Table of ContentsAcknowledgements Foreword Preface

INTRODUCTIONIntroduction 1TheIndependentCommissionAgainstCorruption 1PromotingMoralValuessinceEarlyChildhood 2

PART I THEORETICAL BASIS

Chapter 1 Moral Development 5 1.1.Introduction 5 1.2.DefiningMoralDevelopment 6 1.3.JeanPiaget’sTheory 6 1.4.LawrenceKohlberg’sTheory 7 1.5.WilliamDamon’sTheory 8 1.6.EducationforMoralValues 9 1.7.Summary 9

Chapter 2: Promoting Values through Play 11 2.1.Introduction 11 2.2.TheImportanceofPlay 12 2.3.StagesofPlay 12 2.4.WhataretheBenefitsofPlay? 13 2.5.PlayanditsImpactonChildDevelopment 14 2.6.SomeValuesandQualitiesthatChildrenAcquirethroughPlay 15 2.7.Summary 17

PART II PRACTICAL APPLICATION

Introduction 19 Game1:ClassificationGame 20 Game2:IdentificationGame 22 Game3:StarGame 24 Game4:MatchingFacesGame 26

Conclusion 28

References 29

AcknowledgementsThe realisation of this handbook is the outcome of a fruitful collaboration between theIndependent Commission Against Corruption and different professionals of the pre-schoolsector.

TheICACacknowledgesthevaluableeffortsmadebythefollowingcontributors:

Mr R Maudho Associate Professor, MIEMr C Sooben ECD Distance Training Programme Learner Support, MCA

Mr A Thacoor School Psychologist, Ministry of Education & Human Resources

Mrs M M Lepredour Teacher – Educator Supervisor, PSTF

Mrs K R Tour Teacher – Educator Supervisor, PSTF

Mrs D Rayeroux Pre-School Manager

Mrs P De Sornay Pre-School Manager

Mrs S Aimé Pre-School Manager

Mrs B Bhunoo Pre-School Educator

Mrs D Hurnungee Pre-School Educator

Mrs R Pamben Pre-School Educator

Mrs C Valeran Parent

Mrs S Jean Parent

January 2007

ForewordBuildingabetterMauritiusessentiallydependsonhowtoday’schildrenarebroughtupandnurturedtobecomeresponsiblecitizensoftomorrow.We,theadultsoftoday,havethedelicateresponsibilityanddutytoensurethateachandeveryactionofourshasapositivebearingonfuturegenerations.Nurturingachild is like lookingafterasaplingbefore itbecomesafull-fledgedgrowntree.Ourchildrenneedloveandaffection:theyshouldhaveitrightfromthecradleathome.Theyneedtobesocialised:thepre-primaryschoolstakeoverthisrelayasthisperiodinachild’slifeisverycriticalandwillhaveadirectimpactbothonhisadolescenceandadultlife.

Atthisprimeage,childrenlearn,imitateandareeasilyinfluencedbytheirimmediateenvironment.Atthisstage,aspre-schooleducatorswhomthechildwillrememberevenwhenhebecomesanadult,youwillhaveacrucialroleinforminghischaractertraits.Theeffectivenessofsuchanendeavourwilldependsolelyonyou,aseducator,carer,facilitatorandasrolemodelinthetransmissionofrightknowledge,skillsandvalues.Thebuild-upofanationstartsthere.

Playisthemosteffectivemeanstosocialisethechildonmoralvalueconcepts.Yourroleincludesproposing a variety of opportunities and experiences through developmentally appropriateactivities,basedontheneedsandinterestsofthechild.

AttheICAC,childrenremainatthecentreofourconcern.Investingintheircharacterformationisanimperativeneedsincetheywillbetheoneswhowillworktowardsaclean,fairandjustsocietyof tomorrow.Inthisperspective,parents,whoaretheprimecarersof theirkidsandpre-primary educators who in some way play the role of surrogate mothers, have a hugeresponsibilitythrustuponthemaswell.

Thisdocumentaimsatbringingsomecontributioninthecomprehensionofmoraldevelopment.Thetransmissionofmoraldevelopmentconceptsisinfactverycomplex,especiallyatsuchearlyyearsofdevelopment.Thisdocument,alongwiththeproposedactivities,willsurelycontributetoasoundinculcationofpro-socialvaluesinthechild.Thisisaprerequisiteinthefightagainstcorruption,thuspavingthewayforabetterMauritius.

Toconclude,IwouldliketothanktheMauritiusInstituteofEducationandtheMauritiusCollegeoftheAirfortheircollaboration.IwishtoexpressmygratitudetotheDirectoroftheCorruptionPreventionandEducationDivisionandhisstafffortheeffortsputinthisproject.

A Ujoodha

Director GeneralIndependent Commission Against Corruption

PrefaceThe Pre-School Trust Fund is honoured to be associated with this laudable initiative of the

IndependentCommissionAgainstCorruption (ICAC).We concurwith theobjectives of the

CorruptionPreventionandEducationDivisioninpromotingmoralvaluesduringearlychildhood

throughtheempowermentofpre-schooleducators.

Educationformoralvaluesisamajorconcerninoursociety.It’struethatwithtimeandsocio-

culturalevolution,wehaveobservedagradualerosionofvalues inourcountry.Education

todayisaconsiderablechallengeasexternal interferenceandchangesareconstant. In the

pre-primarysector,wearepreparingourchildrenforthischangingworldwithallthelove,care

andaffectionofoureducators.

Studies have demonstrated that play is the pedagogical medium par excellence to impart

education tochildren.Parentsarebecomingmoreconsciousabout the importanceofplay

inearlychildhoodeducation.OurProgramme Guidelines for Early Childhood Education 3-5

Yearspublishedin2003,givesaclearorientationontheaimsofEarlyChildhoodEducation

inMauritius,promotingthewholedevelopmentofthechild.Moraleducationisanimportant

componentofthisprogramme.

ThishandbookwillbeofgreatutilitytooureducatorsandthePre-SchoolTrustFundwillensure

itsdistributioninthepre-primaryschoolsofMauritiusandRodrigues.

ThePre-SchoolTrustFundwishestoreiterateitscollaborationandsupporttotheICACinthe

fightagainstcorruptionthroughitseducationandpreventionactivitiesinthepre-primarysector.

K Sahadev

ChairmanPre-School Trust Fund

IntroductionCorruptionisincreasinglybecomingoneoftheworld’smostserioussocialproblems.Itiscausingmuchharm,threatanddistresstopeopleandinstitutionsallaroundtheworld.ThisiswhymajorinternationalorganisationsliketheUnitedNations(UN)andtheSouthernAfricanDevelopmentCommunity(SADC),are rallyingaworldwidemovement to fight corruption. TheRepublicofMauritius,asadevelopingcountry,consciousabouttheseriousnessoftheproblemofcorruption,hasshownitsengagementincurbingcorruptionbysigningandratifyingtwointernationalagreements,namely:

l UnitedNationsConventionAgainstCorruption l TheSADCProtocolAgainstCorruption

Our country, conscious about its dependenceupon foreign investors, tourists and its reputationontheinternationalscene,hasengageditselfinthefightagainstcorruptionthroughtheadoptionbytheLegislativeAssemblyofthePreventionofCorruptionAct(PoCA)in2002.TheIndependentCommissionAgainstCorruption(ICAC),acorporatebody,wasestablishedaccordingtothePoCAin2002.

The Independent Commission Against Corruption

The ICAC is mandated to develop and lead the national strategy in the fight against corruption.Eradication of corruption is a major concern for the population as well as for the authorities. ThemissionstatementoftheICACstressesupontheneedofaclosecollaborationbetweenmembersofthepublicandtheICACtocurbthescourgeofcorruption.

Mission Statement of the ICAC reads as follows:

“With the Community and all stakeholders including the Government and the Press, the ICAC is committed to making corruption socially and morally unacceptable in our society through a culture of integrity, public intolerance against corruption and public confidence in the fight against corruption and effective law enforcement.”

Vision of the ICAC

“Working together in a patriotic spirit towards a corrupt free Mauritius.”

TheICACisadequatelyorganisedtoreachitsmissionandtopromoteacleanandfairenvironmentforMauritians.TheCommissionhasadoptedananti-corruptionstrategybasedoninvestigation,preventionandeducation. The twooperational divisionsof theCommission:Corruption InvestigationDivision(CID)and theCorruptionPreventionandEducationDivision (CPED)havebeen setup todealwithcorruptionthroughcurativeandpreventivemeasuresrespectively.

Investigationasacurativemeasurehasshorttomediumtermeffectiveness,itistherepressionofactsof corruption through law enforcement measures. This implies that cases of corruption have to bedisclosedbythepublictoenableinvestigationandprosecution.ItisanimportantaspectoftheworkoftheCommissionandthroughlawenforcement,thecommunitywillbeconfidenttodiscloseactsofcorruption.

Preventivemeasuresinthefightagainstcorruption,haveprovedtobemoreeffectiveinthemediumtolongterm.Studieshaveshownthattheriskofcorruptionresidesontwofactors:themotivationofpeopleononesideandopportunitiesforcorruptionontheother.TheCPEDoperatesonbothfronts.

The Systems Enhancement Branch of the CPED is assisting Public Departments to upgrade theirorganisational framework so as to eliminate opportunities of corruption. The Community RelationsBranch (CRB)of theCPED is involved inpublicawarenessandempowerment, through information,

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educationandskills transfer, tofightcorruption.Theaimis toencouragepeople todiscloseactsofcorruptionandminimisetoleranceforcorruption.

Corruptionisregardedasapatternofbehaviourdrivenbyselfishness,dishonesty,injustice,unfairnessanddeception.Anerosionofvaluesoftenexplainssuchbehaviour.Fightingcorruptionimpliesachangeinattitude,behaviourandmindsetthroughrelevanteducation.Tobeeffective,thistypeofeducationmustcompriseknowledge, skillsandmoralvaluessoas toensure the“wholedevelopment”of thepersonsincechildhood.

Promoting Moral Values since Early Childhood

Workingwithchildreninananti-corruptionperspectiveis longterminscope.Theaimoftheproject istoprovidethechildwith that typeofeducationthatpromotes theoveralldevelopmentof theperson. Itis often argued that with the changes in society that we have experienced during the past decades– industrialisation,access to information, technological revolutionandaccess tomedia,andculturalinterference–therehasbeenanerosionoftraditionalvalues,moreparticularly,ashiftinmoralvalues.Corruptionincubatesinsuchanenvironment.Inthefightagainstcorruption,oneimportantaspectofthepreventiveactivitiesistonurturemoralvaluesintheperson.Thiswillenablethedevelopmentoftheperson’sintegrityandthuskeephimawayfromanyformofcorruptpractice.Whileworkingwithchildren,wedonotmentioncorruptionbutrefertogoodandbadpracticesandbehaviour.

Moraleducationstartsrightfromearlychildhood,consolidatedduringchildhoodandadolescence.Thiswillreflectontheindividual’spersonality,behaviourandattitudes.ThemissionoftheICAC,throughitsactivitiesinthepre-primaryeducationsectorandwiththishandbook,istohelpyoueducatorsinyourworkandtheeducationofchildren.Thishandbookwillenhanceyourtheoreticalknowledgeandalsohelpyoutoprovidetheappropriateeducationalenvironmentandactivitiestochildren.Thefinalityistoenhancethedevelopmentandpracticeofmoralvaluesrightfromearlychildhood.

Handbook on Moral Values through Play

ThishandbookhasbeendevelopedbyateamofprofessionalsworkinginthefieldofEarlyChildhoodEducation.Itconsistsoftwoparts.Partonedealswiththetheoreticalaspectsofchilddevelopmentwhileparttwodealswithsuggestedpracticalactivities.

Partoneisdividedintotwochapters:ChapterOneexaminesthetheoreticalbasisofMoralDevelopmentaccordingtoperspectivesofthreeeminentpsychologists,JeanPiaget,LawrenceKohlbergandWilliamDamon.Afterreadingthischapter,youwillbeinabetterpositiontounderstandthepsychologicalbasisofmoraldevelopment.InChapterTwo,weshallexaminethecharacteristicsofplayandhowplayisthemostappropriatepedagogicalmeanstopromotemoralvaluesinchildren.

PartTwopresentsfourgames.Eachhasitsownspecificitythatcangiveyouaninsightonthetypeofactivitiesthatyoucanutiliseanddevelopinyourclasstonurturemoralvaluesinchildren.

Thishandbooktogetherwithyourexperienceandeffortswillnodoubtbringaboutaboostinthepromotionofmoralvalues.Weareconvincedthatyoucancontributeconsiderablyforabettertomorrow.

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Kids of today can make a better tomorrow!

We have been child-centered while writing this document.

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”One can acquire everything in solitude –except character.”

Henri Stendahl – French novelist(1783-1842)

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PART ITHEORETICAL BASIS

Chapter 1 Moral Development

1.1 IntroductionThis chapter deals with the moral development of the child.Thisaspectofdevelopmentenables thechild tomove furtherin the process towards independence. As he grows throughenvironmental stimulations, his motives will be to adapt tothe environment. Hence, he will develop intellectually andmorally.Intellectualstimulationisdoneformally,whereasmoraldevelopmentisinformalandverysubtle.

The moral sensibility of a person is initiated during infancy,constructed and consolidated through experiences duringchildhoodandadolescence.Thiswill reflect in thepersonalityoftheadult.

In this chapter,we shall examinemoraldevelopment throughthree angles: firstly by definingmorality, secondly by studyingthe theoretical explanations of Piaget, Kohlberg and Damon.Thenweshallmoveontoconsiderthecharacteristicsofmoraleducation.

1.1.1 Learning OutcomesAfter studying this chapter, you will be able to:

l explainthemeaningofmoralityanditsimplicationson thedevelopmentofchildren;

l analysethepsychologicalbasisofmoraldevelopment accordingtotheoriesofPiaget,KohlbergandDamon;

l applytheknowledgeacquiredonmoraldevelopmentin youreducationalpractices.

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1.2 Defining Moral Development“Morality”comesfromtheLatinword,moralis,whichmeans,“customs,manners,orpatternsofbehaviourthatconformtothestandardsofthegroup”.Ateveryage,theindividualisjudgedbyhowcloselyheconformstothegroups’standards,andheislabelled“moral”or“immoral”,accordingly.

Moraldevelopmentisrelatedtotherulesthatpeoplehavefortheirinteractionwithothers.Itisconcernedwiththeacceptanceofmoralitywhichbringsalongcertainformsofbehaviour,attitudesandvaluesinanindividual.Intheearlystages,thechildsimplytriestoavoidpunishmentashecannotdistinguish

“right” from “wrong”. Over time children’s values are influenced by parents and educators as rolemodels.Children’smoraldevelopmentislinkedtotheirintellectualdevelopment.

Anolderpre-schoolerproceedsthroughaveryself-centredstagewithdecisionsbasedonself-satisfaction.In the laterstages,achilddevelopsagreaterconcern forbeing“good”anddoingwhat issociallyacceptable.Itincludesboththereasoningprocessbywhichpeopledecidewhatisrightandwhatiswrong,aswellasbehaviourinsituationsinwhichmoralitycomesintoplay.

Atthisstage,let’shaveanoverviewonsomeaspectsofthetheoriesofthreeeminentpsychologistsonmoraldevelopment.TheyareJeanPiaget,LawrenceKohlbergandWilliamDamon.Youarealreadyfamiliarwiththese.

1.3 Jean Piaget’s TheoryJean Piaget (1896–1980) is among the first psychologists whose work remains directly relevant tocontemporarytheoriesofmoraldevelopment.Inhisstudies,hefocusedspecificallyonthemorallivesofchildren,studyingthewaychildrenplaygamesinordertolearnaboutchildren’sbeliefsaboutrightandwrong.

InterestinhowchildrenthinkaboutmoralissueswasstimulatedbyPiaget.Hewatchedchildrenplaymarblestolearnhowtheyusedandthoughtaboutthegame’srules.Healsoaskedchildrenquestionsaboutmoralissueslike:

l theft; l lies; l punishment; l justice.

Throughhisstudies,Piagetconcludedthatchildren,dependingontheirdevelopmentalmaturity,thinkintwodistinctwaysaboutmorality:HeteronomousandAutonomousmorality.

Heteronomous MoralityThisisthefirststageofmoraldevelopmentinPiaget’stheory.Itoccursfrom4to7yearsofage.Here,justiceand rulesare conceivedofasunchangeablepropertiesof theworldand removed from thecontrolofpeople.

Autonomous MoralityThis typeofmoralityconstitutes thesecondstageofmoraldevelopmentaccording toPiaget.This isdisplayedbyolderchildren(about10yearsofageandolder).Thechildbecomesawarethatrulesandlawsarecreatedbypeopleandthat,injudginganaction,oneshouldconsidertheactor’sintentionsaswellastheconsequences.

YouwillrecalltheessentialsofPiaget’stheoryofcognitivedevelopment.Hisexplanationscomplementourunderstandingontheprocessthroughwhichthechildproceedstounderstandtheworldandhowheintegratesrulesandvaluesandtakesmoraldecisions.

Weshallnowstudyanotherimportanttheory,thatofKohlberg.

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1.4 Lawrence Kohlberg’s TheoryLawrenceKohlbergstartedasadevelopmentalpsychologistandthenmovedontothefieldofmoraleducation.Throughhisstudies,Kohlbergshowedthatpeopleprogressedintheirmoralreasoning(i.e.,intheirbasisforethicalbehaviour),throughaseriesofstages.Hebelievedthatthereweresixidentifiablestagesofmoralreasoning.Thesestagescanbegroupedintothreelevelsofcomplexity.Theyare:

Level I - Pre-Conventional Reasoning

Atthislevel,thechildcannotunderstandtheconceptofmoralvalues.Moralreasoningiscontrolledbyexternalrewardsandpunishments.

Stage 1: Punishment and Obedience Moralthinkingisbasedonpunishment.Childrenobeybecauseadultstellthemtoobey.

Whatever is rewarded is good; whatever is punished is bad.

Stage 2: Individualism and Purpose Moralthinkingisbasedonrewardsandself-interest.Childrenobeywhentheywanttoobey andwhenitisintheirbestintereststoobey.Whatisrightiswhatfeelsgoodandwhatis rewarding. I’ll do something good for you if you do something good for me.

Level 2 - Conventional Reasoning

Atthislevel,internalisationisintermediate.Thechildabidesbycertainstandards(internal).However,thesearethestandardsofothers(external)suchasparentsorthelawsofsociety.

Stage 3: Interpersonal Norms Childrenvaluetrust,caringandloyaltytoothersasthebasisofmoraljudgment.Childrenoften adopttheirparents’moralstandardsatthisstage;seekingtobeconsideredbyparentsasa “goodboy”ora“goodgirl”isrewarding. Good is conformity to a stereotype of “good” people or to peer approval.

Stage 4: Social System Morality Moraljudgmentsarebasedonunderstandingthesocialorder,law,justiceandduty.Forexample, achildmightsaythatitisalwayswrongtostealbecauselawsthathavebeendevelopedarefor thegoodofsociety.

Good is defined by laws of society, by doing one’s duty. A law should be obeyed even if it is not fair.

Level 3 - Post-Conventional Reasoning

Moralityiscompletelyinternalisedandisnotbasedonothers’standards.Theadolescentrecognisesalternativemoralcourses,explorestheoptionsandthendecidesonpersonalmoralcodes.

Stage 5: Community Rights versus Individual Rights Theadolescentunderstandsthatvaluesandlawsarerelativeandthatstandardsmayvary fromonepersontoanother.Thepersonrecognisesthatlawsareimportantforsocietybut knowsthatlawscanbechanged.Hebelievesthatsomevalues,suchasliberty,aremore importantthanthelaw.Valuesandlawsarerelativeandstandardsmayvaryfromoneperson toanother.

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Good is understood in terms of abstract principles that the society has agreed upon. An unfair law ought to be changed.

Stage 6: Universal Ethical Principles

Onehasdevelopedamoralstandardbasedonuniversalhumanrights.Whenfacedwitha conflictbetweenlawandconscience,thepersonwillfollowconscience,eventhoughthe decisionmightinvolvepersonalrisks.

Good is understood in terms of abstract principles, whether or not societies agree with them – the emphasis is on human rights.

Whichstagesareparticularlyrelevanttoyouasaneducator?

Kohlberg’stheoryshowsusthatmoralreasoningisacomplexprocessandthechildneedstobeguidedthroughout.Inthepre-schoolage,youwillbedealingwithchildrenofthefirsttwostagesandeventuallythe third stage, but it is important for you to understand the whole process of moral developmentaccordingtotheperspectiveofLawrenceKohlberg.

1.5 William Damon’s TheoryWilliamDamonbelievesthatmoraleducationshouldfollowtheknowledgewehaveaboutthenatureof children’s moral development. Based on scientific studies and observations of children’s moraldevelopment,Damonbelievesthatsixprinciplesshouldserveasafoundationforthedevelopmentofmoraleducationprogrammes.

Whataretheseprinciples?Thisiswhatweseenow.

Damon’s Six Principles I. Childrenexperiencemoralsituationsthroughsocialinteractions.Theywillcomeacrossissuessuch asfairness,honesty,responsibility,kindness and obedience,forexample.Thus,children’s moralawarenessdevelopswithintheirnormalsocialexperiences.Theirmoralawarenessmay needtobeguided,explainedandenhanced,butneednottobeimposeddirectlyinapunitive orauthoritarianmanner.

Your role as educator here is crucial in providing developmentally appropriate activities in order to enrich the child’s experience.

II. Children’smoralawarenessisshapedbynaturalemotionalreactions.Thisbeginsasearlyas infancy.Emotionalpositivereactionsareempathy,support,moral compassionandaltruism. Examplesofnegativereactionsincludeshame,guilt and fear.

Children’s love and attachment for parents provide an affective foundation for developing respect for authority.

III.Interactionswithparents,educatorsandotheradultsintroducechildrentoimportantsocial standardsandrules.

IV. Peerrelationsintroducechildrentothenormsofdirectreciprocityandtothestandardsfor sharing,cooperation,andfairness.

V. Variationsinsocialexperiencescanproducedifferencesinmoralorientationamongchildren.

VI.Moraldevelopmentinschoolsisdeterminedbythesamecognitiveandsocialprocessesthat applytomoraldevelopmentinothersettings.

Childrenacquiremoralvaluesbyactivelyparticipatinginadult-childandpeerrelationshipsthatsupport,enhanceandguidetheirmoraltendencies.

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1.6 Education for Moral ValuesIfweadvocateforwholeeducationofthechild,thenwehaveadutytodevelopthenecessaryenvironmentwheremoralvalues formanintegralcomponentof thecurriculumright fromveryearlyages.Thereisaneedtopromotemoralvalueeducationamongtheyoungergenerationbecauseveryoftenoureducation focusesmuchon theacademic side,neglecting the intangiblemoraleducation thatwasbeingdoneinformallybyparents,educatorsorinfluentialadults.Asaresult,weareobservingadeclineinstandardsofbehaviour,attitudesandqualityofrelationshipsamongpeople.

Youwillagreethatmoralvalues:

l formthebasisforinnerjudgmentfortheperson; l arenormsofbehaviourguidedbysocial,moral,spiritualandaestheticcriteriatoselectthe desirable; l areidealsinvariousfieldsofbehaviour:therightwaytothink,tobehaveandtodothings; l areimportantforcharacterformationandpersonality; l enableanemotionalevaluationofactions,thoughtsorbehaviour; l enabletheresolutionofeverydayproblemsinapositiveandethicalway; l enablethedevelopmentofself-confidence,self-esteemandself-respect; l enablesocialisationandsharing; l arethebuildingblocksofaclean,fairandjustsociety.

1.7 SummaryMoraldevelopmentconcerns the integrationof rulesandvalues thatarepromotedbyone’s socialenvironment.Thisislearntthroughsocialinteractionsandexperimentationstartingasearlyasinfancywhile observing influential adults. In this chapter, we have examined the definition of morality andanalysedthroughthetheoriesofthreeeminentpsychologists,theSwissJeanPiagetandtheAmericansLawrenceKohlbergandWilliamDamonandhowchildrenproceedintheirmoraldevelopment.Twoperspectivesareproposedby Piaget’sHeteronomousandAutonomousmorality. Kohlberg refers tothreelevelsofreasoning:Pre-ConventionalReasoning,ConventionalReasoningandPost-ConventionalReasoning.Damonhelpsustounderstandthecharacteristicsofamoraleducationprogrammethroughhissixkeyprinciples.

Asthechildgrows,hewillinteractandexperimentwithinhisenvironmentandpeers.Differentaspectsofdevelopmentwillunfoldandregulateeachother.Duringthisprocess,playwillconstitutethemajorlearningmethodthroughwhichthechildwilllearnabouthisenvironment.Inthenextchapter,weshallstudythecharacteristicsofplayandanalysehowthispedagogicalmethodisappropriateforimpartingmoralvaluestochildren.

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The best way to teach moral values is to make it a habit with children.

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Chapter 2

Promoting Values through Play

2.1 IntroductionIn thepreviouschapter,we lookedat the theoreticalbasis formoral development of children. How can we promote moraldevelopment?Valuescanbeefficientlypromotedthroughplay.Playisanaturalactivityinherentinanychild.Thetypeofplayinwhichachildwillbeinvolvedwilldependuponhispotential.Thiswill startwith the sensory ability during the earlymonthswherethechildwillrespondhappilytothecaregiver’svoiceandsoundsoftoys.Asthechilddevelopsphysicallyandintellectually,hiscuriositywillunfold,raisinghis interest inhisenvironment.Duringinfancyandearlychildhood,thechild’smainoccupationisplay.

Duringinfancy,thechildwillspendmostofhistimeexploring,imitatingandexperimentingwhileplayingaloneorwithsiblings.Themaintaskduringthisperiodisthedevelopmentofphysicalandcommunicationskills.

You will agree that the socialisation process starts when thechild joins thepre-school setting.Playwillconstitute themostappropriatepedagogicaltooltostimulatethewholedevelopmentof thechild. In thischapter,weshall studyplay fromdifferentanglesandseehowplaycanbeusedforimpartingmoralvaluestochildren.

2.1.1 Learning OutcomesAfter studying this chapter, you will be able to:

l explainhowplaystimulatesthechild’sdevelopment; l differentiatebetweenthestagesofplay; l analysethedifferenttypesofplay; l demonstratetheimportanceofplayinthetransmission ofmoralvalues.

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2.2 The Importance of PlayEarlychildhoodlastsfromtheageoftwotosixyears.Duringthisperiod,therewillbemajordevelopmentsinthechild’sphysicalappearanceandpotential.Asyoumayhaveobservedinyourclass,considerablecognitiveandphysical-motordevelopmentsoccurduringthisperiod.Asthechildgrows,heneedstoacquireavarietyofnewskillsandattitudesthatwillbeessentialforhisdevelopmentandsocialisation.Thisprocessstartssincetheearlymonthsof lifeandit is throughplaythatthechildwilldevelophispotentialandlearnthingsabouthisenvironment.

Playcanbedefinedas:“enjoyable activities that one takes part in for the sake of amusement, mental, physical and social development(OxfordDictionary)”.

Playisconsideredtobeanaturalprimaryneedofeverychild.Adults,moreparticularlyparentsandeducators,haveakey role in stimulating thechild toplay since theearlymonthsandat the sametimeencouraginghimtoparticipate ingameswithotherchildrenashegrows.Playwillprovidetherequiredopportunitiesforthechildtoproceedthroughthedifferentstagesofcognitive,physical,socialandlanguagedevelopment. In thepre-schoolsetting, throughyourcreativeguidance, thechildwillbeinvolvedinmoreelaborategamesandactivities.Thiswillenablehimtounfoldhispotentialandproceedtowardssocialisationandmoreindependence.While playing in groups, the child will learn rules and regulations with the appropriate set of moral values.

Yourroleaseducatoristoproposeavarietyofopportunitiesandexperiencesthroughdevelopmentallyappropriateactivitiesbasedontheneedsandinterestsofthechild.Bothvaluesandnorms,cutacrossmostpre-schoolactivities.Youwillhavetopresenttheminanintegratedwaythataimsattheoveralldevelopmentofthechild.Pleasure,funandlanguagewillhelpthechildtointernalisetheconceptsandskillsmuchfaster.

Childrenplayoneveryoccasionfromthefirstmonthsoflife.Asthechildgrows,thetypeofplayvariesandwillbecomemoreandmoreelaborate.Thereisnoagelimitforplaying.Thefirststageofplayiswhenbabiesstartplayingbyexploringtheirmouth,handsandlaterwithobjectstheycanholdandputintheirmouth.Thefinalstageisthecomplexadultgameswhetherforsportsorleisure.Hence,play,inoneformoranother,continuesfromchildhoodintoadulthood.

Wecanthereforedistinguishtwotypesofplay:freeplayandstructuredplay.

l Freeplayoccurswhenthechildisleadingtheplayexperience.Hesetsouttherulesand boundaries.Thistypeofplaywilloftenholdthechild’sinterestlonger.Thechildcanbecome engrossedintheactivitybecausehedevelopedithimself.

l Structuredplayisadultled,guidedandplannedactivities.Thistypeofplaytendstobemore limitingandminimisesthechild’sopportunitiestobeinventive,buthewillhavetoabideby rulesandregulations.

Fortheproperdevelopmentofchildren,youwillagreethatagoodbalancebetweenfreeandstructuredplayisessential.Howcanthisbedone?

2.3 Stages of PlayAsthechildgrows,weobservethathebecomesinvolvedinmoreelaborategames.Thisconstitutesanaturalevolutionandwilldependonhowthechildisstimulated.Ingeneral,wecandistinguishfivestagesofplayduringchildhood.

Stage 1: 0 – 1 year Thechildtendstoplayalone. Thereislittleornointeractionwithotherchildren.

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Stage 2: 1 – 2 years

Thechildactsasspectator. Thereishesitationtojoinotherchildren(egocentricperiod).

Stage 3: 2 - 3 years

Thechildbecomesaparallelplayer. Theinteresttojoinotherchildrenincreasesbuthesitationpersists.

Stage 4: 3 - 4 years

Thechildreachesthestageofassociativeplayers. Hestartstointeractwithothersinactivities. Hestartstodevelopfriendshipsandtochoosehisfriendstoplay.

Stage 5: above 4 years

Thechildreachesthestageofcooperativeplayers. Heenjoysplayingtogetherwithotherchildren. Hewillshareroles,collaborateandbecomeabsorbedin whattheyaredoing.

Inter-individualvariabilitywillexistamongchildren.Eachchildwillproceedthroughtheabovestagesathisownpace.Thiswilldependontheupbringingofthechild,thatis,environmentalstimulation,love,careandaffection.Themoreachildisstimulated,theearlierhewillproceedthroughthestages.

2.4 What are the Benefits of Play?Afterhavingconsideredthecharacteristicsofplay,weshallnowexaminebrieflytheimportanceofplayforchildren.Playandgamesconstitutethebestlearningmethod.Activeinvolvementingamesandplayactivitiesstimulatesanddevelopsthefollowingaspectsoftheperson:

Intellectual DevelopmentWhileplaying,thechildconcentrates,thinks,talks,memorises,organisesandsolvesproblems.Theseintellectualstimulationsenablehimtodevelophisintelligence.

Social DevelopmentAsthechildgrows,hewilladoptgroupgames.Throughinteractionwithpeers,hewillhavetoacquirethesocialskillssuchas,waitingforturn,sharingandcooperation.Theseskillsarerequiredtobecomeacceptedingroups.

Emotional DevelopmentChildrenenjoythemselvescompletelywhileplaying.Theyarehappy,smile,sing,andtakeinitiativeswithoutfear.Theyfeelreallyateaseandreadytomaketherequiredefforts,thusdevelopingapositiveattitude.

Physical DevelopmentCertaingamesinvolvephysicalefforts,specificmovementsorgestures,forexamplerunning,jumpingorthrowingaballinabasket.Thesegamesareveryimportantforthechild’sphysicaldevelopment.

Rememberthatphysicaldevelopmentconcernsthemuscularandskeletal(bones)developmentaswellaspsycho-motorcoordination.Forexample,pre-writingexercisesinvolvephysicaldevelopment.

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Language DevelopmentChildrenhavetolearnthevocabularyofagametobeabletoplayit.Whileplaying,theywillhavetosing,communicateandexpressthemselvesconsciouslyorunconsciously.So,playoffersaninterestingopportunityforchildrentolearnalanguage.

Development of CuriosityChildrenarecuriousbynatureandthis is thebasisofmotivation.Duetohiscuriosity, thechildwillexploreandexperimenthisenvironmentthroughplay.Ashiscuriositygrows,thegamesandactivitiesinwhichhewillbeinterestedbecomemoreelaborate.

2.5 Play and its Impact on Child DevelopmentYouarealreadyfamiliarwithavarietyofgamesthatchildrenliketoplayinMauritius.Weshallnowanalysethedifferenttypesofplayandexaminetheirimpactonchilddevelopment.

Imaginative Play- Includespretend,fantasyandsymbolicplay.Idealfirsttoysaredolls,puppets,householdutensils,etc.- Developsself-expressionandalsogiveschildrentheopportunitytoexploretheirenvironmentto createandexperiment.Theywillalsocreatestoriesandgamesoutoftheirimagination.- Helpschildrentoseethingsfromothers’pointofview.Hence,childrendevelopsocialskills.- Appearsandiscommoninchildrenasfromtwoyearsold.- Helpsthechilddevelopcognitively,emotionallyandsocially.

Associative Play- Inassociativeplay,childrenusethesameplaymaterials.Theytalktoeachother,sharetoysand imitateeachother;- Appearsinchildrenasfromthreeyearsold;- Triggerssocial,language,emotional,moraldevelopmentofthechild.

Constructive Play- Inconstructiveplay,thechildmanipulatesobjectsinordertocreateorconstructsomething,for examplepuzzle,Lego,etc.;- Thistypeofplayisofinteresttochildrenbetweenthreeandsixyears;- Promotesphysical,cognitive,personality,emotional,socialandlanguagedevelopment,whichhas animpactonmoraldevelopment.

Cooperative Play- Playisgoal-directedwherethechildrenwanttoachievesomethingingroup,forexamplefamily game,pretendinggame,football,etc.;- Incooperativeplay,eachchildwillhaveaspecificroleandtheresultofthewholeoutcomewill dependonthecontributionofeachmember;- Thistypeofplayconcernschildrenabovefive,youngeronescanbeincludedwitholderoneswho willguidethem.- Promotesphysical,cognitive,personality,emotional,socialandlanguagedevelopment,whichhave animpactonmoraldevelopment.

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Creative Play- Creativeplaycoversarangeofactivitiesfromartandcraftworktoself-expressionthroughmusic anddance;- Creativeplayofferschildrentheopportunitytodevelopfinemanipulativeskills;- Children’screativeworkshouldbedisplayedwithoutbeingalteredsothattheycanfeelproudof theirwork;- Promotescognitive,emotionalandsocialdevelopment.

Physical Play - Physicalplaycoversmanydifferentindoorandoutdooractivities.Itcaninvolveequipmentsuchas climbingframesorvehiclesornoequipmentatall.- Physicalplaynotonlyencourageshealthylivinghabits,butresultsinbettereatingandsleeping patternsaswellasdevelopingself-confidenceandphysicalcompetence.Physicalplaydevelops bothfineandgrossmotorskills,aswellasmusclecontrol.

Youmusthaverealisedthat thedifferent typesofplaycanhelpchildrendevelopandpracticesomeimportantvalues.Whatarethesevalues?

2.6 Some Values and Qualities that Children Acquire through Play at the Pre-School.Theactivitiesthatyouproposetochildreninyourclasseverydayaimatpromotinganintegraldevelopmentofthechildaswehavejustseenabove.Besidestheacquisitionofknowledgeandskillsbythechildren,anaspectthatconcernsusparticularlyinthishandbookistheacquisitionofmoralvalues.Weshallnowexaminethedifferenttypesofmoralvaluesthatchildrencandevelopandacquirewhileplayingorthroughschool-basedactivities.

SharingChildrenareintheegocentricstagewhentheyjointhepre-school.Throughplay,theywillbeencouragedtointeractwithotherchildren,observeandimitatethattypeofbehaviourthatyouastheeducatorandrole-model,favourandencourage.

CooperationAsthechildgrows,hewilldevelopconfidence,trustandfriendshipwithotherchildren.Withtheactivitiesyoupromote,hewilllearntocollaboratewithothers,becomeinvolvedingroupstoplaymoreelaborategamesorproducemoreinterestingwork.

Respecting and Accepting OthersJustaschildrenlearntoshareandcooperatewithothers,therespectforandacceptanceofothersislearnedwhileinteractingwithothersinthesocialisationprocess.Byacceptingandshowingrespectforthechildrenandtheirparents,youdemonstratethatallpeopleareworthyofbeingtreatedwithdignity.

Learning from OthersAcquiringappropriatesocialattitudeswillenhancelearningbyincreasingthepossibilityofinteractionwithandlearningfromothers.Youngchildrenarecharacteristicallyegocentricinasocialsense.Theyareoftenunawarethatothersalsoviewtheworldfromapersonalperspectiveandthatothersmaynotsharetheiropinions.Theymustthendefendtheirideas,justifytheiropinions,clarifytheirthoughts,andsolvetheirownproblems.

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Seeking and Giving CompanionshipThepre-school,wherechildrenareencouragedtolearnfromothers,toseekandgivecompanionship,offers theemotional security thatmakes itpossible for them to interact.Learninghow tomakeandmaintainfriendshipisapartofthesociallearningthatshouldtakeplaceinthepre-schoolsetting.

Anticipating Consequences of ActionsByencouragingchildrentointeract,uselanguage,andsolveproblems,youcanguidethemtotakeresponsibilityfortheiractions.Actingwithforethoughtcanbelearnedwithinthesocialframeworkofthepre-school.

Developing a Positive, Realistic Self-conceptConsiderationfortheemotionaldevelopmentofchildrenisimportantnotonlyinensuringthattheirself-conceptispositiveandrealisticbutalsoinensuringthattheyareabletodevelopcognitively.Childrenwho are confident of themselves and are secure in their environment, are ready for new learning.Successfullearning,inturn,enhancesself-esteem.

You will agree that childrenwith high self-esteem (feeling good about oneself, feeling ready to dobetter)aremoreenthusiastic,morewillingtoacceptchallenges,andmoreabletoconcentrateandtopersevere.Yoursupportisimportanttofosterthenaturaldevelopmentofself-esteemaschildrenattempttoexploreandmastertheirowngoals.

Accepting and Expressing Emotions in Socially Acceptable WaysChildrenneedtoobservemodelbehaviourthatfostersthedevelopmentofinterpersonalskills.Everydayopportunitiesareofferedtothechildrentodealwith,andgaincompetenceinlivingwithotherpeople.Talkingaboutproblems, fears,andconcerns leadschildren to theunderstanding thatemotionsarecommontoallpeople.Yourtaskistohelpchildrentorealisethatallemotionsareacceptablebutsomereactionstotheseemotionsareunacceptable.Awarenessofhowtodealwithandexpressemotionsinasociallyacceptablemannerleadschildrentofunctionindependentlyandincooperationwithothers.Withinthesafetyofthepre-schoolenvironment,childrencanexperiencethenaturalconsequencesoftheiractionswithoutlossofself-worth.

Accepting and Demonstrating EmpathyYouareinanidealpositiontoprovideamodelandfacilitateemotionaldevelopmentwhenyouusepatience tounderstand thepersonalpointofview(egocentrism)ofeachchild.Whileyoucanoftendescribe yourownpointsof view,pre-school childrenhavedifficulty inunderstanding thepointsofviewoftheirpeersorothereducators.Whenchildrenaresecureandtrustyou,dialoguehelpsthemtoacceptdecisionseveniftheycannotunderstandthem.Aschildrenreceiveempathyfromtheireducatorandpeers,theybegintoviewthemselvesasworthwhilemembersofthegroup.Theyaremorelikelytoexpressempathytowardsothers.Childrenpossessingasenseofself-wortharethencapableofshowingsensitivitytootherswhilemaintainingtheiruniqueidentities.

Accepting ChallengeWhenchildrenareencouragedtothinkdifferently,toexpressdifferentideas,andtoexperiment,theydevelopabeliefintheirownabilities.Feelingsecureintheclassroomservestoincreasetheirknowledgeofthemselvesasuniqueandcompetentpersons.

Personalstressthatisrelatedtoinsecuritymaycausechildrentoreverttoeasierand,lesschallengingtasks.Repetitionandfamiliarityarecomfortingsecurityaides.Somechildrenmayreactbywithdrawingintothemselvesorbyresortingtophysicalaggression.

Emotionallysecurechildrenhavetheconfidencetobecuriousandcreative,toacceptchallenges,andtotakeappropriaterisks.

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Feeling Pride in AccomplishmentChildrenwhohavelearnedthattheirattemptswillbeacceptedandencouragedwillbemorelikelytotry.Praisemayleadtotentativefeelingsofsuccessbutmayleavethemstillseekingother’sopinionstojudgetheirownsuccess.Ongoingencouragementthatfocusesthechildren’sattentionontheimportanceofvaluingtheirownattemptshelpsthemdeveloppersonalpride.Childrenwhocanviewtheirworkandsay,“Ididit,Itriedmybest,andIlikeit”donotneedanadulttosay,“Itisgood”.

Developing IndependenceGrowthofindependencecanonlyoccurwhenchildrenareawareofavailablesupportandarewillingtoseekthatsupportwhenneeded.Dependenceinvolvingthehealthyseekingofemotionalsupportfromothersandthebenefitsofhavingtrustingrelationshipswithadultsorotherchildrenislinkedcloselywithself-confidence.Youwillagreethatexperience,practice,androle-playingarethebasisfordevelopingindependence.

Enjoying Living and LearningBytreatingchildrenwithrespect,warmth,goodhumour,anddignity,youhelpthemtobecomestrongemotionally.Itisthisemotionalstrengththatisthekeytosuccessfullearningandfindingenjoymentandappreciationintheworld.

2.7 SummaryInthischapter,wehaveexaminedhowplayremainsthemostappropriatepedagogicalmethodwhileteachingyoungchildren.Childrenenjoyplaying.Theycannotstandstill.Theywillseekanyopportunitytoplay.Theyarenevertiredwhenitcomestoplayaninterestinggame.Theyarecurioustolearnmoreaboutthingsthattheydon’tknowandexpectmuchfromparentsandeducators.Educatingchildreninthepre-primarysettingisnotaneasyjob.Aseducators,youhavetobeverycreativeandanalyticaltobeabletoutiliseplaytotransmitandemphasiseonthedifferentattitudesandimplicitcharacterthatachildcanformanddevelop.

Moraleducationisintangible.Itformspartofthehiddencomponentsinagamethatmakesitinteresting,attractiveandenjoyable.Thechild,whenexposedtosuchexperiences,willassimilatethemoralvaluesunconsciouslyandwilldeveloptheminhischaracterandpersonality.

Inthefirstpartofthehandbookwehavestudiedthetheoreticalbasisshowingtheappropriatenessofplaytoimpartmoralvaluesduringearlychildhood.Inthenextpartweshallanalyse,inpractice,howsimplegamescanbeusedforthispurpose.

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”Character may be manifested in the great moments,but it is made in the small ones.”

PhillipBrooks

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Part IIPractical Application

IntroductionInthispartofthehandbook,weshallexaminefourgames.Thegames have been designed by a team of educators for pre-school children. They are: Classification Game, IdentificationGame,StarGameandMatchingFacesGame.Thegameshavebeentestedinsomepre-schoolsandtheresponseofeducatorsandthereactionofchildrenwereveryenthusiastic.

AimThe aim of this section is to enhance your knowledge andanalytical skills on activities that you currently perform withchildren inyourclasses.Through theexamplesproposed,youwill have creative ideas that will empower you to design newgamesaccordingtotheneedsofchildren.

Learning Outcomes

Our objectives in proposing these practical activities are to:

l enhanceyouranalyticalskills,whichwillhelpyouinyour interactionwithchildren;

l enhanceyourcreativeskills,whichwillhelpyouinthe adaptationofexistinggamestotheneedsofchildren;

l helpyoutocreatenewgamesaccordingtotheobjectives youhaveset.

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Game 1

Classification Game

Thegameconsistsofaboardandasetoftencards.Theboardisdividedintotwocolumns,onesideforgoodactionsandtheotherforbadactions.Thecardsshowactionsorbehavioursthataremeaningfultothechild,whichareperformedeitherintheproperwayorinaninappropriateway.

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VALUE CHART

AimThe aim of the game is to raise the child’s ability to distinguish the most appropriate actions andbehaviour.

ObjectivesTheobjectivesofthegameareforthechildtodevelop:

l observationandclassificationskills; l communicationskills; l theabilitytointeractwithpeersanddevelopappropriatesocialskills; l psycho-motorcoordination; l appropriatemoralvalues.

Target & DurationThisgameisappropriateforchildrenaged3to4yearsandcanbeplayedingroupsof6.Thedurationofthegamewilldependontheeducator’screativityandwilllastforaround20minutes.

Procedure 1.Theeducatorexplainsthegame,therulesandtheobjectivestothechildren. 2.Thecardsarescatteredonthetableandtheboardisplacedonthewall.Eachchildwaitsfor histurn,takesacard,observesthepictureandexplainsthecontentofthecardtothegroup. 3.Theeducatorandtheotherchildrenaskthechildwhethertheaction/behaviourisappropriate ornot(arhymecanbedevisedforthequestion). 4.Thechildwillhavetoexplainwhythisaction/behaviourisappropriateorinappropriate. 5.Theeducatorwillgivefurtherexplanationsonthesituationdescribedinthecard; 6.Thechildisrequestedtoplacethecardontheboard; 7.Thegroupcongratulatesthechild(asongisdevisedbytheeducatorforthispurpose).

Thevaluechartcanbeplacedonthewalloftheclassroom.Childrenwillhavetheopportunitytobecomefamiliarwiththesituationsandwillbeencouragedbytheeducatortoadopttheappropriateactionsandbehaviour.Everymonth,cardswithnewsituationswillbeintroducedandthechartre-actualised.

Theeducatorcansupportthisactivitywithstorytelling,role-playordrawing.

The Benefits of the Game for ChildrenThisgamewill:

l stimulatechildren’sskillsofobservationanddiscrimination; l initiatethedevelopmentofthinkingskills; l reinforcemanipulativeskills; l enrichtheirknowledgeabouteverydaysituations; l helpchildrentosolvesimpledilemmas; l developmoralreasoningtoidentifyrightactions/methodsfromwrongones; l helpchildrentoassimilatemoralvaluessuchassharing,respectingpeers,abidingbyinstructions, cooperation,waitingfortheirturn.

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Game 2

Identification Game

Thegameconsistsofaboard(30cmx30cm)withacaterpillarofadozenlegsdrawnuponitandpiecesofstring30cmlong.Theeducatorwillselectawordrelevanttothechildshowingastate,anactionoraconcept(forexample“partager”,“aimer”,“jolie”).Eachletteroftheselectedwordisplacedonalegofthecaterpillar.Afterwards,aholeismadeundereachleg.

An example of the board with a caterpillar

P

A

R

TA

G ER

P A R T A G E R

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AimTheaimofthegameistoinitiatethechildtoabstractconceptsqualifyingbehaviour,attitudesorstate.Thechildwillprocessthegraphicalrepresentationofthewordonlyandheisnotrequiredtowritethewordsortolearnalphabetsbuttorecognisethepronunciationofthewordanditsmeaning.

ObjectivesAfterhavingplayedthisgame,childrenwillbeableto:

l recogniseabstractconceptsthatarerelevanttothem; l enhancetheirvocabularyenablingbetterinteractionwiththeirenvironment; l becomemoresensibletomoralvalues; l havepsycho-motorcoordinationtothreadthestringintheholes;

Target & DurationThisactivityisappropriateforchildrenofupperpre-primary,aged4to5yearsold.Thegamecanbeplayedingroupsofsixchildren.Thedurationisaround15minutes.Thiswilldependonthecreativityoftheeducator.

Procedure 1. Theeducatorpresentstheactivity,therulesandtheobjectivestothegroupofchildren. 2. Anumberofboardsarepreparedandtheeducatordistributesonetoeachchild. 3. Eachchildshowshiscardtotheeducatorandhisfriends.Theeducatorpronouncestheword andhelpschildrentopronouncetheword. 4. Theeducatorexplainsthemeaningoftheword.Shemayrefertoastoryoraneventforabetter comprehension. 5. Childrenthreadinthecardintheholescoincidingwiththeletters. 6. Theactivitycanbeextendedwithsongs,role-playordrawing.

The Benefits of the Game for Children

Thisgamewill:

l stimulatechildren’sskillsofobservationanddiscrimination; l initiatethedevelopmentofthinkingskills; l reinforcemanipulativeskills; l enrichtheirknowledgeabouteverydaysituations; l helpchildrentosolvesimpledilemmas; l developmoralreasoningtoidentifyrightactions/methodsfromwrongones; l helpchildrentoassimilatemoralvaluessuchassharing,respectingpeers,abidingbyinstructions, cooperation,waitingfortheirturn.

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Game 3

Star Game

Thegameconsistsofaboardwithagamepathwithanumberofsquaresthatleadtoawinningsquare.Thesquares,ofdifferentcolours,representgoodactions,badactionsorrest.Childrenwillhavetomovealongtheboardwithadiceandfollowtheinstructiononthesquaretheyfindthemselveson.

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AimTheaimof thegame is tohelp thechilddiscriminatebetweengoodandbadactionsanddeveloppositivemoralvalues.

ObjectivesAfterplayingthegame,thechildwillbeableto:

l distinguishbetweengoodandbadactions; l developsocialskillsnecessarywhileplayingingroups; l developtheproperattitudesandvalues.

Target & DurationThegameisappropriateforchildrenof3-5years.Itcanbeplayedingroupsoffourundertheguidanceofaneducatorwhowillreadtheinstructionstothem.Thegamewilllastforaround15minutes.

Procedure 1.Theeducatorexplainsthegame,itsrulesandobjectivestothechildren. 2.Thechildrensitaroundtheboardandgetreadytostartthegame.Theywillobservetheboard andtheeducatorwillverifyiftheyhavewellunderstoodtherules.Eachchildchooseshis counter(ofdifferentcolours). 3.Eachchildwaitsforhisturn,throwsthediceandaccedestotheboardifhescores6. 4.Thechildproceedsontheboardandabidesbytheinstructionsaccordingtothenumber scoredwiththedice. 5.Theeducatorreadstheinstructionsandgivesappropriateexplanationstothechildren. 6.Childrenproceedinthegameandthefirstonewhosucceedsinreachingthelastsquare,wins thestarandbecomestheStarCitizen.Heiscongratulatedbythewholegroupandhasthe righttofixthegoldenstar(apin)duringtheday.

Thegamecanberepeatedonaweeklybasissoastoarousechildren’sinterest.Theboardcanbeadaptedtodifferentsituationswheretheeducatorwishestoimpartrulesandvaluestochildren.

The Benefits of the Game for Children

Thisgamewill: l stimulatechildren’sskillsofobservationanddiscrimination; l initiatethedevelopmentofthinkingskills; l reinforcemanipulativeskills; l enrichtheirknowledgeabouteverydaysituations; l helpchildrentosolvesimpledilemmas; l helpchildrentoidentifyrightactions/methodsfromwrongones; l helpchildrentoassimilatemoralvaluessuchassharing,respectingpeers,abidingbyinstructions, cooperation,waitingfortheirturn.

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Game 4

Matching Faces Game

Thegameconsistsofaboardwithasnakecarryingdifferentfaceswithdifferentfacialexpressionsofsadnessandhappiness,andtwopuppetsrepresentingahappyfaceandasadface.Childrenwillhavetosingasongandusethehappypuppettorepresentthehappyfaceofthesnakeandthesadpuppettorepresentthesadface.

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AimTheaimofthegameistoprovidechildrenanopportunitytodiscriminatebetweenthestatesofmindofpeopleandtheirmoods.

ObjectivesAfterplayingthisgame,childrenwillbeableto:

l distinguishbetweenthedifferentemotionalstates,ofaperson:happiness,sadness,anger; l understandwhypeople’smoodschange; l developpositiveattitudeandvalues; l improvetheirvocabularyinEnglish.

Target & DurationThegameisappropriateforchildrenof3-4years,canbeplayedingroupsoffiveandwilllastforaround15minutes.

ProcedureThesong:

Smiling faces, smiling faces going to school, going to school. Keep us very happy, keep us very happy Everyday, Everyday.

Crying faces, crying faces going to school, going to school. Keep us very sad, keep us very sad Everyday, Everyday.

1.UsethestickpuppettoteachthesonginEnglish,usingsimplewordstoshowthefacial expressions. 2.Afterwards,childrenaregiventhe‘friendly colourful Snake’tocarryonwiththeactivityof matchingtheappropriatefacialexpressions.

Educatorsmayextendtheactivitywithstoriesorrole-plays.

The Benefits of the Game for ChildrenThisgamewill:

l stimulatechildren’sskillsofobservationanddiscrimination; l initiatethedevelopmentofthinkingskills; l reinforcemanipulativeskills; l enrichtheirknowledgeabouteverydaysituations; l developlanguageskills; l helpchildrentoassimilatemoralvaluessuchassharing,respectingpeers,abidingbyinstructions, cooperation,waitingfortheirturn.

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ConclusionChildren are growing up in a rapidly changing world. Theyhave less timeandopportunity toplay than thoseofpreviousgenerations.Theorists,regardlessoftheirorientation,agreethatplayoccupiesacentralroleinchildren’slives.Theyalsosuggestthat theabsenceofplay isanobstacletothedevelopmentofhealthyandcreativeindividuals.

Play isadynamicandconstructiveprocess throughwhich thechildwilllearnanddevelophispotential.Thisconstitutesthemostessentialmethodthroughwhichchildrenlearntounderstandandadapt to their environmentandculture. In thedevelopmentalprocess of children we have to take into consideration threefundamentalfactors:

l theyarecurious; l theyareeagertolearn; l theylovetoplay.

Theearlychildhoodperiodisaverycriticaloneasthebasisofallthedomainsofdevelopment,intellectual,social,emotional,languageandmoral,needtobestimulatedandregulatedforthe development of a healthy and honest person. Play is theuniquemethodtoimpartknowledgeandvaluestochildren.

Thepurposeof thishandbook for you,pre-schooleducators,is to accentuate your knowledge on the importance of playduringearlychildhoodandtoenhanceyourskillsinthecreativeutilisationofplaytoimpartmoralvaluessinceearlychildhood.Thismaterialhasbeendevelopedin linewith themandateoftheICACtoassistinenhancingtheschoolcurriculumsoastoeducatechildrenaboutthedangersofcorruption.

Good luck!

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ReferencesBerkowitzMarvinW,GrychJohnH,Fostering Goodness: Teaching Parents to Facilitate Children’s Moral Development,MarquetteUniversity,Milhaukee.

DistanceLearningProgramme,2000,Certificate of Proficiency in Early Childhood Education, Moral Development,MauritiusCollegeoftheAir/MauritiusInstituteofEducation.

Early Childhood Education Pre-school Programme Guidelines 3-5 years,2003,MinistryofEducation&ScientificResearch,MauritiusInstituteofEducation.

Kindergarten Curriculum Guide and Resource Book,1985,MinistryofEducation,Victoria,BritishColumbia.

Kohlberg,L,1976,Moral Stages and Moralisation: Cognitive Developmental Approach.

Kraus,Richard,1984,Recreation and Leisure in Modern Society,3rdedNewYork:Meredith.

Lickona,T(Ed),1991,Moral Development and Behaviour: Theory Research and Social Issues,Rinehart&Winston,NewYork.

Pre-School Curriculum Guidelines,1999,QueenslandSchoolCurriculumCouncil,TheQueenslandStudiesAuthority.http://education.qld.gov.au/strategic/advice/earlychildhood/index.html

Santrock,JohnW,1996,Child Development,UniversityofTexas,Dallas,McGraw-HillCollegeISBN:0697362159(9thedition).

Turiel,Elliot,1983,The Development of Social Knowledge: Morality and Convention,CambridgeUniversityPress,1stedition.

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