analysis and interpretation of data -...
TRANSCRIPT
ANALYSIS AND INTERPRETATION OF DATA
5.1.0 COGNITIVE DEVELOPMENT OF PRE-SCHOOL CHILDREN
5.2.0 MATERIAL AND PI-IYSICAL FREE PLAY ACTIVITIES OF PRE-SCHOOL CHILDREN AT SCHOOL AND HOME
5.3.0 FANTASY PLAY TI-IEMES AND ITS GENDER DIFFERENCES
5.4.0 GENDER DIFFERENCES IN FANTASY PLAY PREFERENCES
5.5.0 LIST OF THE PLAY MATERIALS USED BY THE PRE- SCHOOLERS
5.6.0 GENDER DIFFERENCES IN FREE PLAY PREFERENCES OF PRE-SCHOOL CHILDREN IN THE INDOOR AND OUTDOOR FREE PLAY AT PRE-SCHOOL
5.7.0 GENDER DIFFERENCES IN FREE PLAY PREFERENCES OF PRE-SCHOOL CHILDREN IN THE INDOOR AND OUTDOOR FREE PLAY AT HOME
5.8.0 RELATIONSHIP BETWEEN COGNITIVE DEVEMPMENT AND FREE PLAY F'REFERENCES
ANALYSIS AND INTERPRETATION OF DATA
The present study was intended to find out the gender
differences in free play prekrences of pre-school children in select
cultural settings of Kerala. The data for the study was collected from
a sample of 40 pre-school children from four pre-schools in Kerala by
naturalistic observation of t:?e free play in different play situations
like, Nursery Indoor, Nurst:ry Outdoor, Home Indoor and Home
Outdoor. Hema Pandey's Cognitive Development Test was also
administered. The data obta:ned were analysed by applying relevant
statistical techniques and interpreted for drawing conclusions. Thus
the analysis of data was attempted under the following heads:
1. Cognitive development ol' pre-school children in select cultural
settings of Kerala.
2. Material and physical fret: play activities of pre-school children at
school and home in select cultural settings of Kerala.
3. Fantasy play themes and its gender differences of pre-school
children at school and home in select cultural settings of Kerala.
4. Gender differences in f;w~tasy play preferences of pre-school
children at home.
5. List of the play materials used by the pre-schoolers in their free
play activities at pre-school and home.
6. Gender differences in free play preferences of pre-school children
in the indoor and outdoor free play at pre-school in select cultural
settings of Kerala.
7. Gender differences in free: play preferences of pre-school children
in the indoor and outdoor free play a t home in select cultural
settings of Kerala.
8. Relationship between cognitive development and free play
preferences of pre-school children.
5.1.0 Cognitive development of pre-school children in select
cultural settings of Kerala
Table 5.1
Cognitive development of pre-school children in select cultural
settings of Kerala
Cognitive Score Rural Urban + I High 1 20% i 60%
__t
Coastal
10%
Tribal
10%
50%
40%
, Average 1 30% ~ 40% I 70% ! *--- I Low 1 50% 1 0% 20%
Figure 5.1
Pie Diagram showing the Cognitive Scores of Rural, Urban,
Coastal and Tribal Children
a) Rural
High 20%
Low 50%
30%
b) Urban
Average Low 0%
c ) Coastal
LOW High
Average 70%
d) Tribal
High 10%
The percentage of cognitive scores of pre-school children in
rural area reveals varying lerrels of cognitive scores which are typical
to the rural set up. 50 percent of the pre-school children gained low
score; 30 percent of them beiong to the average group and 20 percent
of them gained high scores.
In urban area 60 percent of the pre-schoolers are seen
belonging to the high scorer:; and 40 percent of them to the average
scorers. A distinguishing character of this group is the absence of low
scorers.
In coastal area, a s high a s 70 percent of the pre-schoolers
belong to the average scars-rs. 20 percent of them are seen low
scorers while the remaining :.O percent accrue to the high scorers.
In Tribal area 50 pe-cent of the pre-schoolers are average
scorers and 40 percent of them are included among the low scorers.
The remaining 10 percent are accommodated in the high scorers.
The above table emphatically reveals the dominance of urban
pre-school children in the cognitive score when compared to the other
three differing cultural setting groups viz., rural, coastal and tribal.
This may be due to the fact of the high exposure as well a s enriched
infrastructural facilities available in urban pre-school and at their
home. Again these childrer. are hailing from a much higher socio
economic strata.
The cognitive score obtained for rural children came up to 50%
for low group may be ascribed to lack of outdoor play materials and
the essential playground, which is the same case with tribal pre-
school children also.
5.2.0 Material and Physical Free play activities of Pre-school Children at School and Home
5.2.1Material play of pre-school children in the select cultural settings of Kerala
Material play of preschool children in Rural Area
Pre-school Boys
Nursery Indoor Nursery Outdoor Home Indoor Home Outdoor ~~ ~
Spins a top Splashes water from a plastic
carriage f m ~ t s and stones
and put these into
1 bottle. Fills the plastic tin with
/ water from a bucket. Brings water / I the pockets i / in a mug and fills the bottle. Keeps /
1 Preschool Girls 1
I a piece of thermocol over Ule poie
as the roof. Keeps thermocole on
the roof. Spreads sand on the
thermocole. Picks up ants and jack
fruit tree leaves and puts into a
bottle with water. -- - --- -
Counts the bangles. Picks up a log-piece and walls with
box and fasten these on
the mat. Writes in a book
Material play of preschool children in Urban Area
Re-school Boys -~ ~~~
Nursery Indoor Nursery Outdoor Home Indoor.
Moves a puppy on the t . .
/ wheels. 1 1 Turns the tyre of a toy car
Lift the she doll on its I Moves a toy car fast and turns it over.
hair i I Runs a toy train
Thumps a bat against his
palm
Rotates the she dolls arm
Arranges toys (parrot,
tortoise, horse etc.) on a
chair
1 Takes and arranges dolls I like parrots, horse, rabbit
and dog vehicle.
Arranges dolls on the
floor in a single line.
Runs boggies of a toy train
Sits holding a toy aeroplane
Arranging carrom board coins.
Put the play things in a school bag
Shifts the toy car
Shifts the toy puppy
Flies a toy plane
Arranges the puzzle cards
-. ~ ~~ ~
Home Outdoor ~
Arranges all toys in a single line I / Turns the tyre of a toy parrot
and moves it
' Sits holding a toy parrot. I I / Drives a toy plane
Pre-school Girls - - -- - --
Nursery Indoor
Beats slowly the drum with hands
Beats the drum with toys
Listening the toy parrot sound
Walks holding a bat
Walks holding a toy dog
Makes the she doll sits down.
Furs tne bar inro a p i a s ~ ~ c LUVCI
Strikes the toy butterfly with the bat
Moves a small toy tortoise.
Shakes the plastic cover after putting a toy butterfly into it.
Hands over a toy and rabbit to another child
Moves a toy horse
Makes the toy puppy sit on her lap
Beats the drum with a toy parrot. Holds a toy tortoise in her arms
Beats a toy puppy with a toy parrot
Makes other children listen to the parrot
Nursery - .- outdoor ---
Home Indoor
Arranges plastic play materials for constructing things.
Runs a toy lony.
Rotates the she dolls arm.
Pull the strings of a toy car. Takes out a toy car and a doll from the cupboard. Spins a plastic female doll on the floor.
Examines the she dolls frock and holds it close to the chest.
Manipulating different toys. Takes a toy car out of a bag and keeps it back
Keeps the she doll close to the ear and listen to its singing
Moves two toy cars
Hangs a toy puppy by its ear
~~~ ----
Home outdoor ~ -
Keeps the she doll slose to the ear and listen to its singing.
Listen the music of h e she doll.
Rotates a toy puppy.
Material play of preschool children in Coastal Area
Wearing a mask
Manipulating pyramid
rings
I Moves a toy car I Play turning the
pyramid rings
Sits holding a toy parrot
and cork of the net
Nursery Outdoor -
Holding a bough of a c 1 coconut tree
1 Home Indoor
/ Holds a toy pistol and
Moves a toy puppy.
Keeps a small tin over
the bigger one.
Puts things from small
tin into bigger one.
:V;UVG~ a srr~aii LOY car
Home Outdoor
Puts a small net, shell, paper +-- I etc. into a tin puts brinjal in / the tin and shakes it.
Fill a tin with mud.
Twist and turns a toy gun
aimlessly.
Digs on sand with hand and
puts a piece of plastic cover, a
small tin and stones into the
dig and then covers it with
sand.
Twiddles with cassette wire in
hand
Fills the plastic tin with toys I
Pre-school Girls
1 Nursery Indoor -
Sits holding a pyramid t -- I ring.
Shakes pyramid rings I
Nursery Outdoor
Gather shells and
/ sand.
Collects sand and
drop it.
/ Sits holding a stick.
Holds up a bough of
a coconut tree.
-
I Home Indoor Home Outdoor
Takes and holds a
chain from instrument
box.
Pulls and removes shell
conch and box etc. with
legs.
Sits holdings a cassette
cover.
Explain the content in a
book
Pluck out papers little by little.
Collect sand with hands and
drops it into the other hand
Material play of preschool bogs in Tribal Area
Pre-school Boys
Nursery Indoor Nursery Outdoor
Makes bow and arrow
with hibiscus branch.
Puts the ball in a plastic
cover
Plucks the leaves of a 7 L : L : --..- L ---- t. l l l U l J C U U UICUIbII.
Holds a plastic wire
Home Indoor -- .-
Turns the pages of a
book
Arranges playing cards
Holds a torch and
turns it in the hand
Home Outdoor .-
Moves a plastic tin .Covers a
wooden piece with mud
Mixes the mud in a steel
plate and plaster a piece of
plank with the mud on the
plate. Collects dried twigs
and leaves
Pre-school Girls
The study reveals a variety of material plays of pre-school children such as turns the pages of a book,
splashes water from a plastic bottle, rotates she doll's arm, runs a toy train, flies a toy plane, in the different
play contexts like Nursery Indoor, Nursery Out door, Home Indoor and Home Outdoor.
5.2.2 Physical play of pre-school children in select cultural settings of Kerala
Physical play of preschool children in Rural Area
Re-school Boys --
Nursery Indoor
Swings with a friend on a wooden horse
/ Rides a duck cycle
I Rides a wooden horse
I Pushes a bicycle
I Moves on a duck cycle
Rides a bicycle with friends
Pulls a wooden duck
I Re-school Girls
Rides a horse carriage
Rides a bicycle
Pushes a bicycle
Climbs on a wooden horse
Rides on a wooden duck
Nursery Outdoor Home Indoor -
Swings both into the
taking the hands of Goes head over the heads on a
the other child.
Dances holding the net.
Climbs up of a coat and jumps down Jumps on the mat
-
Home Outdoor
Climbs on a small tree
and plucks flowers
with hook.
Strikes a ball with a
bat
I Gets on a wooden duck
-- -.
-- - - - -- -. Swings a cycle tyre
Physical play of preschool children in Urban Area
Re-school Boys
1 Nursery Indoor I Nursery Outdoor 1 Home Indoor 1 Home Outdoor 1
t - - -
Throws a ball hops Climbs up a rope ladder. Hangs on a -. Jumps down from steps
Runs towards the ball and kicks it.
Takes a ball and knocks
Climbs on a Guava tree ladder. Jumps down from merry go
round. Hangs on a merry go round.
Pushes merry go round
Runs inside the room
Jumps down from Guava tree Rides a
Runs around many go round
Climbs the steps of a slider I Pushes a bicycle. I
Beats a drum
Crowls down on a slider
Hops. Hangs on a ladder
Hangs on a ladder . Climbs up a rope
ladder. Pushes merry go round.
Moves on a merry go round. Stands
climbing on a slider. Stepping down
the slider. Sliding. Swings
Swings
Climbs up a compound wall and crawls forward.
Re-rrchool Girls
I Rides a bicycle I
Physical play of preschool children in Coastal area
Pre-school Boys ~~
-
Nursery Indoor Nursery Outdoor Home Indoor Home Outdoor -.
Drives a wooden horse the one who holds a r T w y Throws a i a n d ~ Walks on
Chases a child L --.
Re-school Girls
knees Goes running and
falls.
Walks on knees
Climb on a wooden
horse
Whirls around oneself
hops
I coconut bough
Throws a piece of the remnants
of a radio
Picks up sand and throws into
the air.
Jumps forward
coconut shell
Grapples with
a small child
Phydcal play of preschool children in Tribal area
Pre-school Boys -~
Nursery -~ Indoor Nursery Outdoor r F n d o o r
Hanging himself down Hangs down from a swing. . .
from a window. Kicking Leans on a swing while holding
ball. Pushing see-saw at tight. Runs around a tree
on a swing --
Pre-school Girls
Home Outdoor
Kick a ball with a bat
Pulls a cart
( Carries a bucket with water 1
I -
Moves on a see-saw I Swings I -- I Leans on a swing
The study brings to light a variety of physical play activities such as pushes a see-saw, climbs on a
swing stand, pulls a cart, chases a child, rides a bicycle, grapples with a small child, strikes a ball with a bat,
crawls down on a slider in the different play contexts like Nursery Indoor, Nursery Outdoor, Home Indoor and
Home Outdoor,
5.3.0 Fantasy play themes and its gender differences of pre-school children at school and home in
select cultural settings of Kerala
Fantasy play themes of Rural pre-school boys
1- Nursery Indoor - ~ 1 ~ ~ ~ ~ Outdoor I Home Indoor I Home Outdoor I
and parking in a noisily. Applying break and
/ Flying the plane noisily I
parking place.
Stopping car by giving
break. Dancing by
singing cinema songs
Slicing vegetables.
Making an oven.
Preparing vegetable
curry. Telephoning.
stopping the car. Driving the
car on the road and parking it
in the parking stand.
Repairing the road.
Fantasy play themes of Rural pre-school girls . -- - - -- - 1 - Nursery Indoor -r Nursery Outdoor
- -- - --- .- - - -
Beating a horse unto death Preparing rice
1 Fitting a horn to the head of / I the horse
I
-- -- I - o m e Indoor
Making an oven.
Preparing chutney.
Holding up a kitten.
Preparing rice and
vegetable curry,
Frightening the
younger brother witn a
gun. Falling down after
shooting with gun.
Slicing vegetables and
putting it into a vessel.
Preparing fish curry.
I--- -
Home Outdoor
) Bathing a child Spin cooking I vessel and ice cream cup.
Preparing ice cream.
Preparing vegetable curry in
the oven after pouring oil.
, C!icizg fish. Pr~pzring fish I
curry, Pouring oil from one
battle into another. Sitting
with a child. Naming the
child. Drinking water from a
bottle. Adorning hair of the
child with garland. Eating
rice. I
Fantasy play themes of urban pre-school boys -. -
Nursery Indoor T Nursery Outdoor - ~ ~~ ~~ ~
Moves a care noisily. the bell of a
a train. Driving a rabbit in a tourist bus. Driving a
jumping motion. Makes car tourist bus. Blowing
and trucks collide each other. horn of a tourist bus.
I
Home Indoor I Home Outdoor
Flying a plane. Moving Riding car with noise.
a car noisily. Colliding a Driving a train. Riding a
big car with a small bike. Flying a rocket.
one. Moving car with 1 Preparing mud cake.
- - 2 - - A h I R . . " ",,"a,' nt ivuu ,."Lob all" l l .LU.16
the ball. Driving a train
with noise.
YU ,.A. b "I--- r'
Plucking taste masala.
Preparing ice cream.
Fantasy play themes of urban pre-school &rls
Nursery Indoor
Making open the eye of a
child after lying it on her lap.
Applying sindhur on the
forehead of a child, Applying
oil to a child, Barking like a
dog. Combing the hair of a
child. Loosening the hair knot
Swaddling a child.
Nursery Outdoor I Home Indoor 1 Home Outdoor ~ -
Feeding the baby from Preparing rice and vegetable
a bottle. Preparing rice curry. Washing vessels and - i 1 Telephoning. Sitting / filling water for cooking.
/ the baby on her lap. I Bringing vegetables. Preparing
I 1 vegetable curry in gas stove.
Shifting cooked vegetables
into another plate
Fantasy play themes of coastal pre-school boys -~ -
Nursery Indoor ~~~
--
Riding a cart. onion for
others wearing a mask. Bringing rice
payasam
payasam.
car noisily.
Buying fish from cinema songs. Hitting
nnother boy while car on teddy bear. through
Taking photo. Coming
like a train. Collecting
shells. Carrying shells
from one place and
heaping in another
place. Riding a cart
Constructing railway
line. -. -
Moving car noisily. Swimming
on the sea. Crawling like a snake, Running and falls after
shooting. Shooting with a gun
Fantasy play themes of coastal pre-school girls ~,~ --- r Nursery Indoor 7 Nursery Outdoor 1 Home Indoor Home Outdoor 1
-- -- I 7 Slicing vegetables.
-- ---
Frightening children wearing a Building a temple. t Cooking carnet. Preparing nce t----
cream bell. Taking
photo. Crossing
mask. Running away when
another child is frightening.
1 1 through a railway line 1 I 1 Running through a
railway track as if part
constructing road to
the temple. Selling ice
cream. Ringng ice
L .~ .- ~. 1 --- .. _~___i 1 of a train.
Preparing vegetable
curry. Preparing
payasam.
Slicing vegetables and
cooking vegetable curry.
Slicing fish. Constructing an
Fantasy play themes of Tribal gre-school boys -. - . - -- -- -
Nursery Indoor ---- - - [ Nursery Outdoor 1
- ~~~
Washing clothes. Frog jumping
I knife. Cutting meat
I 1 with a knife and 1 giving to the friend, I
I chappukottal. Buying
I / mud cake. I
~-
Home Indoor 1 - - Plucking tomato
make curry. Supplying
the cooking vessels
Beating snail with a
stick. Washing hands
- - A -.,A
,,*:,, C U U " ~
&-,.,.A &"".A.
Viewing through a
camera lense. Carrying
a parrot. Preparing
herbs. Applying oil on
friends head.
--.- ----
Home Outdoor 1 Preparing rice in a stove.
Driving bus with a loud noise
Fantasy play themes of Tribd pre-school girls
- T ~ u r s e r y Outdoor Nursery Indoor
.. [nitiating dog barking.
-
Home Indoor ~- --- ~-
Applying soap on cloths.
Preparing and supplying rice.
Hanging clothes on the wall for
drying. Washing clothes in the
river. Giving medicine to the
sick child. C!cSir?g thp
courtyard with a broom. Taking
water from well and bringing it
to kitchen
Preparing coffee. Drinking
coffee. Pouring coffee in an
empty bottle for giving to the
kid.
Home Outdoor
Preparing mud cake.
Slicing vegetables and
?reparing vegetable curry.
Preparing dosa. Scraping
:oconut. Collecting rice
?.nc! kitrh~n
The investigation had proved beyond doubt that fantasy play
themes of pre-school children are directly related to their socio-
cultural background and the cultural ethnic in which they are hailing
from. Thus fantasy play themes ranged from chappukoftal to (drive
away of elephants and other wild animals by beating drums and to
burning firewood) to that of preparing medicine from locally available
herbs both exclusively given in tribal children.
Similarly when the coastal pre-schoolers where taken into
consideration their exclusive play themes were found as selling fish
and collecting shells. These rnay be ascribed to the life style of coastal
people where they earn their bread for livelihood by fishing or
collecting shells which are being imitated by unconsciously by the
children. Hence it is eviden: that the fantasy play themes of coastal
children are rooted in their socio-cultural ethos.
A close observation of the fantasy play themes of urban
children reveals the influenc:e of socio-cultural events on children in
their play themes.
These include driving ;% car with noise, flying a plane, preparing
ice cream (for boys) and fo:- girls fantasy play themes ranged from
applying sindhur on the forehead of child, applying oil to the hair of
the child, loosening hair nc~t and swaddling a child. These play
themes represent the mother's role played by the mothers at home
which are naturally imitiated by the girl children in their play
themes.
A close examination of the fantasy play themes of rural
children reveals a range of play themes such as dancing by singing
cinema songs, driving the c:ar on the road and parking it in the
parking stand, preparing chutney holding up a kitchen, falling down
after shooting with gun, falling a child etc. These play themes
represent their experiential background a t home which have a
decisive role in the formation of fantasy play themes. Here also, the
play themes are firmly rootc:d on the socio-cultural settings of the
children in which they hail from.
5.4.0 Gender differences in fantasy play preferences of pre-
school children at home
Table 5.2
Fantasy Play References of Preschool children
(a) Home Indoor
(b) Home Outdoor
1 ~ y p e s of fantasy play No.
Home Indoor
1.
2.
3.
4.
5.
I I Types of fantasy play i No.
I
1 1. I Representational Okject play
1 !! 1 Fatas; pl;:
Fantas Person la
Fantas Ob'ect la 1
1 5. 1 Immaterial Fantasy play
Representational Object play
Fantasy Food play
Fantasy Person play
' Fantasy Object play
Immaterial Fantasy play
Total
13.1
58.2
20.6
7.2
.8
Boys
36.9
40.6
16.5
6
0
Home Outdoor
Girls
0
68
22.8
8
1.2
Total - 11.6
71.7
13.7
1.9
Boys
33.9
39.4
26
0
Girls
0
89.6
7.5
2.9
.7 0 i 1.1 1
Bar diagm&s show the fantasy play preferences of pm-school children
(a) Home Indoor
Bids
The above table indicates fantasy play preferences of boys a t
home indoor. They give priority to fantasy food play (40.6%).
Whereas their choice for the representational object play (36.9) and
fantasy person play (16.5) vrith motor play equipments show that
they are more inclined towards motor play. Their interest for the
fantasy object plays as compared to the other fantasy play types is
rather limited (6%) and immaterial fantasy play is not at all exhibited
Girls in their type of fantasy play preferences a t home indoor
free play show high inclination towards fantasy food play (68%).
Fantasy person play (22.8%) is been their second choice. The rest of
their preferences being shared by fantasy object play (8%) and
immaterial fantasy person play (1.2%).
Fantasy play preferences of both boys and girls when combined
together show that fantasy food play (58.2) as the highest
preferences in the home inde3or play. Their second preferences is for
fantasy person play (20.6). Comparatively lesser interest has been
shown towards Representabonal. Object play (13.1%), and Fantasy
object play (7.8%), Immate~al Fantasy Play (8%).The table explains
varied interests of boys in their type of home outdoor fantasy play
preferences They choose f.mtasy food play (39.4) as their first
preference among all others. Their interest in the representational
object play (33.9%) and fantasy person play (26%) with motor play
equipments proves rather g o ~ d interest towards them if not equal.
Immaterial fantasy play is seen as narrow down to 7.7 percent and
fantasy object play is conspic~lous by its absence.
Girls in their home outdoor fantasy play preferences like to
spend most of their free ~ 1 . 3 ~ time immersed in fantasy food play
(89.6%) as shown in the table. Their succeeding preferences get
thinner as they move to fantasy person play (7.5%) and fantasy object
play (2.9%). Interestingly, representational object play and immaterial
fantasy play find not place in their play situations.
The aggregate interest of boys and girls in the home outdoor
fantasy play preferences describe a priority to embrace fantasy food
play (71.7%) among all othe:r types of fantasy play. A s we move on to
examine the other types of fimtasy play, a clear decline of interest is
noted in the case of fantasy person play (13.7%), representational
object play (1 1.6%), fantasy object play (1.9%), and immaterial
fantasy play (1.1%).
The tabular data for fantasy play preferences yield a picture
that Home Indoor and Outdoor are having the major role and that
fantasy food play is dominating over other four forms of fantasy play.
Both in home indoor and outdoor, fantasy food play is found
preferred by pre-school chi dren. This may be due to the fact that
children's preferences to food is so frequent and is a basic natural
instinct.
It is also evident from the table that significant gender
differences do exist in fantasy food play where girls dominate over
boys. A s well as in represe~ltational object play, boys overwhelms
girls. In the representational object play, boys are more interested in
driving vehicles such as car, lorry, aeroplane, etc. In fantasy food
play girls are found interested in cooking.
The possible reason for these peculiar behaviour can be
ascribed to the muscular nature involved in the masculine-feminine
activities.
5.5.0 List of the Play materials used by the pre-schoolers
Play materials used by Rural boys
Case No. I Nursery Outdoor Nursery lndoor 1 H o ~ e Indoor -J Home Outdoor
~- ~-
Bicycle Toy cars toy lorry, toy jeep, sand
Stones, rubber fruits, a tree
2 A twigs of a small tree A mat, a net, a coat
- L - -
Toy cars, mango fruity, plastic construction materials
A horse carriage, a duck cycle
No play materials I A small car, shells, a 1 toy phone
A small tree, flowers, a hook
-- I A hammer, a piece 01* i i ~ t f ~ . ~ ~ ~ u c u i , a i y ~ c , sand, a log
A horse carriage
-- .-. - -
A duck cycle
No play materials
p~~~
A communist leave
Aeroplane, doll car, teddy bear, a top
Stones, coconut shells, leaves, a piece of measurement tape
Water, plastic bottle, a mug, a bucket, an ant, leaves of jack fruit tree, a small plastic tin
-
A ball, a bat
Play materials used by Rural girls
Nursery Indoor Nursery Outdoor Home Indoor ---
6.
7. Horse, wooden duck, scale, stick,
No play materials
I Home Outdoor I Ice cream cup, female doll, mud, paper, mug, bucket, steel bucket, mango leaf, brides, coconut shell, dry leaves
Coconut shell, steel plate, leaf of tapioca, a log, stones, spoon, plastic cup, female doll, tapioca leaves
Mud, stones, a top of beer glass, scale, cup, leaf of
I the jack free spoon.
8 1 A horse carriage
--
Bicycle
No play materials
No play materials
Instrument box, torch, book, pencil, plastic cover.
Ladies finger, steel plate, plastic tin, big basket, beans, tiffin box, spoon
A long piece, stones, umbrella, cycle tyre, broom
Leaves, water, round leaves, plastic cover, stones. Coconut shell, mud, bottle, hard board, tiles piece.
I l o 1 A horse camage No play materials Coconut shell, plate, powder tin, water, leaves, stones.
.-
Female doll, coconut shell, mud, plate, bottle, water, leaves, shall, garland
~-
Play materials used by Urban boys
Case No. p~~ -- - ~ ~ ~~~- .~ ~~. ~~ ~~ -~ ~~-
Nursery Indoor 7 Nursery Outdoor Home Indoor 1 Home Outdoor
Bat, ball, toy car Merry go round, slider Aeroplane, paper, pencil TOY car, lorry, I ' parrot I
small toy car,
-
13 Bat. ball. four t Meny go round, slider +- School bag, aeroplane, Coconut shell, -- mud 1 wheeler, puppy, a
horse, elephant, I female doll
Four wheeled toy tortoise, horse, rabbit, dog, parrot, ball
Merry go round, slider, ladder
1 toy car, commercial I I puzzle play items
Small car, table fan, teddy bear
The Geeva tree, small cow
Female doll, drum, Merry go round, slider Toy train, railway track Sand, cup, leaves, four wheeled toy coconut shell I parrot, tortoise, rabbit, horse
Play materials used by Urban @Is
rp:;;~o. 1 Nursery Indoor 1 .--- Nursery - Outdoor -. -
TOY PUPPY, Slider, rope ladder, female doll many go round
Home Indoor 1 Home Outdoor -. - A
17. 1 Drum four wheeler parrot, rabbit, duck, doll birds
Female doll, tidy leave, horse doll, powder tin, bag, ice cream cup, shall
- - --
Swing Commercial constructive play materials
I 1 0 I". 1 Toy lorry, toy phone. small 1 racing car, female doll
C..."11 A n - f,,ll,. I UCI-\P ISCJCJPT.
Female doll, steel plate, small utensils
""'U*. YVb, .-... wheeler parrot, drum, tortoise, rabbit
Bicycle
r- Commercial cooking 1 materials for children including stone, water, basil leaves
Bat, plastic cover, doll butterflies, toy car, rabbit, tortoise, horse female doll
Bat, female doll, parrot, doll dog, a tinkle
Swing, slider, marry go round
Many go round, ladder
Sand, coconut shell, spoon, hibiscus leaves
Female doll, teddy leaves, puppy, constructive play materials, toy car L
Mud, coconut shell, spoon, hibiscus leaves, water
Puppy, construction blocks, wall
Play materials used by Coastal boys ~
~~~ -~
Nursery Indoor Nursery Outdoor Home Indoor -~
Pyramld rings A bough of a coconut A toy car, teddy bear, a Mud, a stick, a cook tree, oysters and mud. 1 ball 1 -+
Pyramid nngs l g b e r sheet, shells,
- --- -
A toy car, A bough of a coconut
A ball, corks A bough of a coconut tree A small and a big tin i A piece of a net, tins, paper, sand
Onion, steel plate, mud, a spoon, coconut shells pyramid rings
A toy car, a small wicker basket (for catching fish)
tree, oysters and mud
A toy gun, a cork, a plastic tin, cassette wire, a small bottle, mud, a stick
I
A mask, a toy A radio piece, a stick, car, a toy horse mud, shells, thread of a carriage fishing net
A coconut shell
Play Materials used by Coastal pre-school girls
p s e No. 1 Nursery Indoor Nursery Outdoor Home Indoor Home Outdoor ~~ ~~~~~~~ ~~-~ - C - -
-~
27. jNo play materials
- --
Pyramid rings
Two sticks, shells Slide, audio cassette, cover, instrument too, a book, a pen, magazine, shells, a chain, counch ..- - -
Bough of a plate, leaves, a tree, mud, shells blade, stoves, tiffin box, glass,
~ ....
No play materials Coconut shells, cabbage, rarette, sand, beans, potato
-. +- '
Mud, a stick, shells Onion, a ladle (a fat vessel) 2 9 " a m i d rings 1 - 1 coconut shell, mud, sted
vessel, a lid.
~p .- - ~..
Instrument box, the plastic tin, fevicol box, spoon, coconut shells.
~ ~-
A knife, stones, a cup, plastic tins
Carette, a knife, plate, coconut shells, leaves from a coconut tree
1 30 1 A mask Mud, shells A whistle -- -
/ Mud, paper -- -- J
Play materials used by Tribal boys ~
Case No. Nursery Indoor Nursery Outdoor Home Indoor ~
I 31 1 See-saw
Swing
32. No play materials Hibiscus branches, mud, plastic cover, big stick
~ ~ -. .
handkerchief
Swing, hibiscus plant, plastic wire, a fence, a twig
Rose, stones Wooden four
Ice cream cup, cards, a magazine, a wooden piece
Book, pen Rose, coconut shell, spoon, bamboo pieces, steel plate, bucket, chappals, a
-~
A plastic tin, wooden piece, mud, steel plate, dried twigs, leaves dried stick
Tomato, steel plate, a small can, water, a sack, a stick, coconut shell, stones, hard board, various leaves 1 35, 1 Ball 1 Hibiscus leaves, a 1 A torch 1 Ball, a wooden bat 1
wooden piece, swing
Play materials used by Tribal girls
Case No. I Nursery Indoor Nursery Outdoor
37. 1 NO play materials
36.
--.
materials
A mask Swing
Coconut. shell, plastic flower
Swing
39, -~ .-r------ See- saw, mask No play materials
Swing 40.
Home Indoor
A wooden stool, a broom, a mug, a towel, water
No play materials
A shall, steel plate, spoon, a stick.
A broom, female doll, a teddy bear, a bottle, a sieve, coconut shell, a top of a bottle
No play materials
Small steel plate, coconut shell, mud, hibiscus leaves, tiles piece, stones, a small plastic plate, piece of a plantain leaf.
Home Outdoor
Mud, coconut shells, spoon, a wooden piece, roots of a tree, flowers, colocassia leaf
A shall, a coconut scraper, coconut shell, a knife, ginger, mud, a steel plate, a wooden otnnl .7 n;c..rn - ---.-. Sand, a sieve, coconut shell
Mud, coconut shell, pearls
Swing
-.
The analysis of the play material preferences of the pre-school
children reveals that the same child used different play materials in
different situations like Nursery Indoor, Nursery Outdoor, Home
Indoor and Home Outdoor.
The study brings to light the existence of gender differences in
the selection of play mater~als. It is also evident that boys are
interested in motor toy vehicles, ball and bat, toy gun etc. Girls are
more interested in play materials like she dolls, cooking vessels and
related cooking items. This shows a strong indication that gender
differences and preferences n play materials do spring from early
childhood period itself, boys inclined to what is been acceptable to
the masculine gender and gir!s indisposed to ascribed feminine roles.
I t is evident in the study that pre-school children preferred
almost all play materials, in the Nursery Indoor, Nursery Outdoor,
Home Indoor and Home Outcioor play situations.
5.Q.Q Gender differences h fme play preferences of pre-school childxen in the indoor and outdoor free play at pm-school in select cultural settings of Kemh
5.6.1 Nursery Indoor free play preferences of pre-school children
Table 5.3 Nursery Indoor Free play preferences of Pre-school children in
Rural area
Figure 5.3 Bar diagram shows Nursery Indoor free play preferences of pre-
school children in. Rural area
Types of play
Material play
Physical Play
Fantasy play
Walk and Run
Look and Watch
Girls I Totall
Material Physical Fantasy play Walk and Look and Play Play Run Watch
Nursery indoors
Total
.5
32.1
11.4
4.7
5 1.3
Boys
0
32
2
9
57
Girls
1.1
34.2
2 1.5
0
43.2
It is evident from the table that in nursery indoor free play
preferences in rural area, boys exhibited greater interest in look
watch play (57%). Physical play is their second choice (32%). However
their preferences of walk and run (9%) and fantasy play (2%) is
limited. A s for material play it is totally abandoned by the boys in
their free play preferences
In the case of girls they also exhibit the same tendency in the
play preferences of the types of play. Look and watch play (43.2%) is
given the top priority. Phy~jical play (34.2%) is their second choice.
Fantasy play (21.5) is found a better choice in the free play
preferences of arls. A s for material play (1.1) it is their least preferred
choice.
A composite of both boys and gr ls interest accommodates a
lion share for Look and ..vatch play (51.3%) While physical play
(32.1%) is given next prio ity. Fantasy play (1 1.4%), material play
(.5%) and walk and run (4.7%) are seen their next successive free
play preferences.
Table 5.4 Nursery Indoor Free play preferences of be-school children in
Urban area
Types of play I Nursery indoor
Girls
Walk and Run
Total
Fantasy play
Look and Watch
Bar diagram shows Nursery Indoor free play preferences 0% R e - schcml chfldren in Urban area
I
10.4
Material Play Physical Play Fantasy play Walk and Run Book and Watch
2 1.5 15.8
From table 5.4 it is revcaled that the material play (54%) takes
precedence in boys nursery indoor free play preferences in urban
area, which is preceded by look and watch play (22.6%) The next
order of priorities as given in the table are fantasy play (10.4%),
physical play (7.8%) and walk and run (5.2%).
In the same cultural context girl's first priority fall in with that
of the boys a s material play here accords 55% of their total free play
preferences Their second pfiority is equally distributed between
fantasy play (2 1.5%) and loolc and watch play (2 1.5%). However the
interest in physical play (1%) and walk and run (1%) does not exhibit
any significant preference.
A s we add the interest of both boys and girls here we can see
that material play (54.5) exerts a superior influence, which is
preceded by look and watch play (22%). Fantasy play, 15.8%) too
shares a good portion of the free play preferences while physical play
(4.5%) and walk and run (3.2%) shares rather weak position.
Table 5.5
Nursery Indoor Free play preferences of Pre-school chU&en in
Tribal area
1 Fantasy play
Types of play
Material. play
Physical Play
1 Walk and R u n 1 8.3 1 11.4 1 9.7 I
Nursery indoors
Figure .5.5
Boys
14.6
25
Look and Watch
Bar diagram represents Nursery Indoor free preferences of Pre-
school children in Wbal area
Girls
6.3
22.8
35.4
!3 Girls
Total
10.9
24
Material Play Physical Fantasy play Walk and Look and - B fay Run Watch
54.4 44
The above table discloses the priority given by boys in their
Nursery indoor free play preferences in Tribal area towards different
types of play in varying degrees as: look and watch play 35.4 percent,
physical play 25 percent, fantasy play 16.7 percent. Material play
14.6 percent, and walk and nin 8.3 percent.
In the same cultural settings girls show a high propensity to
prefer look and watch play 54.4 percent over all other types of play.
Their second preferences goes for physical play 28.8 percent, and the
remaining as; walk and run 1 1.4 percent, material play - 6.3 percent,
and fantasy play 5.1 percent. When were taken together for their
preferences it is revealed a high priority towards look and watch play-
44 percent while their interest declines as shown by the table as;
physical play 24 percent, fantasy play 11.4 percent, material play
10.9 percent, and walk and run 9.7 percent.
Table 5.6 Nursery Indoor Free play preferences of Pre-school chilcben in
coastal area
mes of play Nursery indoors I I
Boys
Materid play
Physical Play
1 ~ o o k and Watch i 9.6 1 31.1 1 19.9 1
I I I
Girls
Fantasy play
Wdk a d Run
Bar diagram shows Nursery Indoor Free play preferences of pre- school ehl4ldPen in Coastal area
Total
73.4
12.8
Boys
El Girls
Total
4.3
0
Material Physica8 Fantasy play Walk and book and Psay P %a y Run Watch
43.7
0
59.1
6.6
24.1
1.1
13.8
6
A close observation of the Table 5.6 reveals the tendency
among boys, in their nurserJr indoor free play preferences in the given
cultural settings of coastal area, to give a high preferences to material
play 73.4 percent over all other forms of play. It could be seen that
their subsequent preferenc~:~ come down remarkably as: physical
play 12.8 percent; look and watch play 9.6 percent, fantasy play 4.3
percent, walk and run come:$ to a near zero percent.
The girls show the same inclination to accord their first
preferences to material play 43.7 percent. Their second preferences
allied with look and watct play 3 1.1 percent and the third with
fantasy play 24.1 percent. Nevertheless the remaining preferences
dwells on absence of interest as walk and run is limited to a mere 1.1
percent and physical play finding no room in their preference.
An added interest of their nursery indoor free play preferences
established beyond doubt their absorbing disposition in the direction
of material play 59.1. Their succeeding added preferences lies rather
thin as: look and watch play 19.9 percent, fantasy play 13.8 percent,
physical play 6.6 percent, and walk and run .6 percent.
5.6,2 Nursery Outdoor r e play preferences of pre-schasl
Table 5.7 Nursery Outdoor free play preferences of pre-school children in
C ~ a s t d area
Fantasy play
'Walk and Run
Baa diagram shows Nursery Out door Free play preferences 0%
pre-school children In Coastal area
'kgrges of Play
, Materid play
Physicd Play
Look a d Watch
Material Physical Fantasy Walk and kook and Play Play play Run Watch
Girls .
15
Boys
3-1
17.5
55.7
17.5
Total
9
6.2
25.8
14
22.6
41
15.8
22.6
20
14.2
A s the table shows boys in Nursery Outdoor free play in coastal
area like to be engage in fantasy play - 55.7%. They show an equal
preference for walk and run (17.5%) and physical play (17.5%). But
among the other preferences slight variations are found: look and
watch (6.2%), and material play (3.1%).
In the same cultural settings girls exhibited remarkable priority
in their free play preferencee. They give the first priority to fantasy
play (25.8%) A near first priority is given to both physical play
(22.6%) and look and watch play (22.6%) A slight variation is noted in
their interest towards the other play modes as material play (15%)
and walk and run (14%)
An amalgamation of boys and girls for free play preferences give
us an aggregate of their various preferences categorized a s fantasy
play according 41 percent; physical play 20 percent; walk and run
15.8% ; look and watch 14.2 % , and lastly material play according 9
percent
Table 5.8
Nursery Outdoor free play preferences of pre-school children Sn
Tribal area
I Material play
Types of Girls Boys
Physical. Play
Bar diagram shows Nursery Outdoor Free play preferences sf pre- school children in Tribal area
TOM
Fantasy play
Walk and Run
Look and. Watch
Material Play Physical Fantasy play Walk and Look and PBa y Run Watch
10.8
10.8
17.1
49.5
19.4 14.7
0
2.1
72
5.9
10.3
59.8
The above table describes nursery outdoor free play preferences
of various categories in the tribal area . Boy's free play preferences
reflect a high interest in look and watch (49.5%) and relatively
moderate interest in other play modes. Walk and run (17.1%)
material play 11.7% and physical play (10.8%) and fantasy play
(10.8%)
A s evident from the table, girls too show the same tendency
as that of boys in choosing look and watch play (72%) a s their first
priority. Their second choice come in for walk and run (21%). The
remaining free play preferences are distributed between physical play
(19.4%) and material play (6 5%). Surprisingly fantasy play finds no
room in the girl's free play preferences.
An outlook into the nursery outdoor free play of boys and girls
put together in tribal area explains that 59.8 percent of the total free
play preferences is spent tou.ards look and watch play while the rest
of the preferences varied a:; physical play (14.7%) material play(
9.3%) walk and run (10.3%) fantasy play (5.9%).
Table 5.9
Marwry Outdo~r free play preferences of pre-mhos8 children bx
Bar diagram shows Nursery Qutdoor Free play preferences sf pre-
Urban area
school children in Urban area
Material Play Physical Play Fantasy play Walk and L Q Q ~ and Run Watch
Total.
0
81.6
13.9
1.1
3.4
Girls
0
93,2
4.5
2.2
0
I Types of play 1 BOYS
Material play
Physical Play
Fantasy play
Walk and Run
Look and Watch
0
78
24
8
6
A s discernable from table 5.9 the relative importance of the free
play preferences of the urban boys is bent for physical play as it
amounts to 70 percent of the total free play preferences 24.1 percent
was accounted by fantasy play while their interest for look and watch
and play shrinked to a mere 6 percent, walk and run and material
play showing a marked absence of any preferences
A s for girls they marked their preferences around physical play
with the highest of the percentage i.e. 93.2 percent, falling in line
with boys. Their other preferences are however, sink to an
unnoticeably small percentage, 4.5 percent being accounted by
fantasy play and 2.2 percen: by walk and run. The material play and
looking watch remained a ncln-choice here.
A synthesis of the interest reveals that physical play occupies a
lions share in the total outdoor free play preferences in the urban
area which amounts to a total of 81.6 percent. In the rest of the free
play preferences only fantasy play gets some considerable attention-
13.9 percent. The interest for look and watch play gets limitations to
just 3.4 percent and walk .and run mere 1.1 percent, material play
remaining a non-preference:;
Tabbe 5.10
Mumery Outdoor free play preferences fa Rum% Area
Types of Play
Material play
Physical Play
F~JI~ZISY ]play
Bar diagram shows Ntuserg Outdoor Free play preferences of pre-
school children in Rural area
Boys
11.8
I
Look and Watch i 72
Material Play Physical Play Fantasy play Walk and Look and Run Watch
3.2
o
Girls
0 .
7 1.7
Total
5.9
1.1
a3
Walk and Run
71.9
2.2
6.5
14.1 12.9 113.5
Boys, in their Nursery Outdoor free play in the cultural context
of rural settings, give their priority to look and watch play (72%)
lesser preferences towards the other play modes.
Their inclination t0war.d~ the other play modes, however, show
a substantial variation as walk and run 12.9 percent; material play
11.8 percent; physical play 3.2 percent and fantasy play in found a
non-choice among boys.
It could be noted that the girls interest tilt in favour of look and
watch play (7 I. .7%) as that of boys. Their relative interest towards the
other free play preferences riarrow down considerably. In the case of
walk and run it is 14.1 percent while fantasy play runs on to just 13
percent; 1.1 percent to physical play and a mere zero percent to
material play.
The interest of both boys and girls prove beyond doubt that the
choice of look and watch play (71.9%) is given a prominent place
while walk and run (13.5%: comes as their second choices; fantasy
play (6.5%) coming a s the .Aird preference, material play (5.9%) as
the fourth preference and physical play (2.2%) as the last free play
preference.
5.7.0 Gender differences in free play preferences of pre-school
children in the indoor and outdoor fme play at home in select
cultural settings of Xerala
5.7.1 Home Indoor free play preferences of Re-schools c ~ ~ n
Table 5.11
Home Indoor Free phg preferences in Tribal area
'Fyges of play
Fantasy play 44.2 88.6 66.8
Material play
Physical Play
I Walk and Run 8.6 4.6 6.6
Home indoor
1 Look and Watch 1 1.1 1 6.8 1 3.8 1
44. I
0
Bar diagram shows Home Indoor free play preferences Bre-school children in Tribal area
Total Boys
Material Play Physicai Play Fantasy play Walk and Run Look and Watch
Girls
0
0
22.8
0
The above table shows that in tribal area, boys give first
preferences to fantasy play (46.2%). Their second preference is for
material play (44.1%) and their preferences on walk and run narrows
down substantially (8.6%) which their choices for look and watch
play remained very insignificant (1.1%).
In girls free play, a very high preference is given to fantasy play
(88.6%). They do not prefer material play and physical play. Their
interest for walk and run (4.6%) and look and watch play (6.8%)
shows a downward trend in their preference.
Boys and girls give their first preference to fantasy play (66.8%)
in their home indoor free play. While they preferred material play
(22.8%) as their second preferences A s compared to the fantasy play
their choice for the walk and run (6.6%) and look and watch play
(3.8%) has been the least preferred one.
Table 5.12 Home I[a&or Free play preferences of Prw-schooI chf lbn in
Urban area
Bar diagram shows Home Indoor ftee play preferencar of me- school chilldrea in Urban area
I
Types of Play Home indoor
g3 Gids
Total
Material Play Physical Way Fantasy play Walk and Run Look and Watch
1 Girls
49.5 .
2.2
38.7
0
9.6
Boys Total '
57.5
B
26.4
4.7
10.4
/ Material play 65 I
Physical Play f 0
Fantasy play
Walk and Run
15
9
Look and Watch f 1 1
The urban boys exhibited greater preference to material play
(65%) in their home indoor free play. Their second preference as
compared to the material play is found scanty (15%). With regard to
the rest of the preferences, boys seldom preferred look and watch
play (1 1%) and walk and run (9%). Physical play is found no room in
their indoor play (0%).
Girls also give almost equal importance to material play
(49.5%) as that of boys. A s c~mpared to boys, girls show substantial
interest in preferring fantas). play (38.7%). Here the scores obtained
by girls in terms of look and watch (9.6%) and physical play (2.2%) is
not less significant in the givl-n context.
The table exposes a variant factor in boys and girls free play
preferences. Material play (57.5%) which is invariably vacant in all
other cultural settings. Their second preference dwells on fantasy
play (26.4%). The remaining preferences vary in their importance as
look and watch play (10.4% I, walk and run (4.7%) and physical play
(1%).
Table 5.13
Home Indoor Free play preferences of h-school children Bra
mrd area
Bar dhgrarn represents Home (ndoor free play prefemnces sf
fie-school children in Rural area
Types sf glay
Materid play
Physical Play
Fantasy play
Walk and Run
h o k a d Watch
B Total
Material Play Physical Play Fantasy play Walk and Run L o ~ k and Watch
Home indoor
Boys
23. P
19.8
48.3
4.4
4.4
Girls
29
0
71
0
8
Totd
26.2
9.4
60.2
2.11
2.1
The above table reveals that in rural area boys give their
foremost preference to fantasy play (48.3%) while their second
preference is on material .>lay (23.1%). Third preference goes for
physical play (19.8%) and fourth preference is equally shared by walk
and run (4.4) and look and watch play.
Girls give prominent for fantasy play (71%) over boys who
showed lesser flavour for the same. The same trend is reflected more
or less in their choice for material play (29%). However a negative
interest can be seen predom~nant in their choice of all other forms of
play.
Boys and girls when grouped together show a trend of
preferences in favour of fantasy play (60.2%). The remaining
preference is shared among material play (26.2%), physical play
(9.4%), look and watch play (2.1%) and walk and run (2.1%).
Table 5. 14
Home Indoor Free play preferences of P ~ ~ - s c ~ Q o ~ children In
coastal area
Types of Play
Material play
Physical Play
Fantasy play
1 Look and Watch 1 1.1 1 18.5 1 9.8 1
Home indoor
i I Walk and Run
Figure 5.14
Bar diagram shows Home Indoor free play preferemeea of B e -
school children in Coastal area
Boys
64.8
0
I
34.1
Material PLay Physical PLay Fantasy play Walk and Run Look a n i ~ a t e l h
0
Girls
22.8
0
58.7
%ta8
43.7
0
46.5
0 0
Table 5.14 explains that in coastal area, boys in their Home
Indoor play give their first preference to material play (64.8%) while
their second preference indicates a comparatively lesser importance
of fantasy play (34.1%). The look and watch play has been given only
little importance. It can be noted that the physical play and walk and
run did not match their interest at all.
Girls, a t the same timc:, chose fantasy play (58.7%) as their first
preference. Their interest narrows down as they move on to the other
play modes: material play 22.8%; look and watch play 18.5%.
Physical play and walk a n d run do not find any room in their free
play preference.
A s we combine the interests of boys and girls it can be seen
that fantasy play (46.5%) taking precedence over material play
(43.7%) and look and watch play (9.8%). However, physical play and
walk and run is not favourecl by either of the groups.
5,7,2 Home Outdoor Free play preference8 of gre-school children
in #erala
Table 5.15
Home outdoor free play preferences in coastal area
I
Types of play
Materid play
1 Walk and Run 1 19.7 1 0 I 131.4 I
Physical play
Fantasy play
- -
/ Look and Watch 1 16.4 1 6.5 1 12.4 I
Home out dOor
Figure 5.15
Bar m shows Heme Outdoor free preferences of Pm-sehmf
29.5
16.4
. .
children in Coastal area
l[$d
17.1
Boys
Material Play Physical Play Fantasy play Walk and Run Look and Watch
Girls
0
78.3
l a
42
18 15.2 I
In the given context of Home Outdoor free play in coastal area
boys showed their first choice of interest in physical play (29.5%). In
their second choice they inclined towards walk and run (19.7%) and
then towards material play ( 1 8%) and an equal preference is shown
towards fantasy play (16.4%) and look and watch play (16.4%).
A noticeable character of girls Home Outdoor free play in
coastal area is fantasy play 1 7 8 . 3 0 . A lesser influence is attributed
to material play (15.2%) anti look and watch play (6.5%). Physical
play and walk and run have no existence in their Home Outdoor
play.
Boys and girls when put together exhibit a free play preference
of fantasy play to a considerable extent (42%). Their second
preference is extended towards material play (17.1%) and physical
play (17%). The next preferences are divided into look and watch play
(12.4%) and walk and run (1 1.4%).
Table 5.16
M Q I ~ ~ outdoor free play preferences in rural area
Mate r i a l play 42.7
Physical Flay 27. P
Fantasy play 16.6
Walk m d Run
Look m d Watch
Home outdoor
Girls . Total
Figure 5,145
Bar diagram shows Home Outdoor free play preferences sf b e - g~hool children in Rural area
Material Play Physical Play Fantasy play Walk and Run Look and Watch
The boys in their Home Outdoor free play in rural area are seen
oriented towards material play (42.7%). The next aspect of their play
preferences reflected their interest towards physical play (27.1%).
Their preference to fantasy play (16.6%) is limited on comparatively
less than that of the mate~ial and physical play. A still lesser play
preference is distributed between walk and run (9.4%) and look and
watch play (4.2%).
On the other hand the girls responded enthusiastically to
fantasy play (87.8%) while they have shown a differential attitude
with respect to the other forms of play: material play (8.9%), look and
watch play (2.2%) and walk and run (1.1%).
An interaction of the interest of boys and girls provides us with
a clear picture of free play preferences towards fantasy play (51.1%),
material play (26.3%), physical play (14%), walk and run (5.4%) and
look and watch play (3.2%).
Table 5.17
Heme outdoor free play preferences in urbm area
Home outdoor free play
/ Physical Play
Types of play
Materid play
Figure 5.17 Bar &gram shows free play preferences of Pre-school chUkn ins
Urban mea
El! Boys
[Cg Girls
- .
R! Total I
Boys
10.8
Material Play Physical Play Fantasy play Walk and Run Look and Watch
Girls TOM
0 5.5
The primary emphasis of boys in the Home Outdoor free play
preferences is on fantasy play (59.1%). Their approach towards other
forms of free play varied in their priority as material play (10.8%).
Physical play (14%), look and watch play (8.6%) and walk and run
(7.5%).
In the Home Outdoor rree play of girls in urban area two major
forms of play have been distinguished as fantasy play (60%) and
physical play (40°/o).
The shared interest of boys and girls in their free play
preferences explicitly marked out the priorities in various measures.
A high priority is extended by the boys and girls to fantasy play
(59.6%) in their home outcloor free play in urban area. The second
preference is attached to physical play (26.8%). The remaining
preferences have been distributed among material play (5.5%) look
and watch play (4.3%) and walk and run (3.8%).
Table 5.18
Home oatdo~r free play preferences in h i b d area
Types of play
Material play
Physical Play
Fantasy play
W d k a d R u n
Bar diagram indicates Home Out door free preferences of Pre-
school children, in Tribal area
Home outdoor
I Look and Watch
B Boys
o eirsl~ Is Total
Boys
23.7
33.3
38.7
0
Material Play Physical Play Fantasy play Walk and Run Look sand Watch
4.3
Girls
0
25
75
0
Total
13.3
29.7
55.2
0
0 1 .$
The above table explicitly shows that boys in their Home
Outdoor play preferences emphasise their first choice on fantasy play
(38.7%) and the second prel'erence is on physical play (33.3%), and
the remaining preferences are shared among material play (23.7%)
walk and run (4.3%) and look and watch play (1 .1%) .
A s usual, in their home outdoor free play too, girls show in the
above table an increasing leniency as their first preference to fantasy
play (75%) and they preferrtzd physical play as their second preferred
variety. No significant preference can be noticed in their choice
among material play, walk and run and look and watch play.
Boys and girls when grouped together gave their first
preference to fantasy play (55.2%) and the next prominent place for
physical play (29.7%) and the remaining preferences are divided
among material play (13.3%) and look and watch play (1.8%).
5.8 Refationship between cognitive development and free ghy
preferences of pre-dm01 children
Tabla 5.19
Nuwery Indoor Free play preferences of U%ba
Cognitive Level
Types of play
Physical play
I ~antasy play / 2.6 1 29.4 1 0 1 Materid play
Figure 5.19
Eow
20.8
High
19.2
38.5
kook and watch
Bar diagram represents N u m a y Indoor n e e play preferences of Girls
Average
12.4
Physics! Material Fantasy Look and Walk and play P I ~ Y play watch run
28.6
33.3
4 0
28. H 79.2
The above table provides a summary of free play preferences of
girls in the Nursery Indoor play with respect to their cognitive
development. The High scorr:rs give top most priority for material play
(38.5%). With respect to their subsequent preferences they showed
greater interest towards look and watch play (33.3) and physical play
(19.3%) while their preferences for fantasy play (2.6%) and walk and
run shrank considerably.
In the Nursery Indoor. free play preferences the female average
scorers play interests are closely knit together a s fantasy play sharing
29.4%, material play 28.6%, look and watch play 28.1% and physical
play 12.4%. Walk and run is seen in a decreasing order of score
1 .5%.
Nursery Indoor Free Play preference of the female low scorers is
divided between look and watch play (79.2%) and physical play
(20.8%). The other play modes do not find any place in their free play
preference.
Table 5.28
Nursery Indoor free play preferences of Boys
Types of play
1
Physical play
I Walkand run (
Materid play
Fantasy play
Look and watch
Figure 5.20
Bar diagram s b w s Nursery Indoor free play preferences af Boys
Cognitive k v e %
Physical Material Fantasy Look and Walk and iPlV P [ ~ Y watch mw
44.4
8.9
29.5
+
The above table enumerates the free play preferences of males
with respect to their cognitive Revel.
h w High Average
48.3
3.4
22.2
8-4
8
1'7
50
24.4 24.5
In the Nursery Indoor play male high scorers (44.4%) expressed
their total preferences to material play, 29.5% to look and watch play,
8.9% to fantasy play, 8.8% to walk and run; and 8.4% being attached
to physical play.
From the table, male average scorers preferred material
play(48.3%) over all other play choices. Physical play (24.4%); look
and watch play (22.2%), fantasy play (3.4%), and walk and run (1.7%)
shares the most of the free play preferences in this category.
The Nursery Indoor d':monstrates low scorers boys' choice of
free play modes a s look, and watch play to SO%, physical play to
24.5O/0, fantasy play to 17%, and walk and run to 8.5%. Material play
does not appear in their free play preferences.
Table 5.21
Nursery Outdoor free play preferences o f Girk
! 1 1 ~ a n t a s y play , 22.:: 1 9.2 I o I
I 1 Cognitive Level ! Types of play 1- ! 1 HigF I / Physical play 1 69.4
Material play 0
/ Look and watch / 4.2
Average
43
Low
1.3
35.6
3.6 I 0
84 I
I I 1 Walk and run 4.2 1 8.6 14.7
Figure 5.23.
Bar diagram indicates Nursery Outdoor free play preferences of G h l s
Physical play Material play Fantasy play Look and Walk and watch run
As far as the Nursery Outdoor free play preferences are
concerned, girls high scorers are very conspicuous .in choosing
physical play (69.4%). But considerable variation is noted in their
other free play preferences as fantasy play occupying the second
place (22.2%), l o ~ k and watch (4.2%) and walk and nun (4.2%)
occupies the third place and material play do not find place in their
preferences.
The free play preferences sf Girls average scorers in the
Nursery Outdoor play is divided differently as physical play sharing
43%, look and watch play 35.6%, fantasy glay 9.2%, walk and m n
8.6% and material play sharing a 3.6% of total free play preferences. a
Itn the Nursery Outdoor, girls low scorers free play preferences
exhibit greater interest towards look and watch play (84961, while
walk and run (14.7%) and physical glay (1.3%) shares the remaining
f ee glay preference.
Table 5.23
Physical play 1 46.8
Nursery Outdoor Free play preferences of Boys
i Material play ,
Types of glay
Eook and watch 1
Cognitive Level
Fantasy play 1 19.3 I
High
Bar rn represents Nursery Outdoor Free play gsefemneea of Boys
38
Walk and mn
Physical Material Fantasy hook and Walk and play play play watch run
Average
(9
h w
6.4 6.8 22.5
A s could be noted from the table given above 46.8% of the play
preferences of Boys High scorers go in for the physical play, 25.7%
for look and watch play, 19.Ci% for fantasy play, 6.4% for walk and
run and 1.8% goes in for material play.
In the Nursery Outdoor free play, boys Average scorers are seen
disposed to show their interest as follows: fantasy play 38%, look and
watch 22.4%, physical play 2 1.3%, material play 11.5% and walk and
run 6.8%.
A s revealed from the table in the Nursery Outdoor free play,
Low scores among boys go in for look and watch play (65.7%) in the
first place. Secondly, they choose walk and run (22.5%). Their third
and fourth choices are physical play (6.9%) and material play (4.9%)
respectively.
Table 5.23
Home Indoor Free play prefereaces of Girls
I Cognitive Level
I Types of play I I 1 1 Average 1 Low
1 Physical play , 2.7 1 0 1 0 1
I I i LOO^ and watch 9.3 1 5 I o I
I 1 Material play 1 40
I
21.1
I Walk and run
13.4
86.6 Fantasy play
0 I 3.1 I
0
48 70.8
Figure 5.23
Bar diagram represents Home Indoor Fkee play preferences of Girls
Physical Material Fantasy Look and Wa8k and play play play watch mn
As to the Home Indoor free play preferences of Girls High
scorers, Fantasy play stands first (48%) among sther choices. Their
second choice is material play (40%). look and watch Q9,3%) and
Physical play (2.7%) occupy third and fourth preferences.
1x1 t h e Home Indoor h e play preferences of Girls average
scorers a tow of 70.$Y0 is accommodated by fantasy play, 2 1. BY0 by
material play. 50h by look and watch play, 3.1% walk and run. 1
Physical play is not a choice of interest at dl in this play situation,
In the Home Indoor free play situation, t he female low scorers
divide their preferences between fantasy play (86.6%) and material
play (23.4%). $he other play modes were conspicuous by their
absence.
Table 5.24
Home Indoor Free play preferences of Bays
Cognitive Level Types of play
Baa diagram indicates Home Indoor Free play preferences OF Bow
High
Physical play [ 0 I
Look and watch
Wdk and nus
Physical Material glay Fantasy glay Look and WaBk and play watch run -
0
55.4 Materid play
The table shows a high preference for materid play (63.2%) in
the Home Indoor play preferences of the Boys high scores while the
Average
24.7
20.5 63.2
13.7
7.7
h w .
-
0
5.7
7',4
4.1
rest of the play modes are given a lesser preference as 15.4% for
fantasy play; 13.7% for look and watch play; and 7.7% for walk and
run. Physical play is not an ideal choice for the same category.
At their Home Indoor free play preferences boys divide their
interest of preferences by choosing preferences by material play
(55.4%) a s the first among all other play preferences. Secondly they
choose fantasy play (38.9%) and further walk and run (5.7%) physical
play and look and watch play are the least preferred ones.
The male low scorers in Homes Indoor free play preferences
distributed their interest of play as: fantasy play 43.3%. Physical play
24.7%, material play 20.5% walk and run 4.1% and look and watch
play 7.4%.
Table 5.25
Home outdoor free play preferences of Girk
/ Physical play I 0 I 22.2 1 11.1 I
Cognitive Level Types of play
/ Material play 1 0 I 0 I 25 I
High Average Low
Fantasy play
Look and watch
Walk and run
77.8
0
0
59.7
2.8
1.4
Bar diagram indicates Home oitdoor free play preferences of
Girls
I3 Average 1
Physical Material Fantasy Look and Walk and play play watch run
The above table reveals that in the Home Outdoor play the
Girls high scorers prefer only t he farntasy play (100%).
Home Outdoor play preferences among the female average
scores is divided between fantasy play 77.8% and physical play
(22.2%). The other play modes are not a choice of preferences as seen 1
in the above table.
lLm the Home Outdoor free play the total free play preferences sf
Girls h w scorers is found divided as 59.7%, 25%, H 1. I%, 2.8%; and
1.4% respectively for fantasy play, physical play material. play, Pook
and watch amd walk and run.
Table 5.26
Home Outdoor free play preferences of Boys
Types of play
/ Fantasy play I 48.7 I 30.7 I 19 1
Physical play
Material play
I Look and watch I 7.1 I 14.7 I 3.2 I
Cognitive Level
I Walkandrun I 5.3 I 5.2 I 4.2 I
High
1.7
37.2
Bar diagram indicates Home Outdoor free play preferences of Boys
I High Average
@I LOW
Average
26.7
22.7
0 Physical Material Fantasy Look and Walk and
play play play watch run
Law
41
32.6
The above table shows that in the Home Outdoor free play +the
Boys high scorers prefer fantasy play 48.7%. Secondly, they chose
material play 37.2%. The remaining preferences are divided m o n g
Physical play 1.7%, look and watch 7.1% and walk and run 5.3%.
Home outdoor play, as :.ndicated in the above table, witnesses a
close free play preferences. Fantasy play (30.7%) being the first play
mode chosen. The rest of the play preferences are shard as: physical
play (26.7%) material play (22.7%), look and watch play (14.7%) and
walk and run 5.2%.
Out of the total free play preferences in Home outdoor 4 1.15 is
accommodated by physical play 32.6% by material play, 19% by
fantasy play, 4.2% by walk and run and 3.2% is accommodated by
look and watch play.
Free play preferences of pre-:$chool boys and girls High Scorers
Table 5.27
Free play preferences of pre-school boys and girls High Elcorers
( ~ y p e s of play Nursery Nursery Indoor Outdoor 1 Indoor Home
Physical a :I Material play
Fantasy play
Look 86 Watch 31.3
Walk &, Run
55.8
1.2
20.4
17.1
5.5
1
45
40.1
10
3.9
1.8
22.7
68
4.3
3.2
Bar diagram represents Free play preferences of pm-$~booI boys and &Is High Scorers
Nursery Nursery Moms Home Bndsclr Outdoor lndsor Outdoor
The above table enumerates the trend among the high scorers
of both male and femde children in selecting the free play preference
With respect to their choice in the Nursery Indoor free play,
h e y showed greater likeness towards Material play $55.$%) than the
others. Their subsequent choices varied as look and watch play
(3 1,3%), walk and run (6.5%), fantasy play, 5.4% and physical play
% O h ) . .-
However, at the Nursery Outdoor free play preferences,
physical play was their choice of interest (55.8%). Fantasy play
stands second to physicd play (20.4%), look and watch k ing to third
(17.1%) walk and run to (5.5%) and material stands in to last of all
others
A s to the Home Indoor .ice play preferences material play (45%)
stands first among the other (choices. Fantasy play stands with 40.1%
of the total free play prefet.ences. The reaming play preference is
shared by look and watch play (10%) walk and run (3.9%) and
physical play (l0/o)
Their free play preferences in the Home Outdoor displays a
varying tendency in selecting the play modes. A total of 68% in the
case of fantasy play shows :hat they are clearly in favour of fantasy
play and second to the fantasy play is the material play (22.7%). The
other play (4.3%), walk and run (3.2%) and physical play (l.EiOh), are
more or less unpopular among the high scorers.
Boys and Girls average scorc:rs
Table 5.28
Free play preferences of pre-school boys and girls Average scorers
Types of P l a y 7 Nursery Indoor
Physical play 1 18.5
Material play I 37
' 18 1 Fantasy play
I Look & Watch 25
Nursery Outdoor
31.4
7.7
24.3
28.9
7.7 Walk & Run 1.5
Home Indoor
0
38.5
55.7
2.5
3.3
Home Outdoor
24.6
11.8
53.2
7.7
2.7
Bar &gram represents Free play preferences a4 pre-sch-$1 boys
and @Is Average Scorers
Nursery Nursery Home Home lndoos OuMoor Indoor Outdoor
The above table is a s u m m q of t h e combined free play
preferences sf the boys and girls average scorers at different play
3
At the Nursery Indoor free play preference, 37% of total has
been credited to material. play, 25% to look arad watch play, 18.5% to
physical play,l8% to fantasy play and 1.5% to walk and run. iL
In the Nursing Outdoor the free play preferences of tYne male
and femde average scores find a fair distribution, which. varies as
31.4% for physical play, 28 9% for look and watch play, 24.3% for
fantasy play, 7.7% each for material play and walk and run.
In the Home Indoor free play preferences 55.7% of the total is
accrued to fantasy play while 38.5% was accommodated by material
play, walk and run and look and watch play sharing a 3.3% and
2.5% respectively. Physical play is a not a choice in this play
situation.
In the Home Outdoor, male and female average scorers shares
their free play preferences among the various play modes as: Fantasy
play 53.2%, physical play 24.6%, material play 11.8%, look and
watch 7.7% and walk and run shares 2.7% of the total free play
preference.
Boys and girls Low scorers
Table 5.29
Free play preferences of .pre-school bops and girls Low Scorers
1 ms of play 1 Nursery 1 Nursery 1 Home 1 Home 1 ! Indoor 1 Outdoor 1 Indoor 1 Outdoor 1 I Physical play 20.6
I I I
1
I Material play
/ Fantasy play
/ Walk & Run 1 4.8 1 19.3 1 2.2 1 5 1
t--- '
4.5
0
9.5
Look 86 Watch 73.4
0
2.8
0
I , 1
30.3
5
18.1 -
78.7
23.2
36.5
Figure 5.29
Bar diagram shows Free play preferences of pre-school boys and
girls Low Scorers
Physieai play [7 Material play I@ Fantasy play 63 Look & Watch El Walk & Run
Nursery Nursery Home Home Indoor Outdoor Indoor Outdoor
The combined effect of the free play preferences of the low
scorers boys and girls as shown by the above table in various play 3
situations exposes a general tendency among the low scorers in
selecting their play options. While in the Nursery Indoor they to
rL
prefer look and watch 65.1% than that of the other play modes
which appears successively as; physical play 20,6% fantasy play
9.5% and walk and run 4.8%. Material play do not appears to have
any edge here
A s far a s the Nursery Outdoor free play preferences is
concerned look a watch cla~med a good percentage of the total free
play preferences - 73.4%. The remaining free play preferences are
distributed among the play modes as walk and run-19.3%, physical
play 4.5% and material play 2.8%. Fantasy play finds no more in this
category.
In the Home Indoor llhey dispensed the free play preferences
giving a clear edge to fantasy play 78.7% others lay more or less
significant on materials play edging to 18.1%, walk and run to 2.2%
and look and watch play edging just 1%. There is no place, however,
for physical play.
The Home Outdoor, iree play preferences situations exhibit a
fair distribution as: fantasy play 36.5%, physical play 30.3%,
material play 23.2%, and look and watch play and walk and run
crediting 5% each.