular view on childhood and early
education. Play should not be opposed to learning activities or to “serious” work, but rather
seen as an important arena of children’s lives, a condition for children’s welfare and a
legitimate right of childhood.
Play has been observed in every society where children were studied. It can be considered a
universal trait of human psychology. However, like every human activity, it is affected by our
cultural context. Different cultures value and react differently to play: play can be recognized
by adults as having important consequences for cognitive, social and emotional development,
and adults can engage as playmates; play can be seen as a spontaneous activity of children,
which adults do not structure or participate in; or else play can be seen as a spontaneous
activity, but the amount of play is limited because other activities are considered more
important. Children at play reproduce and also recreate the specificities of their cultural
environment.
Studies on play in different cultural contexts enlighten the various ways in which culture
flows throughout play activities. The availability of time and space, of objects and playmates;
adult role models and attitudes toward play are some of the contextual aspects that affect the
frequency, duration and nature of children's play. In a South American Indian community,
boys often play bow-and-arrows; boys and girls of varied ages dive and swim in the river and
play chase around the village, with little or no adult supervision. They use primarily natural
objects in their pretend play (i.e., sand, water, stone, and plants). Urban children in large
towns play more often with manufactured toys, at home, at school or playgroups,
playgrounds or parks, usually with some adult supervision, especially when they are younger;
loco motor play and chase play tend to occur in protected spaces.
Many common play activities, such as marbles, kite-flying, dolls, houses, hopscotch and so
forth, reappear with their deep structure preserved in different cultural contexts, but are
modified in varied ways, creating local versions, using local resources and called by different
names (even within a single language). In different regions of Brazil, for instance, marbles
are called búrica, búlica, papão, peteca or gude, and are practiced with local rules, with glass
balls, mud balls or even cashew nuts.
Besides the deep structure of many play activities, gender differences regarding choice of
partners and the nature of play activities are another very recurrent cross-cultural similarity.
Preference for companions of the same gender appears to arise around age 3. It is usually
attributed to processes of social identification, of which gender identity is one of the main
aspects, and tends to increase as children deepen their understanding of gender
differences. Gender preferences, as expressed in the imitation of same gender activities, are
resistant to adult encouragement to inter-gender imitation.
These preferences tend to occur even when there are few available same age partners and it
implies interacting with varied age companions. In larger groups, children of the same gender
and age similarity tend to be drawn together to form play subgroups.
Gender differences can also be explained by similar preferences for play activities, regardless
of cultural contexts. Boys tend to occupy larger spaces, play in larger groups and farther
away from home, and engage in activities that involve gross movements. Girls occupy
internal or more restricted spaces play in smaller groups, near their houses and with themes
related to social and domestic activities. Pretend play themes are more varied among girls
than among boys, which may be due to lack of male models in some cultural contexts: even
when mothers work out of home, they still offer female models of domestic chores.
There is evidence that sexual hormones may contribute to gender differences in play
behaviour, but also of strong cultural influences regarding the appropriateness of certain
types of play for boys and girls. These perceptions vary in different cultural contexts: in some
societies, gender roles are well defined and children's choice of play activities17 closely
mirror adult practices.
Structural aspects of the immediate environment (time and space availability, social
environment, etc.) are easily identifiable factors affecting the frequency, duration and nature
of play activities.
The time allowed for play activities varies widely in different contexts. In rural societies, in
low-income families and in isolated communities such as African-Brazilian “quilombos” and
South-American Indian groups, children (particularly girls) are often required to help adults
in varied chores, which leave less free time to play – although they often insert play activities
into their tasks.
The amount of proximity with adult activities in different ways of life affects the degree of
realism in their representation of these activities in pretend play. In hunter-gatherer societies,
children are in close contact with adults as they perform their daily chores. In urban contexts,
where fathers work out of home, boys tend to represent male activities in vague, poorly-
specified manners, such as “Daddy is driving to work.” The representation of female
activities, especially domestic chores, tends to be richer. The influence of media characters
(superheroes, space travellers) is more noticeable in boys' pretend play.
Most modern societies limit children’s play due to safety concerns. Young children are not
allowed to play freely because parents are afraid of accidents or do not have time to take
them to a playground. Parents prefer to keep their children safely at home, for example,
playing videogame or watching TV. When television is not available, children spend more
time playing. The time spent in play by Japanese boys outside the house is inversely
proportional to the time spent in video games. South American, Indian children and those
who live in rural areas, even with some access to the media, often have more freedom, little
adult intervention, large spaces and many available companions, factors which favour the
occurrence of play.
Play is a very important part of development for the growing child. Not only is play time
entertaining for the child, but it also provides stimulation, increases skills and coordination,
provides an outlet for child's energy, and helps to encourage exploration by the child.
Mothers are child’s first and best play mates. Not only do mothers have an important role in
choosing good toys, but research shows that the most creative children are those who have
had mothers involved in their play. The mother’s role in play is as a responder and facilitator,
not a director which many of parents are unaware. The parents should know about various
forms of social behaviour in play, sex role behaviour in play and must have the abilities,
experiences and interests in selection and care of play things.
A study shows that children express their problems symbolically in their play. The analysis of
these symbols of abnormalities can help in their cure of mental problems and character
difficulties in children. It is for this reason that researcher has supported the cure of mental
disorders through the medium of play.
Some parents even today regard children’s play as a waste of time and feel that their time
could be better spent in learning something useful that will prepare them for adult life. Some
may insist their children always be learning something or trying something new which makes
play a stressful rather than a rewarding experience for the children. These parents fail to make
their children to interact with others or other children.
As the children continue to grow they also develop the capacity of continuous concentrations
and attentions. The retention and widening of attention is open to many influences. A child of
two can attend to any game from one to seven and a half minutes, a child of three from one to
twelve minutes.
An important part of play for young children is play with mothers and there should be
sometime for this every day. A toy company some years ago asked a large number of young
children and their survey found that many children wanted more time with their parents.
“Play is freely chosen, personally directed, intrinsically motivated behaviour that actively
engages the child. Play can be fun or serious. Through play children explore social, material
and imaginary worlds and their relationship with them, elaborating all the while flexible
range of responses to the challenges they encounter”.
A study on “Getting Serious About play-A Review of children’s play” was released in U.K.
This shows the importance of children’s play in their lives; also helps to recognize the
importance of understanding the diversity, complexities and richness of children’s play.
The main focus of 17th IPA World Conference 2008 was on what play is: alarming trends
affecting childhood. IPA is deeply concerned by a number of alarming trends and their
negative impact on children's development such as society’s indifference to the importance of
play, overemphasis on theoretical and academic studies in schools, increasing numbers of
children living with inadequate provisions for survival and development. Hence following
proposals are listed such as play is essential for the physical and mental development of child,
play is a part of education, play is an essential part of family and community life, child needs
opportunities to play at leisure, the needs of the child must have priority in the planning of
human settlements.
Play during the toddler period stimulates all areas of growth & development. As the child,
grows the social importance of play increases. Gross & fine muscle development is
encouraged through active play an exercise is given to all parts of the body. The toddler who
plays with various types of toys learns to recognize shapes, sizes & textures of play materials
therefore play assists in cognitive development.
Play has also therapeutic value because negative feelings and tensions can be released in an
approved way. For instance, an angry child can find relief by pounding soft balls & pegs
through holes in a board or tossing bean bags.
Outdoor play is a cheap and natural way for children to be physically active; it helps in
improving the skills and balancing in various positions. The play helps to lessen the
egocentrism; children increase the language ability and the rules of social living, through the
play. The play has special importance in the hospital to help sick children to continue to grow
and develop, to preserve their sense of wholeness, to understand hospital procedures and to
act out emotions. The play helps temporarily to divert their mind from pain and loneliness.
Play has its significance in over all development of children including its physical,
psychological, intellectual, social, cognitive, moral, language and speech development.
The American Academy of Paediatrics (AAP) published a study in 2006 entitled: "The
Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-
Child Bonds". The report states: "free and unstructured play is healthy and – in fact –
essential for helping children reach important social, emotional, and cognitive developmental
milestones as well as helping them manage stress and become resilient".
Children are growing up in a rapidly changing world characterized by dramatic shifts in what
all children are expected to know and be able to do. Higher and tougher standards of learning
for all populations of students are focusing on a narrow view of learning. Consequently,
students have less time and opportunity to play than did children of previous generations.
Few would disagree that the primary goal of education is student learning and that all
educators, families, and policymakers bear the responsibility of making learning accessible to
all children.
Decades of research has documented that play has a crucial role in the optimal growth,
learning and development of children from infancy through adolescence.
Yet, this need is being challenged, and so children's right to play must be defended by all
adults, especially educators and parents. The time has come to advocate strongly in support of
play for all children.
Hence, it is very important for an educator to know regarding importance of play in all-round
development of young children.
“While we try to teach our children all about life, our children teach us what life
is all about.” - Angela Schwindt
The investigator is intended to assess the knowledge and attitude of mothers towards play
needs of children of 3-6 years of age.
There are limitations, failures occur in this group, and the corrective measures may be based
on best judgment and practices or from the previous data available from some other studies.
Due to these limitations, failures in meeting the play needs of children, they end up with
delayed or poor physical and intellectual development. In India, the researcher could find
very few studies regarding play needs of children. As a nurse, the researcher has a pivotal
role in recognizing these concerns and implementing measures to understand the value of the
play needs, development of social forms of play behaviour, characteristic of play, sex role
behaviour in play, selection and care of play things to the mothers.
A descriptive study to assess the knowledge and attitude of mothers’ towards play needs of
the children (3-6 years) in selected community areas of Jalandhar.
OBJECTIVES:-
1. To assess the knowledge of the mothers regarding play needs of children (3-6 years).
2. To assess the attitude of the mothers towards play needs of children (3-6 years).
3. To find out the association between knowledge and attitude of mothers towards play
needs of children with their selected socio-demographic variables.
4. To determine correlation between knowledge and attitude of mothers towards play
needs of children (3-6 years).
DELIMITATION:-
The study is exclusively to assess the knowledge and attitude of mothers only.
The mothers should have children of 3-6 years of age group.
OPERATIONAL DEFINITIONS:-
ASSUMPTIONS:-
Mothers of children (3-6 years) may have inadequate knowledge on importance of
play needs.
Mothers need education regarding importance of play needs.
Mothers’ knowledge may increase after the study.
Mothers may possess positive attitude towards play needs of the children after the
study.
CONCEPTUAL FRAMEWORK
Conceptual framework and Nursing theories are important for nursing profession. The
description of nursing theory has provided direction for the structure of professional nursing
practice, education and research. Throughout the history, nursing theories have been
becoming increasingly sophisticated. Some theories and frameworks are easily adopted to
practice setting, while others are better studied as framework for research.for the present
study Conceptual Framework of knowledge and attitude of parents regarding play needs of
children based on Barnard’s parent-child interaction model is used. This model is consist
of following:
a. Children’s characteristics
Children send cues of many kinds: sleepiness, fussiness, alertness, hunger, satiation to mother
so that she can make appropriate modification of her own behaviour (ambiguous or confusing
cues sent by a child can interrupt mother’s adaptive abilities).
Child must respond to the mother adaptive abilities. This makes adaptation fully possible.
b. Mother’s Characteristics
-By meeting the play needs of children, mother can alleviate child’s distress.
-Mother must have the ability to initiate social and emotional growth by meeting the play
needs of children.
The study will provide adequate knowledge and positive attitude of mother towards play
needs and thereby contributes optimal growth and development of their children.
Assessment Investigators assesses the knowledge and attitude of mothers towards the play
needs of their children (3 -6years).
M others who are greatly concerned about different aspects of their lives such as occupational
or financial problem, emotional problems, marital stress, may be unable to be as sensitive be
as they would be otherwise. Only when these stresses are reduced the mother are able to
identify the cues of the play needs of the young children and thus able to meet those.
Child’s distress can be minimized by timely response from mother by meeting child’s play
needs.
In order to meet the demands of the play of the child, the parent must involve affectionately
with the child, engage in social interaction and to provide appropriate social reinforcement of
desirable behaviour. To do these things parents must be aware of the importance of play, type
of play according to the age, selection and safety of play materials. This depends as much
upon the mother’s available energy as on his/her knowledge and attitude.
Mothers must have a good grasp of child’s need for play. For this they should have good
knowledge and attitude.
c. Nurse’s Actions
The investigators assess the knowledge and attitude of mothers towards the play needs of
their children of 3-6 years of age.
d. Projected outcome
The study will provide adequate knowledge and positive attitude to the mothers towards play
needs and thereby contributes optimum of growth and development for their children of 3-6
years.
Children’s Characteristics Mother’s Characteristics
Nurse’s Action
Assessment
The study will provide adequate knowledge and moderately positive attitude
of mother’s regarding play needs of children and thereby contribute optimal
Feedback
growth and development of their children.
Fig 1: Conceptual Framework of knowledge and attitude of parents regarding play needs of children based on Barnard’s parent-child
interaction mode
CHAPTER-II
REVIEW OF LITERATURE
The review of literature for the present study has been organized under the following
headings.
II. Review related to mother’s knowledge and attitude regarding play needs of children.
V. Review related to different economic groups regarding the play needs of children
Mrs. K. Jenifer Priscilla (2013) conducted a true experimental study to assess the
effectiveness of child centered play therapy on adjustment difficulties among primary
school children in selected schools at Viruthunagar. 60 samples were selected through
simple random sampling technique. The result of the study shows that the mean post
test level of adjustment difficulties among primary school children in experimental
group was lower i.e. 6.43 than the mean post test level of adjustment difficulties in
control group i.e. 14.6. The investigator felt that more importance should be given for
child centered play therapy to reduce the adjustment difficulties among primary
school children.
Ms. Shiny Isaac (2011) conducted an experimental study to assess the effectiveness
of therapeutic play during intravenous cannulation on level of pain among children
admitted in a selected hospital at Salem. 40 samples were selected through random
sampling technique which undergone intravenous cannulation. The study reveals that
therapeutic play was 56% effective showed statistical significance at p<0.05. It is
recommended that therapeutic play can be given to children.
Ms. Shahila Shawkath (2011) conducted a quasi experimental study to assess the
effect of self instructional module on play stimulation among mothers of children in
selected village areas of Kanyakumari district. 60 samples were selected through
purpose sampling technique. The result shows that mean score of knowledge was
10.35 and mean score of knowledge after administration of self instructional module
was 19.05. The mean difference is 8.7. The t value is 20.7 that was a significant
increase in the level of knowledge among mothers of children on play stimulation
after the administration of self instructional module.
Marlow DR, Redding BA (1995) suggested the variety of toys listed as suitable for
infants is based on the assumption of normal growth and development. It is essential,
therefore, that toys selected for an individual infant be the ones best adapted to the
particular infant’s needs. Toddlers are likely to be destructive of their toys because of
poor motor coordination.
Martin G, Elena M (1999) focused on the use of toys to teach social studies to
elementary school students. The object of the activities is to involve the child in the
active learning of the curriculum. Ultimately this helped to examine the basic needs,
dependence, wants, responsibilities and consequences of the children.
Gottman J, Parkhurst J (2002) carried out a study on “extensive home observations
of preschoolers between ages 3 and 6” as the children played with friends and new
acquaintances. Play between younger children and their friends included frequent and
fantasy role playing, whereas older children’s friendship focused more on the actual
activities they were doing than on make-believe roles. The study concluded that older
children were better able to tolerate differences and disagreements and had less need
to use positive social comparisons to manage conflict in their friendship.
Parten M (2004) studied social participation among children aged two to five and
proposed that children’s play develops in six stages or levels of sociability such as
unoccupied play, solitary play, onlooker play, parallel play, associative play and
cooperative play. Her studies showed how social play is that is, how much and in
what ways children involve others in their play activities. Her distinctions continue to
be useful to people who study young children
Ryan, Wilson (1995)in their writing on non-directive play therapy have tried to
develop theory and research, including the way in which symbolic play serves and
adaptive function in normal development. For troubled and abused children, these
schemas are enabled to become more developed and more flexible with the therapist’s
help during play therapy intervention.
Wang YL, Lo LH (1997) conducted a study to assess the effect of therapeutic play
in traumatic care of children as an effective nursing intervention in pediatric nursing.
Through therapeutic play, children can acquire opportunities to express themselves
and deal with stress related to health experiences. Also, parents can gain insights into
children's cognition, perception, and needs. The study concluded that the possibility
of the nurse to incorporate it into pediatrics nursing practice and provide care as a
traumatically as possible.
Aruna (2011) conducted a descriptive study was to assess the knowledge, attitude
and practice among mother of hospitalized children regarding play needs at Kovai
medical center and hospital, Coimbatore. 60 samples were selected by using non-
probability sampling technique. Data collection was done by structured interview
schedule. Results shows that 41 (68.5%) of mothers had an excellent attitude.19
(31.6%) of them had a good attitude towards play needs of children. The t value 6.904
was significant at 0.01 level shows that mother with graduation had more knowledge
regarding play needs than mothers with primary education. The t value 2.82 was
significant at 0.01 level shows that the knowledge was more among mothers who got
information from the mass media than family members. Regarding the practice among
mother towards play needs of children, 16 (26.7 %) of mother had good skilled
practice about play needs and 44 (73.3%) of them had poor skilled practice regarding
play needs. The study reveals that although mothers had good knowledge and attitude
towards play needs, they had poor application skills of play in their daily practice.
Ms. Cinthol Kumar (2008) conducted a descriptive and explorative study to assess
the knowledge, attitude and practice among mother of children regarding play needs
at KMCH hospital Coimbatore. 60 samples were selected through non probability
purposive sampling technique. The factors that affect the play needs of children are
lack of time, unaffordable cost of play materials. This study reveals that 25 (41.59%),
wrong concept regarding the role of play in developing fatigue disease 60 (100%) bad
habits, misunderstanding between the neighbors, injury and accidents 57 (97%). The r
value was 0.86.
Oalline (2010) conducted an experimental study of child centered play therapy with
preschool children who had impaired hearing. 24 samples were selected randomly
assigned to either a treatment or control group. In this group received 50 meters play
therapy sessions for 20 days. This study showed that 80% children in the
experimental group had statistically significant increases in mature behavior patterns
as compared to the control group. Parents and teachers also reported positive behavior
changes in these children.
Interactions between parents and their children play a crucial role in their children’s social,
emotional and cognitive development. Parent-child relationships and parenting practices are
strong influences on short-term and long-term development and learning.
Sénéchal (2006) examined the longitudinal relations among early literacy experiences
at home and children's literacy skills in Kindergarten, word reading and spelling skills
in grade one, and reading comprehension, fluency, spelling, and reading for pleasure
in grade four. Ninety French-speaking children were tested at the end of Kindergarten
and grade one and 65 were followed until the end of grade four. Parents of children in
Kindergarten reported that storybook reading occurred frequently and that they
sometimes taught their child to read words. Results revealed that parent teaching
about literacy in Kindergarten directly predicted Kindergarten alphabet knowledge as
well as reading fluency in grade four. Storybook exposure directly predicted
vocabulary in Kindergarten and the frequency with which children reported reading
for pleasure in grade four. Storybook exposure indirectly predicted reading
comprehension in grade four.
Isenberg JP, Quisenberry N (1999) in their study on “Play: Essential for All
Children “documented that play has a crucial role in the optimal growth, learning, and
development of children from infancy through adolescence. Yet, this need is being
challenged, and so children's right to play must be defended by all adults, especially
educators and parents. The time has come to advocate strongly in support of play for
all children.
Jordan AB, Hersey JC, Mc Divitt JA, Heitzler CD(2002) in an article on reducing
children’s television viewing time identified that children over age 2 years spend
more than 2 hours per day with screen media, because viewing has been linked to a
plethora of physical, academic, and behavioral problems. The primary goal of this
study was o qualitatively explore how a recommendations to limit television viewing
might be received and responded to by a diverse sample of parents and their school
age children. Parents in this study expressed interest in taking steps towards reducing
children’s television time but also uncertainty about how to go about doing so. Results
suggest possible strategies to reduce the amount of time children spend in front of the
screen.
Belfast City Council’s Play and Recreation Policy (2006) documented a dearth of
similar material and definitions on recreation. Important provides of recreational
opportunities for young people are the sports council and the Arts Council. Therefore,
in developing a policy for play and recreation, it is important to emphasize the need
for co-operation and networking to ensure both that the best quality of service is
provided and that resources are not duplicated. For the purposes of this document, it is
recommended that play and recreation are regarded as broadly similar activities and
are considered together under the general team play.
LR Allen (2015) A study documented that play has a crucial role in the optimal
growth, learning, and development of children from infancy through adolescence.
Yet, this need is being challenged, and so children's right to play must be defended by
all adults, especially educators and parents. The time has come to advocate strongly in
support of play for all children. The study on social participation among children ages
2-5 years and proposed that children’s play develops in six stages or levels of
sociability such as unoccupied play, solitary play, onlooker play, parallel play,
associative play and cooperative play. The studies showed how social play is that is,
how much and in what ways children involve others in their play activities. Her
distinctions continue to be useful to people who study young children.
Shivani Rikhi (2010) a longitudinal study was conducted among adolescent mothers
of 8- to 14-month-old infants gave fewer correct responses on the Developmental
Milestones Survey (DMS) and was less accurate in predicting whether or not their
infants would pass Bayley items than adult mothers of same-aged infants. The present
longitudinal study was conducted on 120 rural children from birth to eighteen months
of age from Hisar district of Haryana. Mothers of these children were interviewed for
prevalent child care practices followed by them. Solomon’s Experimental control
group was used for assessing the impact of intervention. The experimental group was
imparted intervention related to feeding practices, immunization and morbidity
through visual packages, video cassette, slides and folders. Individual and group
sessions were conducted as per requirement. Results indicated that impact of
intervention on the mother’s knowledge was found increasing in experimental group
than their counterparts. Feeding practices adopted by the family were also found to be
better and improvement in immunization status was also noted in experimental group.
Positive impact of intervention was found on morbidity status of children in both the
post testing. The study examined the relationship between early maternal knowledge
of child development and later quality of parenting behaviors. Differences by
race/ethnic group were also examined. Mother–infant dyads (N=378) participated in
the study. Mothers completed the Knowledge of Infant Development Inventory when
the infant was 2–4 months, and mother–toddler dyads were videotaped in their homes
at 16–18 months. The Home Observation for Measurement of the Environment
Inventory, Parent/Caregiver Involvement Scale and Nursing Child Assessment by
Satellite Training were used to measure quality of mother–toddler interaction. A
series of hierarchical multiple regression analyses was conducted controlling for
confounding demographic variables. Results revealed no significant main effect of
maternal correct estimation of child development on quality of parenting, but there
was a significant main effect of maternal underestimation of child development on
quality of parenting during a teaching task. There was also a significant interaction of
maternal knowledge and race in relation to quality of parenting behavior. Implications
for generalizability and interventions are discussed.
MB Haldy (1990) A study was conducted among mothers (N = 76) of 3- to 5-
year-old children completed questionnaires assessing beliefs in the importance and
modifiability of children's peer relationship skills, perceptions of their children's social
competence with peers, and strategies they would use in response to children's peer
interaction problems. A subsample of mothers (n = 34) was observed supervising the play of
their own children and a peer. Maternal perceptions of children's competence were negatively
associated with the extent of mothers' involvement in children's play, whereas the quality of
supervision was predicted by knowledge of socialization strategies and the interaction of
beliefs and knowledge. Beliefs appeared to moderate the effects of maternal knowledge on
mothers' behavior in that knowledge was associated with the quality of supervision only
when mothers believed social skills were important and modifiable. Sixty-four mothers of
children ranging in age from 6 to 58 months were asked to determine, for pairings of play and
language items, which item was more advanced developmentally. This procedure was
repeated within 2 weeks. In general, mothers' orderings of play and language items matched
those established in the developmental literature and were stable over the short term.
Mothers' knowledge about language development was stronger than and an unrelated to their
knowledge about play, suggesting that maternal knowledge about developmental domains is
differentiated and specific. Finally, mothers' judgments about the developmental milestones
depended on their children's current developmental stage: Mothers were less accurate at
estimating the timing of milestones that their children had mastered many months earlier,
supporting the view that mothers' knowledge is informed by their children's recent rather than
past achievements in specific areas.
Gopnik (2011) explored how curiosity and imagination impacted learning. In one
study, two groups of children were presented with four tubes, new toys in the
classroom. In one group of preschoolers, the experimenter presented the tubes to the
children and, with excitement and curiosity, pulled on one tube and acted surprised as
it squeaked. In the other group, the experimenter demonstrated how one of the tubes
squeaked and told the children how the tubes worked. Both groups were allowed to
play with the tubes. The experimenters discovered that the children from the first
group played with the tubes longer and discovered the special features of the other
tubes. The second group had less curiosity and did not play with the tubes as long as
the first group did. In response to this study, Gopnik (2011) noted, “It’s more
important than ever to give children’s remarkable, spontaneous learning abilities free
rein. That means a rich, stable, and safe world, with affectionate and supportive
grown-ups, and lots of opportunities for exploration and play”
In the High/Scope Perry Project(2000) conducted with three to four year olds in the
1960s, the children were divided into three groups: one group participated in a
program that was play-based, one group received academic oriented direct instruction,
and a third group participated in a program that was a combination of both. Through
tracking all three groups to age 23, research found that the group that had participated
in the play-based program showed gains over the other two groups.
Marcon (2002) found results similar to those of the Perry Project. She followed
children from different preschool programs through to grade four. She reported that
those who attended play-based programs did better academically than those who had
attended academic-oriented programs.
Gilliland J, Holmes M, Irvin JD, Tucker P (1996) examined the spatial distribution
of recreational opportunities for children and youth in relation to the socio-economic
status of neighborhoods and estimated local need for publicly provided recreation
spaces. The results of the spatial analysis indicate there is no systematic socio-
environmental inequity with respect to the prevalence and density of publicly
provided neighborhood recreation spaces; however, there are several areas in the city
where youth do not have access to formal play spaces. We argue that to promote
physical activity among urban children and youth do not have access to formal play
spaces.
Loucaides CA, Chedzoy SM, Bennett N (2000) in their study attempted to examine
differences in physical activity levels between urban and rural primary school
children. Parents of children in rural schools reported more space available in the
garden and in the neighborhood and safer neighborhoods than parents of children in
urban schools, whereas children in urban schools had more exercise equipment
available at home and were transported more frequently to places where they could be
physically active. Results of this study suggest that intervention programmes to
promote physical activity need to consider seasonal and geographical location
differences in physical activity levels.
METHODOLOGY
METHODOLOGY
This part of research project usually consists of subject’s procedures and data analysis. It
indicates the general pattern for organizing the procedures together with valid and reliable
data for the investigation.
The chapter will discuss the methodology used for descriptive study. The present study
aimed to assess the knowledge and attitude of mothers towards the play needs of children (3-
6 years) in selected community areas of Jalandhar. This chapter includes:
Research Approach
Research Design
Research Setting
Variables
Target Population
Sample and sampling technique
Criteria for sample selection
Selection and development of tool
Description of tool
Validity of tool
Try out
Reliability of tool
Data collection procedure
Ethical considerations
Plan for data analysis
RESEARCH APPROACH
A research approach tells the researcher what, where and how to collect the data and how to
analyze the data. It is an overall plan or blueprint chosen to carry out the study. Quantitative
Research Approach was considered to be appropriate by keeping in view the nature of
problem and was used to assess the knowledge and attitude of mothers towards play needs of
children (3-6 years).
RESEARCH DESIGN
Research design refers to the researcher’s overall plan for obtaining answers to research
questions or for testing research hypothesis. It provides an explicit blue print of how research
activities will be carried out. For the present study, Descriptive Research Design was used
to achieve the stated objectives.
The study was conducted in selected community areas of Jalandhar i.e. village Damunda,
Kandola and Ghurial. The reason for selecting these settings was the researcher’s
convenience, familiarity, expected cooperation from the subjects, ease to get permission from
the authorities to conduct study, local language, geographical proximity and economical
consideration.
VARIABLES
Dependent variable – Knowledge and attitude of mothers towards play needs of children (3-
6years).
POPULATION
Target Population - Target population of the study was mothers fulfilling the inclusion and
exclusion criteria from community areas of Jalandhar.
Accessible Population – Mothers meeting the inclusion and exclusion criteria from selected
community areas of Jalandhar.
Inclusion criteria
The tool was selected and developed on the basis of extensive review of literature, exploring
internet, investigator’s observation and with the help of experts. The tool was having
following sections:
Section 3: Modified attitude scale to assess the mothers’ attitude regarding play needs of
their children.
Scoring criteria:-
Structured Multiple Choice Questionnaire to assess the knowledge of mothers’ regarding play
needs of children. Each question carried 1 point for the correct answer and 0 for the incorrect
answer.
Criterion measures:
Section 3 – Modified attitude scale: The tool is comprised of 21 statements which consist of
both positive and negative statements. Each item has five response alternatives from which
the respondent have to choose one option which they feel to be true.
Scoring criteria:-
Modified attitude scale to determine the attitude of mothers towards play needs of children
(3-6 years)
Criterion measures:-
The content validity of tool was determined by expert’s opinions. The tool for content
validity was circulated among the experts in the field of Psychiatry (Mental Health) Nursing,
Obstetric and Gynaecological Nursing, Medical Surgical Nursing, Community Health
Nursing and Paediatric Nursing. After their valuable suggestions amendments had been
made.
TRY OUT
Try out of the tool was done to ensure the reliability of the tool and feasibility of the study by
taking 6 mothers as subjects. Permission was taken from the Sarpanchs of village Khurdpur
and Fatehpur, Jalandhar. Non-probability purposive sampling technique was used to select 6
mothers of children of 3-6 years of age. The pilot study was found to be feasible and
practicable. The investigator proceeded with the actual data collection for the main study
data. Further no changes were made in the tool.
It was determined by split half method by using Split-Half formula and calculated reliability
of the questionnaire was 0.90 and the reliability of the attitude scale was 0.86 which are
highly reliable.
The procedure for collecting the data is not a mechanical process, which can be carefully
planned prior to initiation. “The research as a whole is that, persons should be totally
involved, perceiving, reacting, interacting, reflecting, attaching, meaning and recording.” The
data gathering process commenced in the month of july. Prior to the gathering process, the
investigator obtained formal permission from the concerned authority. The sample was
selected as per selection criteria. The purposive sampling technique was used for the
detection of sample. Total 60 samples were taken for the main study. Written consent was
obtained from the subjects. The researcher collected data by a structured questionnaire.
The level of knowledge of mothers regarding play needs of children is assessed with the help
of self structured multiple choice questionnaire.
The attitude of mothers towards play needs of children is determined with the help of
modified attitude scale.
ETHICAL CONSIDERATIONS
A letter seeking permission to conduct the study was sanctioned from the Sarpanch of
the villages.
The purpose of the study was explained to respondents and consent will be taken from
them for the study.
The responses were kept confidential.
PLAN FOR DATA ANALYSIS
Analysis and interpretation of data was based on objectives and was done by using
descriptive and inferential statistics to assess the knowledge and attitude of the mothers. The
investigator planned to analyze the data on the basis of the objectives of the study.
Purpose: To assess the knowledge and attitude of mothers towards play needs of children of 3-6
years of age
Sampling
Sample: Target population: Mothers of technique:
60 mothers children of 3-6 years of age Purposive Sampling
This chapter deals with analysis or results of the data collected from the sample of 60 mothers
of selected community areas of Jalandhar. The collected data was tabulated and analyzed by
descriptive and inferential statistical methods.
STATEMENT OF PROBLEM:-
A descriptive study to assess the knowledge and attitude of mothers’ towards play needs of
children (3-6 years) in selected community areas of Jalandhar.
OBJECTIVES:-
PRESENTATION OF DATA
Section D: Association between knowledge and attitude of mothers towards play needs of
children with their selected socio-demographic variables.
Section E: Correlation between knowledge and attitude of mothers towards play needs of
children.
SECTION-A
1. Age:-
AGE OF MOTHERS
43.30%
35%
20%
1.70%
EDUCATIONAL STATUS
53.30%
Figure 4 i.e. a pie chart showing the percentage distribution of the subjects according to the
educational status which reveals that more than half of the subjects i.e. 53.3% of mothers
have studied upto senior secondary, 30% of mothers have studied upto matric and only 16.7%
of mothers have studied upto graduation and above.
3. Occupation:-
OCCUPATION
78.40%
13.30%
Figure 5 i.e. a bar diagram showing the percentage distribution of subjects according to
occupation which shows that 78.4% mothers are homemakers, 13.3% mothers are private
employees, 3.3% mothers are government employees, 3.3% mothers are businesswomen and
only 1.7% mothers are working on daily wages.
4. Residence:-
RESIDENCE
100%
URBAN RURAL
Figure 6 i.e. a stacked cone chart showing the percentage distribution of subjects according to
residence which depicts that all the subjects i.e. 100% of mothers are from rural area.
5. Type of family:-
TYPE OF FAMILY
0%
Extended
33.30%
Joint
66.70%
Nuclear
Figure 7 i.e. a clustered horizontal cylinder graph showing the percentage distribution of
subjects according to type of family which reveals that more than half of the subjects i.e.
66.70% are from nuclear families and 33.3% of subjects are from joint families. None of the
participant was from extended family.
6. Family monthly income:-
FAMILY INCOME
33.30%
30%
20%
16.70%
Figure 8 i.e. a clustered cylinder diagram showing the percentage distribution of subjects
according to monthly family income which depicts that 33.3% subjects are having total
monthly income between 5001-10000 rupees, 30% subjects are having total monthly income
between 10001-20000 rupees, 20% subjects are having total income same or less than 5000
and only 16.7% subjects are having total monthly income above 20001 rupees.
7. Religion:-
RELIGION
65%
35%
0% 0% 0%
Figure 9 i.e. a stacked cylinder diagram showing the percentage distribution of subjects
according to religion which depicts that more than half of the subjects i.e. 65% of mothers
belongs to Sikh religion and 35% of mothers belong to Hindu religion.
8. Source of previous knowledge:-
35%
25%
23.30%
16.70%
Figure 10 i.e. a stacked cylinder diagram showing the percentage distribution of subjects
according to the source of previous knowledge which reveals that 35% of mothers gather
knowledge from their families, friends and health personnel, 25% of mothers gather
knowledge from mass media, 23.3% of mothers gather knowledge from published and
unpublished media and only 16.7% of mothers gather knowledge from all the above
mentioned sources.
Objective 1:- To assess the knowledge of mothers regarding play needs of children.
SECTION-B
Table 2:- Frequency and percentage distribution of mothers according to their level of
knowledge regarding play needs of children (3-6 years):-
N=60
The above table reveals the frequency and percentage distribution of mothers according to
their level of knowledge regarding play needs of children (3-6 years).
It is found that more than half of subjects or 53.4% of subjects i.e. 32 mothers have good
level of knowledge regarding play needs of children which is followed by 33.3% of subjects
i.e. 20 mothers have average level of knowledge. 8.3% of subjects i.e. 5 mothers have
excellent level of knowledge. Only 5% of subjects i.e. 3 subjects have poor level of
knowledge.
GRAPHICAL PRESENTATION OF LEVEL OF KNOWLEDGE OF MOTHERS
REGARDING PLAY NEEDS OF CHILDREN (3-6 YEARS)
5%
8.30%
33.30%
53.40%
Figure 11: An exploded pie chart showing the percentage distribution of samples
according to the level of knowledge score.
Objective 2:- To assess the attitude of mothers towards play needs of children.
SECTION-C
Table 3:- Frequency and percentage distribution of mothers according to their attitude
towards play needs of children (3-6 years):-
N=60
The above table reveals the frequency and percentage distribution of mothers according to
their attitude towards play needs of children (3-6 years).
It is found that more than half of subjects or 58.3% i.e. 35 subjects have positive attitude
towards play needs of children which is followed by 41.7% of subjects i.e. 25 subjects have
neutral attitude towards play needs of children. None of the subjects have negative attitude
towards play needs of children.
GRAPHICAL PRESENTATION OF ATTITUDE OF MOTHERS TOWARDS PLAY
NEEDS OF CHILDREN (3-6 YEARS)
60.00%
50.00%
58.33%
40.00%
41.70%
30.00%
20.00%
10.00%
0%
0.00%
Positive Neutral Negative
Figure 12: A column chart showing the percentage distribution of samples according
to their attitude towards play needs of children.
Objective 3:- To find association between knowledge and attitude of mothers towards
play needs of children (3-6 years) with their selected socio-demographic variables.
SECTION-D
Table 4:- Association between knowledge of mothers regarding play needs of children
with their selected socio-demographic variables N=60
SECTION-E
Table 6:- Correlation between knowledge and attitude of mothers towards play needs of
children
The correlation between the knowledge and attitude of mothers towards play needs of
children was 0.055425.
Findings of the study revealed a moderately positive correlation between knowledge and
attitude of mothers towards play needs of children 3-6 years of age group.
This correlation between knowledge and attitude indicates that parents with good knowledge
regarding play needs of their children have a positive attitude towards it.
MAJOR FINDINGS OF PRESENT STUDY
It is found that 43.3% of mothers are from the age group of 29-36 years which is
followed by 35% of mothers from the age group of 21-38 years, 20% of mothers from
the age group of 37-43 years and only 1.7% of mothers from the age group of 44-50
years.
More than half of the subjects i.e. 53.3% of mothers have studied upto senior
secondary, 30% of mothers have studied upto matric and only 16.7% of mothers have
studied upto graduation and above.
According to occupation, 78.4% mothers are homemakers, 13.3% mothers are private
employees, 3.3% mothers are government employees, 3.3% mothers are
businesswomen and only 1.7% mothers are working on daily wages.
All the subjects i.e. 100% of mothers are from rural area.
More than half of the subjects i.e. 66.70% are from nuclear families and 33.3% of
subjects are from joint families. None of the participant was from extended family.
According to monthly family income, 33.3% subjects are having total monthly
income between 5001-10000 rupees, 30% subjects are having total monthly income
between 10001-20000 rupees, 20% subjects are having total income same or less than
5000 and only 16.7% subjects are having total monthly income above 20001 rupees.
More than half of the subjects i.e. 65% of mothers belongs to Sikh religion and 35%
of mothers belong to Hindu religion.
According to the source of previous knowledge which reveals that 35% of mothers
gather knowledge from their families, friends and health personnel, 25% of mothers
gather knowledge from mass media, 23.3% of mothers gather knowledge from
published and unpublished media and only 16.7% of mothers gather knowledge from
all the above mentioned sources.
Findings related to level of knowledge of mothers regarding play needs of children:-
More than half of subjects or 53.4% of subjects i.e. 32 mothers have good level of
knowledge regarding play needs of children.
More than half of subjects or 58.3% i.e. 35 subjects have positive attitude towards
play needs of children.
41.7% of subjects i.e. 25 subjects have neutral attitude towards play needs of children.
None of the subjects have negative attitude towards play needs of children.
Age, educational status, occupation, monthly income, type of family, residence, religion
and source of previous knowledge had statistical significant impact on knowledge and
attitude mean score towards play needs of children. The level of significance was assessed at
p<0.05.
It was found that there is significant association between all the selected socio-
demographic variables with the score of knowledge of the mothers regarding play needs of
children i.e. age of mothers, educational status, and occupational status, area of residence,
type of family type, family monthly income, religion and source of previous knowledge.
It is found that shows that there is significant association between all the selected socio-
demographic variables with the score of attitude scale of the mothers towards play needs of
children i.e. age of mothers, educational status of mothers, occupational status of mothers,
area of residence, type of family, family monthly income, religion and source of previous
knowledge.
It was found that the there is moderately positive correlation between knowledge and
attitude of mothers towards play needs of children with the value of 0.055425.
Discussion
DISCUSSION
In this section the investigators discusses the results of the study. In the discussion, the
researchers’ ties together all the loose ends of the study. The findings of the present study
have been discussed in accordance with the objectives of the research and literature review.
The findings of the present study revealed that maximum mothers i.e. 53.4% had good level
of knowledge, followed by 33.3% with average knowledge, whereas 8.3% had excellent level
of knowledge and only 5% had poor level of knowledge.
A study consistent with the present study was conducted by Catherine. S & Lisa (2013) to
analysis mothers’ knowledge about children's play activities and language development at
Bangalore. The total samples selected for this study were Sixty-four mothers of children
ranging in age from 6 to 58 months (under 5 children) were asked to determine, for pairings
of play and language items, which item was more advanced developmentally .This study
reveals that 60% of mother had moderate knowledge about play activities and 30% mother
had average knowledge about play activities. Finally, Mothers knowledge about language
development was stronger than knowledge about play, suggesting that maternal knowledge
about developmental domains is inadequate.
Another study is consistent with present study which was conducted by Mr.
Prasannakumar D.R (2014) to assess the knowledge of mothers of fewer than five children
regarding importance of play in growth and development in selected rural and urban areas,
Bangalore. A comparative survey design was adopted for the study. Samples were selected
using non-probability convenient of 80 mothers of fewer than five children. Data collected
was analyzed using descriptive and inferential statistics findings of the study revealed that
majority 55% of the rural mothers and 30% of the urban mothers had moderate knowledge
while 62.5% of urban mothers and 30% of the rural mothers had adequate knowledge
regarding the importance of play in growth and development of under five children. The
study findings, it is understood that the samples had good knowledge regarding the
importance of play in growth and children.
Objective 2: To assess the attitude of mothers towards play needs of children:-
The findings of the present study revealed that more than half of the subjects or 58.3% i.e. 35
subjects have positive attitude towards play needs of children which is followed by 41.7% of
subjects i.e. 25 subjects have neutral attitude towards play needs of children. None of the
subjects have negative attitude towards play needs of children.
A consistent study was carried out in Bangalore by Tharuni Tharu to assess the knowledge
and attitude towards play needs of children among parents of various economic groups. The
study was carried out in Mahalakshmipuram, Bangalore. Data were obtained from 90 parents
residing in Mahalakshmipuram. A structured interview schedule was used to assess the
knowledge of parents regarding the play needs of children and modified 5 point Likert Scale
was used to assess the attitude of parents. The results of study revealed that majority of
samples 55 had favourable attitude towards play needs of children.
Another study is consistent with the present study which was conducted by Aruna (2011) to
assess the knowledge, attitude and practice among mother of hospitalized children regarding
play needs at Kovai medical center and hospital, Coimbatore. 60 samples were selected by
using non-probability sampling technique. Data collection was done by structured interview
schedule. Results shows that 41 (68.5%) of mothers had an excellent attitude.19 (31.6%) of
them had a good attitude towards play needs of children. The t value 6.904 was significant at
0.01 level shows that mother with graduation had more knowledge regarding play needs than
mothers with primary education. The t value 2.82 was significant at 0.01 level shows that the
knowledge was more among mothers who got information from the mass media than family
members. Regarding the practice among mother towards play needs of children, 16 (26.7 %)
of mother had good skilled practice about play needs and 44 (73.3%) of them had poor
skilled practice regarding play needs. The study reveals that although mothers had good
knowledge and attitude towards play needs, they had poor application skills of play in their
daily practice.
One more study which is consistent with the present study which was conducted by Oalline
(2010) conducted an experimental study of child centered play therapy with preschool
children who had impaired hearing. 24 samples were selected randomly assigned to either a
treatment or control group. In this group received 50 meters play therapy sessions for 20
days. This study showed that 80% children in the experimental group had statistically
significant increases in mature behavior patterns as compared to the control group. Parents
and teachers also reported positive behavior changes in these children.
The present study revealed that there is significant association between all the selected socio-
demographic variables with the score of knowledge of the mothers regarding play needs of
children i.e. age of mothers, educational status, occupation, area of residence, type of family
type, family monthly income, religion and source of previous knowledge. It is found that
shows that there is significant association between all the selected socio-demographic
variables with the score of attitude scale of the mothers towards play needs of children i.e.
age of mothers, educational status of mothers, occupational status of mothers, area of
residence, type of family, family monthly income, religion and source of previous
knowledge.
A study is consistent with the present study which was carried out in Bangalore by Tharuni
Tharu to assess the knowledge and attitude towards play needs of children among parents of
various economic groups. It was found that there was significant relationship found between
the variables(education of mother, occupation of father, occupation of mother)and attitude of
parents at p<0.05 level. There was no significant relationship found between the variables
(age, sex ,type of family, religion, number of children, sex of child, education of father) and
attitude of parents at p<0.05 level.
On the other hand, the present study is contraindicated by a descriptive study which was
conducted by Marc H. Bornstein (1998) to evaluate the knowledge of mothers towards play
and language development. 64 samples were selected through random sampling technique at
national institute of child and human development at newyork city. The studies revealed that
mean score of first visit was 17 and means score of second visit was 27 but showed no
association.
Objective 4: To find the correlation between the knowledge and attitude of mothers
towards play needs of children.
The correlation between the knowledge and attitude of mothers towards play needs of
children was 0.055425.The findings of the study revealed a moderately positive correlation
between knowledge and attitude of mothers towards play needs of children. This correlation
between knowledge and attitude indicates that parents with good knowledge on play needs of
their children have positive attitude towards it.
A consistent study was conducted by Nnodum B.I (2010) to investigate the effectiveness of
child centered play therapy in improving the social skills of primary school isolates and
consequently reduce their isolate behavior. 48 samples are randomly selected from the target
population and they were randomly assigned to the experimental groups. Isolate trait
identification questionnaire for children (ITIQFC) children shyness questionnaire (SQ)
children social skills identification Questionnaire (SSIQ). Two null hypothesis tested at 0.05
level of significance were raised to guide the study. Data collected were analyzed with
ANOVA T- Test. The result revealed that the treatment techniques were equally effective and
superior to the school condition in improving the social skills of isolates and reducing their
isolate behavior i.e. 60% and 20% children show poor improvement in social skills.
Another study which is consistent with the present study was carried out in Bangalore by
Tharuni Tharu to assess the knowledge and attitude towards play needs of children among
parents of various economic groups. The study was carried out in Mahalakshmipuram,
Bangalore. The correlation of the parents’ knowledge and attitude regarding play needs of
children of birth to 3 years of age group was assessed. There was a significant correlation
found between knowledge and attitude of parents (r= +0.453). Findings of the study indicated
a positive correlation between knowledge and attitude of parents of various economic groups
regarding play needs of children of birth to 3 years of age group. As knowledge increased
parents possessed a positive attitude towards play needs of the children.
Chapter-vi
SUMMARY, CONCLUSION AND RECOMMENDATIONS
This chapter deals with the brief description of the study undertaken including the conclusion
drawn from the major findings, implications of the study and recommendations for future
research.
Summary
The present study was conducted to assess the knowledge and attitude of mothers towards
play needs of children (3-6) years in selected community areas of Jalandhar.
The main objective of the study was to assess the knowledge and attitude of mothers towards
play needs of children (3-6) years. To accomplish the objective and determine methodology
for study, a thorough review of literature was done. The quantitative approach was adopted
for the study. The developed tool was circulated among the panel of experts for establishing
the validity of the content and necessary modifications were made according to expert’s
views, the prepared tool was having following sections:-
Section 2: Structured questionnaire to assess knowledge regarding play needs of children (3-
6) years
Section 3: Modified attitude scale to assess the attitude of mothers towards play needs of
children (3-6 years)
Section 2- Structured Questionnaire: The tool was constructed after reviewing knowledge
of mothers. The tool was comprised of 24 multiple choice questions. Each item had four
response alternatives, out of which respondents had to choose correct one.
Section 3- Modified Attitude Scale: The tool was constructed after reviewing attitude of
mothers. The tool comprised of 21 statements which include both positive and negative
statements.
A try out was done on the sample of 6 mothers and study was found to be feasible. The study
was conducted in community areas of Jalandhar i.e. Fatehpur and Khurdpur. In the selection
of sample, purposive sampling technique was used.
The sample for the main study was composed of 60 samples and was conducted in
community areas i.e. Ghurial, Damunda and Kandola.
Before data collection, the permission was taken from the Sarpanch of respective villages.
Then the data was collected by establishment of rapport with subjects and confidentiality of
their responses was assured. Data was collected by using a self- structured multiple choice
questionnaire. The data was analyzed and interpreted in terms of objectives of the study. The
descriptive and inferential statistics was utilized for data analysis.
The results revealed that 53.4% of mothers have good level of knowledge. 33.3% of mothers
have average level of knowledge. 8.3% of mothers have excellent level of knowledge, and
only 5% of mothers have poor level of knowledge. Age, education, occupation, residence,
type of family, family monthly income, religion and source of previous knowledge i.e. all the
variables are statistically significant with the knowledge mean score regarding play needs of
children (3-6) years.
In terms of attitude, the results revealed that 58.3% of mothers have positive attitude towards
play needs of children and 41.7% of mothers have neutral attitude towards play needs of
children. None of the participant have negative attitude towards play needs of children.
LIMITATIONS
The sample size was 60; therefore it was difficult to make broad generalizations.
Social prejudice was found to be another factor which intervenes with the
interpretations of the present study.
IMPLICATIONS
The findings of the study have several implications in nursing education, nursing practice,
and nursing research:
Nursing education
The findings of the present research can be used in seminars, workshops, conferences
organized in nursing institutions to improve the knowledge of nursing students
regarding play needs of children.
The study can be helpful in nursing curriculum to provide opportunity for students to
gain knowledge regarding play needs of children.
The study will help to bring attention toward the play needs of children.
Nursing practice
The study helps to obtain necessary knowledge and attitude of mothers towards play
needs. Nursing personnel should utilize the findings.
The present study can encourage the nurses to explore more on the same topic with
mothers regarding play needs.
Considering the findings of the present study one can expect a reasonable degree of
success may inspire the mothers regarding play needs.
Nursing research
The information contained in the present study can be valuable source of data for
future researchers. It can help them in conducting research with large sample size in
other different mental and psychological problems.
RECOMMENDATIONS
The following recommendations are made on the basis of the findings of the present study:-
A similar study may be replicated on a large sample to validate and generalize the
findings.
Similar study can be conducted on different population of different culture and ethnic
groups.
A comparative study can be conducted among mothers of urban and rural areas.
Study can be conducted to find out the practice of mothers towards the play needs of
children.
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ANNEXURES
ANNEXURE – 1
From,
Research Group B
B.SC Nursing 4th Year
Sant Baba Bhag Singh Institute of nursing
Khiala, Jalandhar
To,
___________________________________________________
___________________________________________________
RESPECTED SIR/MADAM,
Yours sincerely,
RESEARCH GROUP-B
Gurleen Kaur
Gurpreet Kaur
Gursewak Singh
Gurwinder Kaur
Harjinder Kaur
Harmanjeet Kaur
Harpinder Kaur
ANNEXURE – II
CONSENT FORM
I…………… have been told to participate in the research which has the topic study in my
language. I can also refuse to participate in the study. I have been told about the the topic of
research i.e. “A descriptive study to assess the knowledge and attitude of mothers towards play
needs of children (3-6 years) in selected community areas of Jalandhar.” I am fully informed
about the aim of the information and assured that information provided by me will be kept
confidential. I am willing to participate in research.
Signature: …………………………..
Name: ……………………………….
ANNEXURE – VIII
Section-A
Demographic Performa
a) 21-28
b) 29-36
c) 37-43
d) 44-50
2. Educational status
a) No formal education
b) Up to matric
c) Up to senior secondary
d) Graduate and above
3. Occupation
a) Homemaker
b) Daily wages
c) Government employee
d) Private employee
e) Business
4. Residence
a) Urban
b) Rural
5. Type of family
a) Nuclear
b) Joint
c) Extended
6. Family monthly income (in rupees)
a) ≤5000
b) 5001-10000
c) 10001-20000
d) >20001
7. Religion
a) Hindu
b) Sikh
c) Christian
d) Muslim
e) Others
1. Play means:
a) Exclusive
b) Optional
c) Essential
d) Explosive
a) Physically
b) Emotionally
c) Socially
d) All of above
a) Sleeping
b) Playing
c) Crying
d) Yelling
6. Running and climbing in preschooler enhances
a) Cognition
b) Lethargy
c) Physical growth
d) Weakness
a) Doll
b) Drawing
c) Watching television
d) Musical toys
a) Video games
b) Playing cards
c) Football
d) Climbing, digging and running
11. The child needs time for relax and play with whom
a) Toys
b) Parents
c) Study
d) Video Games
12. When family plays together with their child it increases
a) Communication
b) Cooperation
c) Support
d) All of above
a) Social Skills
b) Bullies
c) Cooperation
d) Both a and c
a) Criticism
b) Discrimination
c) Cooperation
d) Overdependence
a) Time pass
b) Sense of morality
c) Cardiovascular fitness
d) Both a and b
18. Through play child develops
a) Moral development
b) Cognitive development
c) Gross motor skills
d) Language skills
a) Socialization
b) Improvisation
c) Reciprocate words
d) De-motivation
a) Remains healthy
b) Physical fit
c) Obesity
d) Poor problems solving skills
a) Muscle development
b) Cooperation
c) Morality
d) All of above
24. Essential purpose of smart toys
a) Teach skills
b) Make learning fun
c) Engage child in activity
d) Improve health
Answer key
Modified Attitude Scale to assess the mothers’ attitude regarding play needs of their children
LIST OF EXPERTS
LIST OF FORMULAS
Mean (X) = ∑x / N
√∑ (X- X) 2 ∑ (Y- Y) 2
ANOVA
̒ F ̓ test = MSB= Sum of square between the groups df = C– 1
df for between the groups