Research CHAPTERS 1 - 5

1
University of San Agustin

COLLEGE OF LIBERAL ARTS, SCIENCES, AND EDUCATION
Chapter 1
INTRODUCTION
Background of the Study
The United Nations High Commission for Human Rights recognized that play is
monumental to every optimal child’s social and emotional development as a right of every child
to obtain. There are children who are fortunate enough to have bountiful available resources
and may not receive the full benefits of play especially those who are threatened by conflicts
such as exploitation practices, child labour, catastrophic incidence, limited resources and
neighbourhood violence due to poverty. In as much as every child has the right and deserves
the chance to develop their own unique potential, the child’s guardian should consider all the
aspects and factors that involving with the optimal development and circumstances that helps
the child to allow them to obtain the complete advantages concerning with play (Bell &
Wolfe,2004).
The aspects and factors that prevent children in poverty and the working-class from
achieving full benefits of play, rightfully deserves full and clamant attention. The exceeding
presumption is that play (or other spare available time in case of teens and young children) is
requisite to the intellectual activity to the physical, emotional and social prosperity of the
children (Eccles & Temptation, 2002). Creativity is tested and used while developing their limit
of imagination, finesse and physical, interest and emotional strength. The importance of play
gives brain a healthy development. Through

2
play children in their very early age enwrap and commerce with the world surrounding them.
Play gives the opportunity to bring out their creativity and explore the aesthetic of the world.
They can face and conquer their fears as they are portraying adult roles. In doing, children
develop new knowledge and accomplishments that helps boost confidence and capability to
become strong that they can depend on, to face challenges ahead of them (Hurwitz, 2003).
Inadvertent children develop socialization, negotiation and resolving problems and
develop self- advocacy skills. If children were encouraged to play, children discover their own
interest, develop their decision-making abilities, pursue their chosen passion and move at their
comfort. Burdette Whittaker (2005) play plays an important role on every child’s childhood
development that must be treasure. With the help of child caregivers, children’s effective
learning and development can be achieved through play (Shonkoff & Phillips, 2000). Guardian
must help children to share their knowledge and help them see the world beautifully in their
own point of view and receive the children’s needs and stand out on their own.
Using the young children from kindergarten to grade three as sample subjects, this study
proposes to know if there’s an impact of play to their social and emotional development of the
children and the factors that can affect their development. According to Piaget (1962) believed
that play has an important role in preeminent child’s learning development; he added important
weight as a result of the child’s social development. Particularly, play makes the children see
and understand that each and everyone has their

3
own point of view. Piaget sees that play gives the children the opportunity to develop their
social skills through interactions with other children.
Erickson (1963) play preserves the connection between make-believe and socialization.
In make-believe children were given a chance to explore, create and test the limits of their
imagination. They were able to apply their social skills with the discoveries of their self through
make believe and interactions. Like Piaget, Erickson promotes child ability of socialization
through play (Creasey & Zigler, 1998).
Vgotsky’s social-cultural theory stress the fundamental role of social interaction in the
development of cognition (Vgotsky’s, 1978), as he believed strongly that community plays a
central role in process of “making meaning”.
Statement of the Problem
Specifically, this study sought answers to the following questions:
1. What is the level of indoor play behaviors among/of learners when taken as a whole
according to their gender and grade level?
2. Is there a significant difference in the level of indoor play behaviors among/of learners
when grouped according to their gender and grade level?
3. What is the level of social and emotional development among/of learners when taken as
a whole according to their gender and grade level?
4. Is there a significant difference in the level of social and emotional development
among/of learners when grouped according to their gender and grade level?
4
5. Is there a significant relationship between indoor play behaviour and social and emotional
development?
Hypothesis
In view of the preceding problems, these hypotheses are formulated:
1. There is no significant difference in the level of indoor play behavior among grade one
to grade three when grouped as to gender and grade level.
2. There is no significant difference in the level of social and emotional development
among grade one to grade three when grouped as to gender and grade level.
3. There is no significant relationship between social and emotional development.
Theoretical Framework of the Study
On Vgotsky’s Social Development theory a Russian psychologist Lev Vgotsky (1896-
1934) who reside during the Russian revolution. His theory professes three major themes that
become one the foundation of constructivism. On the first he states that play has a monumental
impact on the process of cognitive development and appears twice on child’s cultural
development: Vgotsky also states that the cognitive development stems from social interactions
from guided learning with the zone of proximal development as children and their partners
construct knowledge. Lastly Vgotsky introduce the (MKO) The More Knowledge Other that
refers to anyone who has a better understanding or higher ability level that the learner, with
respect to particular task, process or concept.

5
MKO is normally thought of as being a teacher, coach or older adult but it can also be peers or
young person.
In the other hand, children usually develop these tools as was of communication as social
functions. Vgotsky believed that the idea of these tools to better innovation. The collaborations
between teachers and students is important in order to build a better understanding for
innovative learning and promote learning context in a child can play an active role of
innovation.
Crawford (1996), strongly believed that the significant strength of this theory is that
every child should be embolden to think and discover new through fare of gaining social,
emotional and cognitive tools to coherent in the world. Children can also receive help from
peers or facing and solving problems in means of communication through socialization.
Kitshener & Sweller (20111) in changing long-term memory, constructivist approach does not
work as well as direct instructions. There’s a limit of amount of information that can only exist
in working memory in one time. Potential misconception can occur in self-directed solving
situations.
Rubin (1980), believes play is the primary way for children to develop socially.
Children rehearse a variety of strategies to enter and maintain play. In order to be effective
players, they cooperate, share, and reconcile differences. The unstructured nature of recess
and outdoor play maximizes children's opportunities to approximate, test, and review their
social approach and maintenance efforts.

6
For many children, recess and other outdoor activities may be the single source of
positive reinforcement in the school day. Not confined to traditional classroom tasks, children
freely demonstrate no curricular strengths. As children explore the outdoor environment, they
test their abilities. During recess and in the outdoors, children acclaim one another for their
running, jumping, swinging, and climbing abilities. The child who has difficulty with reading,
writing, or numeracy may be knowledgeable about plants, animals, or weather. Children
become both leaders and followers; they practice perseverance, self-discipline, responsibility,
and self-acceptance. A unique learning derives from children playing with one another
(NAECS, 2001).
Fox (1993) researched the practicality of observing young children's cognitive
development during outdoor play. Her observations of four- and five-year-old children during
outdoor play found examples of addition and subtraction, shape identification, patterning,
one-to-one correspondence, number sense, sequencing of events, use of ordinal numbers,
knowledge of prepositions, and identification of final and initial consonants. Fox's outdoor
observations also found multiple examples of problem-solving, creative thinking, social
competence, language use, and gross and fine motor skills. Although outdoor observations do
not replace classroom assessment, they can provide valuable information for teachers of
young children. As Fox stated, "These observations can be performed unobtrusively, without
intruding upon the children's activities and without placing children in a stressful testing
situation"
7
Two studies of children aged six to eleven (King and Howard 2014a, 2014b) revealed
that whether children played on their own or with other children or adults, the size and nature
of the play space on offer, the resources available to them, and the proximity to them of others
at play all influenced their perception of the choices they enjoyed.
Buchanan, Burts, Bidner, White & Charlesworth (1998), found that teachers perceived
relative influence predicted teacher practices in terms of developmentally appropriate
classroom practice at the first, second and third grade levels. Teachers who perceived they
lacked influence were more likely to have a greater degree of structured, developmentally
inappropriate classrooms, even when this contradicted with their beliefs about how children
learn.
Wolfgang (1953) used play materials as an indicator of the child's social-emotional
development. An attempt was made to determine a relationship between play preferences and
cognitive competence in order to predict social-emotional adjustments. The study was weak in
that some play materials couldn't be properly measured but it was a useful study in that it -
suggested play materials for different stages of play or play therapy sessions. The activities in
this study were described as a continuum from sand play, finger painting, easel painting to
clay modelling, drawing, carpentry, blocks to lego and puzzles. The continuum was described
as a progression from fluid sensori-motor to structured work-like materials.

8
Sex differences are seen not only in children’s play companions, toys, and activities,
but also in how and where they play. Children engage in many types of play, ranging from
simple symbolic (pretend) play to complex games with rules. The attainment of gender
identity requires that children understand that everyone, including themselves, is either a male
or a female (Kohlberg, 1966).
Gender-typed play. This set included toys that according to past research (Blakemore
& Centers, 2005; Campenni, 1999) are male stereotyped (truck), moderately male
stereotyped (wooden blocks), female stereotyped (baby doll), moderately female stereotyped
(neutral colored tea set, brush and comb set), and gender neutral (sponge, nesting cups,
telephone, people that fit inside the truck).
A difference between boys and girls has been the subject of many studies (Baye &
Monseur, 2016; Driesses & Van Langan, 2013, Olivares, Fidalgo & Terlecki, 2016). Gender
differences have been found within play and activity choices. They have also been identified
within mathematical learning, language development and language related activities such as
reading and writing. Further analysis of the top four activities children was engaged in, across
the ages of 0 to 15 years and across both genders, highlighted some differences. More boys
than girls watched TV/films and played with electronics. Boys on the other hand were more
likely to engage in planned or organized sports but girls were more likely to engage in
spontaneous sports. Girls were also much more likely to engage in creative activities and
social or communication-based activities within their communities.

9
In 1991, Lytton & Romney found that parents promote different types of play to
sons and daughters. They found that boys were encouraged to engage in more in physical,
constructive and mechanical play. They are more often given gifts of lego, vehicles, tools and
sports equipment. Girls, on the other hand, are more likely to be given dolls, kitchen sets and
art sets (Vasta, Miller & Ellis, 2004). Gendered gifts start from birth (Pomerleau, A.,
Bolduc, D., Malcuit, G., & Cossette, L. 1990).
The fruit of this gender socialisation appears in children’s behaviour between the ages
of one and two, when they begin to show clear preferences for toys which ostensibly match
the gender markers they have been shown (Wood, Desmarais & Gugula, 2002). Lindsey
and Mize (2001) also found that parents play differently with sons and daughters and are
much more likely to play imaginatively with a daughter.
The differential roles of males and females have also been used to explain why girls
are more likely to prefer feminine toys and boys are more likely to prefer masculine toys
(Alexander 2003).
Figure 1. The Research Paradigm
Play
 Sex
 Grade Level Social and Emotional

Development
10
Significance of the Study
The results of this investigation would be relevant and beneficial to the following:
The Learners. This study will provide awareness on how they view the study. The study
will serve as the children’s reference on how the play influences their social and emotional
development skills.
The Teachers. This study will provide awareness and understanding to the teacher on
how play influence their learner’s development.
The School Administrator. this study will serve as a substantial information granted
under a background basis which will be provided a decent facility for play that is needed for the
development of learners.
Non- Governments Organization. This study will serve as a foundation in the society
that will be able to promote that play has an impact to children’s development.
The Parents. This study will give awareness to parents on how play influences the
development of their children.
Definition of Terms
In order to provide readers with clear understanding and interpretation of the basic
concepts used in this study, the following terms are hereby defined conceptually and
operationally:
11
Behavior. Is essentially observable physical activity. (Levitis, Lidicker Freunda, 2009)
In this study, behavior is the attitude of the pupils that they show to other pupil in
Agelicum School Iloilo.
Child. A young individual who is under the legal age of majority, or who is the natural
offspring of another. (Duhaime’s Law Dictionary)
In this study, child refers at the grade one to grade three pupils of Angelicum School
Iloilo.
Cognitive Development. The construction of thought processes, including
remembering, problem solving, and decision-making, from childhood through adolescence to
adulthood. (Encyclopedia of Children’s Health)
In this study, cognitive development is conceptualized as a movement away from
unconscious interaction with the physical and “at hand”, towards mental operation within the
realms of the abstract and conceptual.
Emotional Development. Refers to the ability to recognize, express and manage
feelings at different stages of life and to have empathy for the feelings of others. (Hearron &
Hildebrand, 2010)
In this study, emotional development helps children to understand the thoughts and
feelings of those people with whom they encounter or contact.

12
Grade Level. The level of the educational program studied by a student. (Wisconsin
Department of Public Instruction)
In this study, grade level refers to the educational program studied by the pupils in
Agelicum School Iloilo.
Kindergarten. A class for young children, usually children ages four and five years old,
which is often the first year of formal education. (Cambridge dictionary)
In this study, kindergarten is an educational institution of young children in Angelicum
School Iloilo.
Peer. a person of the same age, the same social position, or having the same abilities as
other people in a group. (Cambridge Dictionary)
In this study, peer refers to a group of friends in grade one to grade three of Angelicum
School Iloilo.
Play. According to Scales, Nicolopulou, & Ervin-Tripp (1991) called play "that
absorbing activity in which healthy young children participate with enthusiasm and abandon"
In this study, play is an important means through which children can develop their skills
in all areas.
13
Sex. either of two divisions into which many living things can be divided according to
their roles in reproduction and which consist of males or females. (Merriam-Webster
Dictionary)
In this study, sex refers to the sexual difference of pupils between male and female’s
respondents.
Skills. A type of work or activity which requires special training and knowledge.
(Collins Dictionary)
In this study, skills are the ability of the pupils to do an activity or something that they
can determine their strength.
Social Development. refers to how people develop social and emotional skills across
the lifespan, with particular attention to childhood and adolescence. (Ally Dog.com)
In this study, social development refers to the process by which a child learns to interact
with other kids around them, as well as how a child handles conflict with their peers.
Socialization. the process by which people, especially children, are made to behave in
a way which is acceptable in their culture or society.
In this study, socialization is a skill that determines the interaction of the pupils in
kindergarten to grade three in Angelicum School Iloilo.

14
Young. Someone who has lived for a short time, or behaviors or things associated with
someone who is not advanced in age. (Your Dictionary)
In this study, young refers to our respondent who are in grade one to grade three pupils
of Agelicum School Iloilo.
Delimitations of the Study
This study aims to know the influence and effects of play on social and emotional
development of children among kindergarten to grade three.
The respondents of this study are the learners in kindergarten to grade three. In order to
determine and analyse the factors that contribute to the level of social and emotional
development.
The instrument of this study is Social Emotional Learning (SEL), a widely used
development of knowledge, skills, attitudes and behaviours. SEL began to quickly emerge as a
field of research in the 1990’s. in 1994 the Collaborative for Academic, Social and Emotional
Learning (CASEL) was formed. The purpose of this CASEL is to have a proper implementation
from children. There have many definitions of SEL, one widely used definition describes SEL
as the process through which we learn to recognize and manage emotions, care about others.
This study used the descriptive survey as its research design. The subjects of the study
were (31) learners from grade one to grade three
Chapter II
15
Review of Related Literature
This chapter contains similar studies were seen conducted in various countries regarding
the influence of play behaviors on social and emotional development in young children.
Play and Child Development
According to Montessori 1952, play is the works of child and also an activity that helps
in healthy development of children. Those activities are both stimulate and influence the
connection in nerve cells. This process is influencing the development of fine and motor skills,
language, socialization, personal awareness, emotional well-being, creativity, problem solving
and learning ability. The important of play is having an activeness and socialization of the
children. They should have to experience the different kind of variety content such as arts, music
and science, math and social relations because each of this helps to improve and develop a
complex and integrated brain. The essences of play are enjoyable, purposeful, spontaneous and
voluntary. Play links sensory-motor, cognitive and social emotional that helps in brain
development.
Coolahan, Fantuzzo, Mendez & Permott (2000) states that play is an integral to the
academic environment. It assures social and emotional development of children as well as their
cognitive development. It can help children adjust their social setting and they can also enrich
children’s learning readiness, behaviors and problem-solving skills. They also argue that social
emotional learning is best integrated in academic learning;
some of the forces that enhance children’s ability to learn are raised at the expenses of other.
According to (Elis & Arnold, 2006) play and unscheduled time for peer are important
components for interactions in social- emotional learning’s.

16
Role of Play in promoting Social and Emotional Development
Erikson (1963) states the play not often not only represents the problem but also offers
a solution, so that the children experience some new sense of resolution and a reduction in the
tension associated with the conflict. Play enhances self-esteem, as children come to
understand themselves as different from other people and to feel competent. Also, a healthy
social and emotional development of a child is the ability to satisfying his/her needs, trusting
people, play with others, communicate, learn some new things, face the challenges and know
how to handle his/her emotions. Relationship with other can develop their skills. Starting from
birth, babies know when they feel that they are safe and know how to be treated. By letting
the child to feel that they are loved, they can show of comfort, safety and confidence.
Teaching children by forming a relationship with people communicate their emotions and
dealing the challenges that comes in their lives. Having a strong relationship also helps the
child to develop their trust, ability to understand the feeling of other people, showing of
concern towards people and awareness of what is right and wrong (National Centre for Early
Childhood Education, 1993).
Elkonin (1969) proposed the idea of play as the leading activity for children. Also, it
states that social dramatic play allows children to explore and create new worlds by put their
selves in other person’s place or life. Play is an important tool for social and
emotional skills development of child for them to learning how to socialize with his/her
classmates, participating with peers and know how to interact with people.
17
Piaget (1962) states that play support the emotional and social development of a child
by providing how to express themselves and cope up with their feelings. He also stated that
children as egocentric where the empathy of a child show one another through play signals of
their awareness of others. Through play, children learn to take turns, cooperate and share. The
Pretend Play helps the child to express his feelings by simplifying events that can create an
imaginary character, plot or setting to match their emotions and allows children to think out
aloud about in their experiences both pleasant and unpleasant feelings. It serves to control the
emotional expression by continuing re-enact discomfort and afraid experiences.
The social and emotional development health of a child is important to suitable his/her
behavior, understanding of life and know the changes when he/she will become adult (Fisher
1992).
The social-emotional development helps a child to form what he/she will become in
the future by teaching them a proper response to his/her emotional matters. A social skill is all
about on ability of a child to cooperate and play with others, paying attention to adults and
teachers, and make a reasonable change from their activities. (Mahindu 2011).
The Emotional Development is a procedure where they can learn how to understand
and can control their emotions. A healthy social and emotional skills allow a
child to develop the relationship towards others, mastering how to initiate, discover how to
play and learn, and ability to control the behavior in the on-going demands of experiences
with the range of his/her emotions. (Zins 2004).

18
As a child gets older, they must need to understand their roles and know to control
their behavior. Children can learn their social skills first by watching his family behave with
each other. Children will do the same to others and interact with them. As the play, a child can
learn to follow the instructions, know the directions, cooperate, take turns and share what they
have. Play helps the young children to understand their own emotions, feel proud what they
do and develop a feeling of which they are. (Fisher 1992).
The Social and Emotional Skills Developed During Children Play
The elaboration of social and emotional health of a child is a condition to his appropriate
behaviour, understanding of life and transition to adulthood (Fisher, 1992). Social emotional
development helps to shape a child into who he or she will be in the future life by teaching a
proper reaction to emotional matters. Social skills are all about the child’s ability to cooperate
and to play with others, giving attention to adults and teachers and for making reasonable
transitions from the activity (Mahindu, 2011). Emotional development is the operation of
learning to conclude and control emotions. Healthy social and emotional cleverness improved
put up with the children to develop the relationship, to a depth capability to substantiate, a
certain that play and learn elaborate endurance and attention, self-regulate their behaviour and
develop emotional range (Zins, 2004).
As child master older they want to conclude the capacity and be fit to contain their
actions. Children first get the social skills by observing the parents and family members carry
with each other as they play, children can master how to succeed command, ordered, collaborate
take turns and participate. Play can assist immature children to decide their own emotions to
19
scent superior of what they can do, and to elaborate the sense of which and what they are (Fisher,
1992).
Importance of Play Materials in promoting Social and Emotional Skills
Development
Every child was naturally born curious and giving them sufficient exceptional (that may
be affordable to everyone) materials that is crucial to the child’s learning process. Toys and
games that stimulate children are point of view and imagination that the world is distinctive and
a marvellous place. Jumping ropes, jacks, bean bags, balls and swings is still the favourite of
every child all over the globe (Elis and Arnold, 2000). With the help of play experiences,
children were able to learn a lot about themselves, their surroundings, other the people around
them, searching for ways to solve problems, develop body control and social skills and express
and enhance their creativity and have self- confidence as they are about to choose toys and
materials that suits their interest. A healthy environment that helps build the potential and
encourage children to develop and innovate them to make their own choices, make them feel
comfortable and safe, valued, competent and be able to take the initiative (Elis & Arnold, 2000).
These two bickers further that the play materials of for children is monumental that adds
value to play. As a way at enhancing their skills to play, children should be fronded with
applicable playing materials. In order to develop their social skills, teachers and parents are
required to provide the needed playing material to their children to engaged with a meaning full
play.
Importance of Play and its Influence on Child

20
According to Fromberg and Gullo (1992) play develops the child’s socialization skills,
language, creativity, imagination and positivity on their own point of view. Frost (1992) states
that play is the way for innovating a child’s intelligence and immediate sensory motor skills of
infants to going children.
Garvey (1997) established that play is a monumental stage where the child’s thinking
skills in verbal and non-verbal skills is being comprehend and develop their understanding of
the world’s physical and social changes.
Fromberg (1990) professed that play is “the supreme embodiment at human
experience.” It lets the children use their past experience and seen as a reference on what are
they build games, make believe and other activities.
Children use their motor skills as they socialize with others. They use their intellectual
skills and language as they engage on having a conversation. These different kinds of
interactions are the key to an innovative development of young children. According to Rogers
and Sawyer (1988) states “until the age of nine, children unity of
functions is best” because children’s unconscious behaviors is effective in learning and
innovating.
Time Allocation for Play in Pre-Schools
Early childhood educators have long believed that play makes important contributions
to children’s development and therefore must have a key role in pre-school curriculum. These
21
educationists have also known that play is a rich, varied, and complex process that requires
ample time, materials, and resources. However, these teachers face mounting pressure from
parents and administrators to provide structured, formal instructions on the “basics” as a result,
the amount of time allocated to play has been severely reduced in many early childhood
programs (Bodrova &Leong, 2007). Insufficient time for play affects children’s development
in that it inhibits two of the most mature forms of play groups –dramatic play and constructive
play, which often take a considerable amount of time.
Large blocks of time (45-60 minutes) in the daily schedule must also be allocated for
play so that children may develop play scenarios, get organized, and then execute their plan
(Early Childhood Education Syllabus, 2008). The daily schedules in preschool classrooms that
focus on academics and kindergarten readiness often do not provide an opportunity for
exploring meaningful and relevant activities. (Well & Drew, 2013). When
children are told frequently to “select another centre” or “it is time to move on to something
else”, they are not allowed enough time to engage with the materials long enough to develop
problem solving skills that require persistence and engagement.
According to the preschool guidelines, play activity is acknowledged as a vital activity
and thus it is allocated much time on the timetable (ECDE guideline, 1983). The guidelines
states that play is the most natural teaching technique which would be properly utilized and
22
practiced to ensure crisis-less transition from home environment. The general objectives of
Early Childhood Education states that allocation of time to play, enables children to enjoy living
and learning through play since it develops the children’s self-awareness and self-esteem
(Mahindu, 2011).
Play and outdoor activities are allocated much time than other activities in Early
Childhood Education Syllabus (2008). The allocation of time is 5 lessons per week of 30
minutes. Again, play activity is incorporated in almost every other subject taught in Early
Childhood Education development (Mahindu, 2011).
Presence of the Teacher in Children’s Play
In play, the major role of the teacher is to make sure that enough time is allocated and
playing materials are provided to all children (Elis, 2000). There has to be enough space for
all children to play freely and the teacher should never force any child to an activity if they do
not wish to. Instead, he or she should provide simulated environment
where children can have concrete play choices and maintain play to some acceptable
standards.
According to Schwartman (2008) children play what they know and assemble on from
what is known to unknown. If what they know is categorized and unfairness, it would be
reflected in their play. In Preschool, adults are introduced as teachers. They have a very
important part in children’s play activities. They need to be aware the benefits of all activities
23
in the children’s aspect of development. Then, they need to play and prepare for the play
activities completely.
Schwartman (2008) maintains that the teacher should secure all of the materials such
they do not harm the children when they play. They should also communicate and cooperate
with the parent’s concern in their children play. The teacher should put a guideline which to
teach the children of how to play. By doing this, children at times will copy their teacher’s
words and actions which help them to develop their social and emotional skills.
Njoki (2007) adds that the major role of the teacher during play is to ensure that
enough materials for play are provided for the whole group, to ensure that there is enough
space for the children and that they have sufficient time schedule for the play activity. Teacher
interventions during play take has possibilities to facilitate with problem solving, questioning,
redirecting undesired behaviors, and convince children into play themes. Curriculum content
for young children is play while the teacher’s role is to introduce play themes, provide the
materials and help children widen their ideas. By helping children
when designing roles, encouraging children to talk to peers, create open- ended questions and
becoming involved in play, the teacher extends and enhances learning (McAfee &Leong,
2010).
The teacher also might provide scaffolding to support children’s learning and
development by asking, “Why does the baby need to see the doctor?” or “How do you think
the doctor can help the baby?” This not only provides the child a chance to use expressive
24
language but also provides an opportunity for the child to think and contruct an answer
(Bodrova & Leong, 2007).
How Different Types of Play Promote Social and Emotional Development among
Children
Natural play healthy for children and may also help children to appreciate nature and
to learn about their environment. Through play, all areas of a child’s development can be
improved. Play also allow them to develop suitable behaviors that will be useful to them
throughout their lives. Play positively supports children’s social/emotional, physical,
cognitive, language and literacy skills. Play is important to a child’s overall healthy
development and enhances self-regulation. Hobert (1999) refers to play as children’s activity.
He also emphasizes that play is begin to children at an early age has a list of characteristics
which he referrers to as features. These features describe children’s play as symbolic in nature
since they involve elements of representation (Smith, 1995). Mahindu (2011) states that play
can be classified in a number of ways according to thw
skills they provide. She categorized play into four groups: creative play which includes
drawing, calligraphic work, modelling, painting and construction. These opinions are
reflected by Frankel and Hobart, (2000) who assert that creative play develop social emotional
development and intellectual skills. Physical play promotes co-ordination and co-operation
which is an important social skill. It involves climbing, rolling, walking, running, sliding and
25
jumping, while manipulative play is described as a play that required children to use their
hands. This play develops eye-hands co-ordination.
Imaginative play involves acting out the rules and situations. It develops skills such as
manipulative, emotional and social skills. It promotes sharing, self-confidence, language and
communicative skills (Frankel &Hobart, 2000). Co-operative play which involves social
interaction with groups and peers and this gives individuals a sense of belonging and identity.
Waithera (2006) found out that provision of play materials improved cognitive development
in children. She also found that teacher’s organization of play materials in a meaningful and
familiar way helped children in cognitive development.
According to the American Academy of Pediatrics (2014) play teaches a child how to
engage with the world from a very early age. Play can be educational as well as fun. You can
help your child’s social development by encouraging him to play games that require taking
turns, sharing and collaborate. Provide a range of age appropriate puzzles and board games for
indoor play. Role playing helps your child to elaborate in role play; helps to foster social and
emotional development because it needs both verbal
and non-verbal communication. Put together a box or trunk of dress-up clothes, collect hand
puppets and provide a range of props to stimulate your child’s imagination during role-play. It
will strengthen your child’s vocabulary and language skills and will teach her the value of
teamwork, sharing and empathy. Creative activities give your child with an outlet for
emotional expression. Let your child experiment with different surfaces, tools and materials.
Motivate him/her to enjoy the process of creating rather than just the end results. This type of
26
open-ended art gives your child a chance to express himself/herself and release stress without
restrictions.
Summary
This chapter contains the related literature, studies that are connected or correlative to
this study. In this section, Review of Related Literature, the contents present the review of the
following relative studies in connection to the present investigation about “Indoor play behavior
on social- emotional development of young children”. In this chapter, there is a discussion or
defining of terms, results, and a compilation of various related studies which were used for
comparative analysis.
In this study, play is known as an important part of the childhood development.
Through play children learn about shapes, colors, cause and effect, and themselves. Besides
cognitive thinking, play helps the child learn social and psychomotor skills. It is a way of
communicating joy, fear, sad, and anxiety. Seven categories are organized in play: physical
play, expressive play, manipulative play, symbolic play, dramatic play, familiarization play,
surrogate play. Physical play is when children run, jump, and play
games such as chase, hide-and-seek, and tag, they involve in physical play. This play has a
social nature because it engaged other children. It also provides exercise, which is essential for
normal development. Expressive play when a certain form of play gives children opportunities
to express feelings by engaging with materials. Manipulative play in which the children
control or master their environment through manipulative play. They manipulate the
27
environment and other people as much as possible. Manipulative play starts in infancy. Infants
play with their parents; for example, they drop a toy, wait for the parent to pick it up, clean it,
and return it, and then they drop it again.
This interaction brings the infant and parent together in a game. Symbolic play which a
certain game can symbolically express a child's problems. Because there are no rules in
symbolic play, the child can use this play to reinforce, learn about, and imaginatively alter
painful experiences. Parents can be surprised by their child's perception of family issues
Symbolic play may be used by children to manage with fear of separation when they go to
school or to the hospital. Dramatic play, children act out situations they suspect may happen
to them, that they are fearful will happen, or that they have witnessed. Dramatic play can be
either spontaneous or guided and may be therapeutic for children in the hospital.
Familiarizations play where a child handles material and explore experiences in reassuring,
enjoyable ways. Familiarization prepares children for potentially fearful and painful
experiences, such as surgery or parental separation. Surrogate play for children who are too ill
or incapacitated to play, another child or a parent may serve as surrogate. Watching the
surrogate who plays on behalf of the sick
child is stimulating to the sick child. When parents involved in expressive art by painting or
redecorating a room while the physically challenged child watches, they stimulate the child.
Participants also included children’s creativity and their health and physical
development as play-based learning.

28
Some survey results go against the grain of previous surveys of parents (e.g.,
Christmas, 2005; Fogle & Mendez, 2006), which found that views of parents with
postsecondary education were more likely to align with teachers’ and researchers’ views than
were those of parents with lower education levels. Further research is needed to explore the
influence of education and other sociocultural variables on parents’ perspectives, given the
differences in survey results. Further research could also explore principals’ perceptions of
play and learning and forms of support that they provide to teachers who implement play-
based learning. Concomitantly, teachers’ perspectives and experiences could be examined to
understand forms of support that teachers receive and would like to receive from school and
school district administrators and from parents as they implement play-based teaching and
learning practices.
Reflecting on other research that has found low support among parents for play-based
learning, from a school principal’s perspective (one of the authors), it is understandable that
parents might be concerned if their children said that all they did was play in school. As an
explanation for negative parental attitudes toward play-based learning, it is possible that
teachers are more likely to remember or feel pressure from
parents who show negative sentiments about the play activities in the classroom. It is also
possible that some teachers are unsure how to explain to parents the learning that occurs
through play-based activities. As teachers shape play activities to support learning outcomes,
they might consider how they will clearly articulate this learning to parents, including how
play supports and strengthens learning, and the roles that teachers take in supporting
29
children’s learning through play. School and school division administrators also play a role in
articulating their support for play-based learning in formal and informal communication with
parents of students in the school.
Chapter III
Research Design and Methodology

30
In this chapter the research methodology was described. This chapter also describes the
respondents, the instruments used in gathering the information, the validity and reliability of
the instrument and the interpretation.
The measures were developed to incorporate an extensive range of areas which included:
young children’s social and emotional development behavior during indoor play. Items were
developed using literature reviews on social-emotional competency measures (Humphrey et al.,
2011; Williams, 2008). All scale domain areas were identified by the principal investigator and
based on an extensive literature review. Similar domain areas such as connectedness and
belonging were counted as one. Domain areas were then tallied for frequency at which they
were measured in existing social emotional diagnostic and screening tools. The domain areas
identified with greatest frequency were: social skills, emotional regulation, self-regulation, self-
concept, social responsibility, school connectedness/belonging, and optimism/positivity.
Respondents
The respondents of this study were the grade one to grade three of the Angelicum School
Iloilo. The researchers take all the 31 respondents and used purposive random sampling method.
The students were grouped according to grade level (grade one, grade two and grade
three) and sex (male and female).
When sex is viewed as a variable, (17) were male and (14) were female. With regards
to the grade level Grade One (9), Grade Two (12) and Grade Three (10).
Distribution of Respondents Taken as a Whole and Grouped as to Variables
Table 1
Profile of Respondents
31
Frequency Percent
As a whole 31 31 100.0
Sex Male 17 54.8
Female 14 45.2
Grade Level Grade One 9 29.0
Grade Two 12 38.7
Grade Three 10 32.3
Instrument
The survey instrument used by the school was constructed by combining all the 118
items from the PENN Interactive Peer Play Scale (PIPPS) and some of the items from the
Social- Emotional Development (SED) survey.
The survey questionnaire entitled “PENN Interactive Peer Play Scale and Social-
Emotional Screening Instrument” were consisted of two parts, namely, Part I which ask
for the personal information of the subject as name of the respondent, sex, and grade level.
Part II the PIPPS and SED was design to measure the social- emotional competency of
the young children during their indoor play behavior within the context. Teacher surveys were
analyzed by computing descriptive statistics, including mean, median, mode, skewness, and
32
kurtosis to assess the distribution of scores for each item. Frequency tables were then
examined and items were ranked based on the level that
teachers had endorsed as being social-emotional developmental behaviors that they were
most apt to observe. These items were examined to determine the social-emotional
domain areas that teachers found to be most representative of positive social-emotional
development for that age group. Highly rated questions within these domains were then
selected to be used as part of the screening tool administered to youth. This was based on the
assumption that following an item analysis, only half to one-third of the questions would
prove to be reliable and account for a significant amount of thevariance of social-emotional
development.
Creswell (2011) asserts that reliability of measurements concerns the degree to which
a particular measuring procedure gives similar results over a number of repeated trials. It also
refers to the consistency of an instrument to yield similar results at different times. The
researcher used test re-tests method in order to establish the reliability of the instruments. Test
re-test method is applied where a test is given to respondents then after some time given
again, gives the same results. The researcher made a comparison between answers obtained in
the test and re-test of questionnaires. A Pearson’s Product
Moment Correlation Coefficient formula was used. According to Mugenda
&Mugenda (1999) a correlation coefficient expresses the degree of relationship between two
sets of scores by numbers ranging from +1.00 from -1.00 to +1.00 to -1.00.A perfect positive
33
correlation is indicated by a coefficient of +1.00 and a perfect negative correlation by a
coefficient of -1.00. He further asserts that a correlation coefficient of .00 lays midways
between these extremes and indicates no relationship between the two sets of scores. A
coefficient of 0.80 or more will simply show that there is high reliability of data and for this
study it was 0.88.
Purposive sampling also known as selective or subjective sampling technique was
used in selecting the preschools used in the study. According to Patton (2006), purposive
sampling focuses on particular characteristics of a population that are of interest, this best
enabled the research to answer the research questions. Secondly, simple random sampling was
used to select children and teachers from the selected schools. According to Creswell (2011)
in this technique, the researcher selects participants (or units such as schools) so that any
individual has an equal chance /probability of being selected from the population, and any
bias in the population is equally distributed among those chosen. Mugenda and Mugenda
(1999) argues that 20% to 30% of the population is adequate, however, the larger the better.
The researcher therefore sampled 30% of the preschools, teachers and children.
According to Kombo &Tromp (2006) a questionnaire is a research instrument that
gathers data over a large sample, it can reach a large number of subjects who are able to read
and write independently. A questionnaire enhances anonymity of respondents and uniformity
of questions, thus allowing comparability. The questionnaires were administered to the

34
teachers and they had two sections; section one gathered demographic information of the
respondents while section two gathered information on the influence of play on social and
emotional development. It contained both closed and open-ended questions.
Content Variable
An exploratory factor analysis was then used with the remaining items to
determine dimensionality and which questions were most related to the overall measure
of social-emotional development. A Screen plot was examined for information related to
the unidimensional of the items and the degree of variance explained by the first
factor. Based on this review if one factor were to emerge as explaining a significant
proportion of variance, an item response theory approach would be taken to review items
that had at least a moderate factor loading. Items with low factor loadings were removed
from further analyses. Criteria for appropriateness of factor loadings was influenced by
guidelines outlined by Ford, MacCallum, and Tait (1986). Although, a general heuristic is
that factor loadings have a value of at least 0.3, it is important to compare these values
within the context of the study to determine appropriateness as opposed to one specific cut-
score.
The items 1 – 32 in this survey questionnaire was in a Five-Likert scale with the options as
follows:
Scale Interpretation
5 Very Often
35
4 Often
3 Sometimes
2 Hardly Never
1 Never
The item 1- 86 in this survey questionnaire was in a five-Likert scale with the options as follows:
Scale Interpretation
5 Absolutely Important
4 Important
3 Somewhat Important
2 Little Important
1 Do not Include
Administration of the Instrument

36
The researcher asked permission to conduct the study by making a letter approved by
the research teacher. The letter was sent to the academic head and Dean of the college for
approval. After the approval, the researcher started their survey. The researcher reproduced and
disseminated the survey questionnaire to the respondents. The survey questionnaires were
personally distributed to the respondents by the researchers. The respondents asked to
accomplish the needed information called for in the personal information. Before they were
asked to answer the questionnaire-checklist that consists of two parts the researcher explained
every item thoroughly. The data were retrieved immediately after they had accomplished it.
Their responses were tabulated and subjected to statistical analysis.
Frequency count is the most straight-forward approach to working with quantitative
data. Items are classified according to a particular scheme and an arithmetical count is made of
the number of items (or tokens) within the text which belong to each classification (or type) in
the scheme.
Mean is the most commonly used measure of the central and is also referred as the
arithmetic average.
Standard Deviation is the most important measure of variation. It shows variation about
the mean. It is also known as the square root of the variance.
Statistical Analysis
Mean and standard deviation were used to determine the level of indoor play behavior
on social- emotional development of young children when they are taken as a

37
whole and when they were grouped as to variables. The mean was interpreted as follow: As to
level of social-emotional development in terms the mean of 1-1.8 were interpreted as Very low;
1.81-2.6 were interpreted as Low; 2.61-3.4 were interpreted as Average; 3.41- 4.2 were
interpreted as High an 4.21-5 were interpreted as Very high. As to level of indoor play behavior
the mean 1-1.8 were interpreted as Not active; 1.81-2.6 were interpreted as Less Active; 2.61-
3.4 were interpreted as Active; 3.41- 4.2 were interpreted as Highly active and 4.21-5 were
interpreted as Very high Active.
The mean point averages of indoor play behavior of young children were further
categorized as follows:
Mean Interpretation Description
Students who have a high count of or more social- emotional
development are more likely to make responsible lifestyle
Very high choices, conscientious in decision-making, have an overall

4.21-5
Active healthy interpersonal and intrapersonal functioning without
any problems, and are less susceptible to make harmful or
unhealthy life choices.
Students who have an average count or typical number of

Highly
social-emotional development are more likely to make right
3.41-4.2
Active
38
and moderate lifestyle choices, have normal decision-
making, no fluctuations (stable) on both interpersonal and
intrapersonal functioning, and are more or less likely to make
harmful or unhealthy life choices.
Students who have a low count or a smaller number of social-
emotional development are more likely to make harmful and
unsafe lifestyle choices, irresponsible decision-making, have

2.61- 3.4 Active
irregular or unstable interpersonal and intrapersonal
functioning, and are more vulnerable to dangerous and life-
threatening influences in the environment.
Students who have a smallest number of Social-Emotional
1.81-2.6 Low Active development are more likely to make harmful and wrong
decision making. Have a doesn’t good lifestyle.
Students who have a very low amount of number of Social-
1.8-1 Not Active Emotional development are more likely dangerous they are
not active in their socialization lifestyle.

39
The mean point averages of social- emotional development were further categorized as
follows:
Mean Interpretation Description
Students barely meets academic expectations, has poor grades,

4.21-5 Very high
and displays undesirable behaviors.
3.41- Students meets academic expectations, has good or average

high
4.2 grades, and displays normally desirable behaviors.
2.61- Students meet academic expectations, has excellent grades, and

average
3.4 displays highly desirable behaviors.
2.6- Students meet academic expectation, has a good grade, and has a
low
1.81 high desirable behavior.
Students meet academic expectation, has a not so nice grades, but

1.81-1 Very low
they do their best, and has a good desirable behavior.
Paired t (also referred to as matched t) test compares means across the same variable
and the same cases at two different times. Suppose you were interested in
40
looking to see if neighborhood watch was effective. Matched t test assumes that the interval
variable is normally distributed at both times.
ANOVA (Analysis of Variance) is similar to the two-sample t test, but it compares
means across more than two groups. Conducting ANOVA alone will not tell you which groups
are different from each other, but only if there is a difference between groups. In order to see
which specific groups are different you need to conduct a post-hoc
test (this is usually done if and only if you find there is a difference between the groups).
ANOVA assumes that the interval variable is normally distributed.
Pearson correlation measures the existence (given by a p-value) and strength (given by
the correlation r between -1 and +1) of a linear relationship between two variables. It should
only be used when its underlying assumptions are satisfied. If the outcome is significant, we
conclude that a correlation exists.
After tabulation, t-test was employed to determine the significance of the difference in
the two-level categories of variables, the ANOVA test for variables of three or more categories.
Chapter IV
41
Presentation, Analysis, and Interpretation70
Chapter Four presents the findings of the investigation. Descriptive Data Analysis
reveals the influence of indoor play behaviors on social and emotional development of young
children using the mean and standard deviation. Subjecting the data to t-test and ANOVA also
determined the significance between the differences.
Level of Indoor Play Behaviors among of learners when taken as a whole according to
their gender and grade level
When taken as a whole, the level of indoor play behaviors is rated as active (M= 2.60,
SD= 0.38);
When grouped according to sex, the male (M= 2.66, SD= 0.40) rated the level of indoor
play behavior as active while the female (M= 2.53, SD= 0.36) rated the level of indoor play
behaviors as less active;
When grouped according to grade level, the Ys2 (M= 2.37. SD= 0.23) rated the level
of indoor play behaviors as less active while the Ys3 (M= 2.70, SD= 0.37) rated the indoor
play behavior as active and Ys4 (M= 2.69, SD= 0.45) rated the level of indoor play behavior
as active. As reflected in Table 2.
Table 2
42
Level of indoor play behaviors among of learners when taken as a whole
according to their gender and grade level
Sex Mean N SD Interpretation
Total 2.60 31 .38 Less Active
Sex
Male 2.66 17 .40 Less Active
Female 2.53 14 .36 Active
Grade Level
Ys2 2.37 9 .23 Less Active
Ys3 2.70 12 .37 Active
Ys4 2.69 10 .45 Active
Legend: 1- 1.8 – Not Active 1.81– 2.6- Less Active 2.61 -3.4 –Active 3.41 – 4.2 –
Highly Active 4.21-5 – Very High Active

43
Significant difference in the level of indoor play behaviors among of learners when grouped
according to their gender
Table 3
Sex N Mean t df Sig. (2-tailed) Interpretation
Play Male 17 2.66 0.960 29 0.345 Not
Female 14 2.53 Significant
Significant difference in the level of indoor play behaviors among of learners when grouped
according to their grade level
Table 4
Sum of Mean Interpretation
Squares df Square F Sig.
Between Groups .673 2 .336 2.530 .098 Not
Within Groups 3.722 28 .133 Significant
Total 4.394 30
Results shows that there is no significant difference in the level of indoor play behaviors
among of learners when grouped according grade level, F(2, 28) = 2.530, p=0.098. A
probability of 0.098 is greater than the level of significance which is 0.05. Therefore, null
hypothesis must be rejected. The level of indoor play behaviors among of learners when
grouped according to their grade level does not vary. As reflected in Table 4.
44
Table 5
level of social and emotional development among of learners when taken as a
whole according to their gender and grade level
Sex Mean N SD Interpretation
Total 4.1808 31 .31530 High
Sex
Male 4.1813 17 .29606 High
Female 4.1802 14 .34862 High
Grade level
Ys2 4.1292 9 .08169 High
Ys3 4.5000 12 .09589 Very high
Ys4 3.8442 10 .22314 High
Legend: 1- 1.8 – Very Low 1.18 – 2.6- Low 2.61 -3.4 –Average 3.41 – 4.2 – High
4.21-5- Very High
When taken as a whole, the level of social and emotional development is rated as High
(M= 4.18, SD= 0.32). As reflected in Table 5.
When grouped according to sex, the male (M= 4.18, SD= 0.30) rated the level of
social and emotional development as High while the female (M= 4.18, SD= 0.35) rated the
level of social and emotional development as high. As reflected in Table 5.

45
When grouped according to grade level, the Ys2 (M= 4.13. SD= 0.82) rated the level
of social and emotional development as high while the Ys3 (M= 4.50, SD= 0.96) rated the
social and emotional developments as very high and Ys4 (M= 3.84, SD= 0.22) rated the level
of social and emotional development as high. As reflected in Table 5.
Table 6
Significant difference in the level of social and emotional development among of learner when grouped according
to gender
Sex N Mean t df Sig. (2-tailed) Interpretation
Social emotional Male 17 4.1813 0.009 29 0.993 Not
development Female 14 4.1802 Significant
Play Male 17 2.6618 0.960 29 0.345 Not
Female 14 2.5290 Significant
Results shows that there is no significant difference in the level of social and
emotional development of learners when grouped according to their gender, t(29) = 0.009,
p=0.993. A probability of 0.993 is greater than the level of significance which is 0.05.
Therefore null hypothesis must not be rejected. The level of social and emotional
development of learners when grouped according to their gender does not vary. As reflected
in Table 6.
46
Results shows that there is no significant difference in the level of social and
emotional development of learners when grouped according to their gender, t(29) = 0.960,
p=0.345. A probability of 0.345 is greater than the level of significance which is 0.05.
Therefore null hypothesis must not be rejected. The level of social and emotional
development of learners when grouped according to their gender does not vary. As reflected
in Table 6.
Table 7
Significant difference in the level of social and emotional development among of learners
when grouped according to grade level
Sum of Mean Interpretation
Squares Df Square F Sig.
Between Groups 2.380 2 1.190 55.281 .000 Significant
Within Groups .603 28 .022
Total 2.982 30
47
Table 8
Multiple Comparisons
Social and Emotional Development
LSD
Mean 95% Confidence Interval
(I) (J) Difference (I-
grade grade J) Std. Error Sig. Lower Bound Upper Bound
Ys2 Ys3 -.37080* .06469 .000 -.5033 -.2383.
Ys4 .28501* .06741 .000 .4231
.1469
Ys3 Ys2 .37080* .06469 .000 .2383 .5033
Ys4 .65581* .06282 .000 .5271 .7845
Ys4 Ys2 -.28501* .06741 .000 -.4231 -.1469
Ys3 -.65581* .06282 .000 -.7845 -.5271
Results shows that there is a significant difference in the level of social and emotional
development of learners when grouped according to grade level, t(2, 28) = 55.281, p=0.000.
A probability of 0.000 is less than the level of significance which is 0.05. Therefore, null
hypothesis must be rejected. The level of social and emotional

48
development of learners when grouped according to their gender varies. As reflected in
Table 7.
Post hoc result shows that a significant difference exists in the level of social and
emotional development among Ys2 and Ys3 in favor of Ys3; between ys2 and Ys4 in favor
of Ys4; between ys3 and Ys2 in favor of Ys3; between Ys3 and Ys4 in favor of Ys3; Ys4
and Ys2 in favor of Ys2 and lastly Ys4 and Ys3 in favor of Ys3. As reflected in Table 8.
Table 9
R Sig. (2-tailed) Interpretation
Play 0.034 .856 Not Significant
Results shows that there is no strong and negative correlation between play and social and
emotional development (r= -0.34, p=0.856). A probability of 0.856 is greater than the level of
significance which is 0.05. Therefore, null hypothesis must not be rejected. Play and social
and emotional development is not significantly related. As reflected in Table 9.

49
Chapter V
Summary, Implications, Conclusions, and Recommendations
Chapter five gives the summary of its study and its findings; the conclusions and some
recommendations arrived at.
Summary
This study aimed to discover the Influence of indoor play behaviors on social and
emotional development of young children
1. What is the level of indoor play behaviors among/of learners when taken as a whole
according to their gender and grade level?
2. Is there a significant difference in the level of indoor play behaviors among/of learners
when grouped according to their gender and grade level?
3. What is the level of social and emotional development among/of learners when taken as
a whole according to their gender and grade level?
4. Is there a significant difference in the level of social and emotional development
among/of learners when grouped according to their gender and grade level?
50
5. Is there a significant relationship between indoor play behavior and social and
emotional development?
The findings of the study are summarized as follows:
1. There is no significant difference in the level of indoor play behaviors among of learners
when grouped according to gender and grade level.
2. There is no significant difference in the level of social and emotional development of
learners when grouped according to their gender.
3. There is a significant difference in the level of social and emotional development of
learners when grouped according to grade level.
Implications
The independent variables were gender and grade level while the dependent variable is
play and social – emotional development. This investigation looked into the young children’s
social and emotional development. In addition, it examines the influence of indoor play
behaviors on social and emotional development of young children as may be influenced by
gender and grade level.
For theory, it has been agreed that the study can be related to the theory of Ericson and
Demick (1999), Bronfenbrenner and Ceci (1994), and Bronfenbrenner (1995) on the
Developmental Systems Theory which states that synthesis is the process of synergy, which
emerges from the eclectic union of reductionism and holism. Reductionism is the analysis of a
system composed by parts which are studied separately to find denotation, a term that
51
inaugurates scientific method. Holism, on the other hand, observes the system as a whole to
find its purpose as a part of something larger.
For practice, as future educators, we can utilize the study on Influence of Indoor Play
Behavior on Social and Emotional Development of Young Children in order for us to know and
be aware of the factors that causes their problems and provide immediate and necessary actions.
Conclusions
In the view of the findings of the study, the following conclusions were drawn:
In view of the findings of the study, the following conclusions were drawn:
In general, the study shows that play materials are important in the social and
emotional skills of pupils in grade one to grade three. Children need to play material to be
motivated to take part in play which they will improve their social and emotional skills. Play
helps children actively make sense of their environment Through active play, children are
learning, exploring and creating. Play materials also enhance the spirit of teamwork,
interaction and socialization, making learning real, and creating friendliness among children
besides heightened coexistence. Children do not need expensive or hard-to-find items. In fact,
common and inexpensive materials generally suffice. Therefore, it is clear that play materials
are essential in preparing children for adult life.
When taken as a whole, the Male is more active in Indoor Play while the Female is
less active. In their social and emotional development, they are rated as High. In this
52
study, it shows that Male and Female in grade one to three is active and fun having playing in
indoor.
Nearly all of the indoor play materials can be manipulated by children. Puzzles,
blocks, art materials, musical instruments and dramatic play props are among the many
materials commonly found indoors. The researcher also concludes the amount of time assign
for play significantly influences’ social and emotional skills in children of grade one to grade
three. The researcher concluded that the teachers’ presence during children’s’ play was very
important as it influenced the children social skills and emotional development by providing
guidance on difficulty pays as well as providing security
The Teacher is the facilitator of play in the classroom. The teacher facilitates play by
providing appropriate indoor environment. Teachers also facilitate play by working with
children to develop rules for safe indoor. As facilitators of children's play, teachers should
closely observe children during play periods not only for assessment purposes, as stated
earlier, but also to facilitate appropriate social interactions and motor behaviors. It is
important that children be the decision-makers during play, choosing what and where to play,
choosing roles for each player, and choosing how play will proceed. Occasionally, however,
some children will need adult assistance in joining a play group, modifying behavior, or
negotiating a disagreement. Careful observation will help the teacher to decide when to offer
assistance and what form that assistance should take.

53
Finally concluded that the children who engaged in different types of play significantly
improved their social skills and emotional development. This is because every play has a certain
part it plays in the Social and Emotional development of a child and therefore the more the
better
Recommendations
In the light of the findings of the study and the conclusions drawn from them, the following
are recommended:
(1) The school should provide materials of play materials to enable them to know and
appreciate the indoor play and enhance more in the social and emotional skill of the
children.
(2) The DEPED should formulate adequate policies that would ensure all public and
private schools are funded enough to purchase, install and ensure availability of play
materials as well as replacing the worn-out and dangerous materials. At the same time
safety of play materials should be observed.
(3) The Teacher should always be near in their children during play so as motivate the
children and can protect them in dangerous play.
(4) The pupils should increase their play varieties so as to motivate their self to enjoy in
playing.
54
REFERENCES
American Academy of Pediatrics (2014). The Social Emotional Development of young
children. Psychology Today. The need for pretend play in Child Development. New York:
Public Health.
Bell., M. & Wolfe., C. (2004). “Emotion and cognition”: An intricately Bound Developmental
Process. Child Development, Vol. 75. No. 2.366-370.
Bodrova., E. & Leong., D. (2007). Tools of the mind: The Vygotskian approach to early
Childhood Education (2nd ed). Upper saddle River, NJ: Merrill/prentice Hall.
Burdette., H.L. & Whitaker., R.C. (2005). Resurrecting fee fitness and fatness to attention.
Affiliation, and effect. Arch Pediator. Adolesc. 159: 40-50.
Christmas, J. (2005). Is it OK to play? Perceptions of play in a small rural primary school. In
K. Hirst & C. Nutbrown (Eds.), Perspectives on early childhood education: Contemporary
research (pp. 141–149). Stoke-on-Trent, England: Trentham Books.
Coolahan., K. Fantuzzo., J. Mendez., J. & Permott., P. (2000).preschool peer interactions and
readiness to learn. Relationships between classroom peer play and learning behaviors and
conduct/ Jeduc psycho. 92:458-465.
Creasey., A. Ravers., C. C. &Zigler., E.F. (1998). Social Competence: an untapped dimension
in evaluating head start’s success. Early Childhood Res. 363-385.
Crowford., A. (1996). Parent-Child Play: Descriptions and implications. Albany, NY: State
University of New York Press.

55
Driessen, G., & Langen, A. v. (2013). Gender differences in primary and secondary
education:Are girls really outperforming boys? International Review of Education /
Internationale Zeitschrift Für Erziehungswissenschaft / Revue Internationale De l'Education,
59(1), 67-86. doi:10.1007/s11159-013-9352-6
Early Childhood Education Syllabus (2008). Development of Play in Childhood. Forms and
Functions. Education. Nairobi: NACECE.
Eccles., J.S. &Templeton., J. (2002). Extra Curricular and other after-school activities for
youth. Holistic Development for Youth. NY: Star Press.113-180.
Elis., M.J. & Arnold., H. (2000). The Educator’s Guide to Emotional Intelligence and
Academic Achievement: Social –emotional leaving in the classroom. Thousand Oaks. CA:
Corwin press.
Elkonin., D.B. (1969). Some results of the study of the psychological development of pre-
school (EDS). A handbook of contemporary oviet psychology (pp.163-208). New York: Basic
Books.
Erickson., R.J. (1963).Play contributes to the full emotional development of the child.
Education.1985: 105-263.
Fisher., E.P. (1992). The impact of play on development: a meta-analysis play cult: 5:159.
Fogle, L. M., & Mendez, J. L. (2006). Assessing the play beliefs of African American mothers
with preschool children. Early Childhood Research Quarterly, 21(4), 507–518.

56
Ford, J. K., MacCallum, R. C., & Tait, M. (1986). The application of exploratory factor
analysis in applied psychology: A critical review and analysis. Personnel Psychology, 39(2),
291-314.
Fromberg, D.P. (1990). Play issues in early childhood education. In Seedfeldt, C. (Ed.),
Continuing issues in early childhood education, (pp. 223-243). Columbus, OH: Merrill.
Fromberg, D.P. & Gullo, D.F. (1992). Perspectives on children. In L.R. Williams & D.P.
Fromberg (Eds.), Encyclopedia of early childhood education, (pp. 191-194). New York:
Garland Publishing, Inc.
Frost, J.L. (1992). Play and playscapes. Albany, NY: Delmar.
Garvey, C. (1977). Play. Cambridge, MA: Harvard University Press.
Hearron, P. F. and V. Hildebrand. “Social-Emotional Development.” Education.com. <
http://www.education.com/reference/article/social-emotional-development-2/ > 18 Nov. 2010.
https://dpi.wi.gov/wise/data-elements/grade-level
https://dictionary.cambridge.org/dictionary/english/kindergarten
https://dictionary.cambridge.org/us/dictionary/english/peer
57
Hobart., C. & Frankel., J. (2000).A practical guide to activities for young children (ed)
edition: Stanly Thomas Publisher.
Hobert., A. (1999). Social Competence: An untapped dimension in evaluating Head start’s
success. Early Childhood Res. 363-385.
Humphrey, N., Kalambouka, A., Wigelsworth, M., Lendrum, A., Deighton, J., &
Wolpert, M. (2011). Measures of social and emotional skills for children and young
people: A systematic review. Educational and Psychological Measurement, 71(4),
617-637.
Hurwitz., S.C. (2003). To be successful: Let them play! Child education.2002/2003; 79:101-
102.
Kitshener., A. & Sweller., J. (2011).What is the meaning and nature of active play for today’s
children in the UK?.International Journal of behavioral nutrition and Physical activity, 8, 15.
Levitis, D., Lidicker, W., & Freunda, G. (2009). Behavioural biologists do not agree on what
constitutes behavior. Animal Behaviour, 78, 103–110.
http://www.duhaime.org/LegalDictionary/C/Child.aspx
https://www.encyclopedia.com/medicine/divisions-diagnostics-and-
procedures/medicine/cognitive-development
58
Lindsey, E. W., & Mize, J. (2001). Contextual differences in Parent–Child play: Implications
for children's gender role development. Sex Roles, 44(3), 155-176.
doi:10.1023/A:1010950919451
https://www.alleydog.com/glossary/definition.php?term=Social+Development
https://www.yourdictionary.com/young
Mahindu., J.K. (2011). Influence of play on social development of children in Kabete Zone.
Unpublished masters of Education in early child education research project, University of
Nairobi.
McAfee., N. & Leong., D. (2010).Assessing and guiding young children’s development and
Learning. (5thEd.). Boston, MA: Pearson.
National Centre for Early Childhood Education (1993).A guide for Early Childhood
Development in Kenya. NACECE. Nairobi: KIE pub.
Njoki., E.M. (2007). Factors that affect the quality of pre-school physical education
programme In Sagana Zone, Kirinyanga District. Unpublished Master of Education in Early
Childhood Education Research project, University of Nairobi.
Piaget., J. (1962). The relationship between play and cognitive
development.Education.78:260-282.
59
Rogers, C. & Sawyers, J. (1988). Play in the lives of children. Washington, DC: NAEYC.
Scales, B.; Almy, M.; Nicolopulou, A.; & Ervin-Tripp, S. (1991). Defending play in the lives
of children. In B. Scales ; M. Almy ; A. Nicolopulou ; & S. Ervin-Tripp (Eds.). Play and the
social context of development in early care and education, (pp. 15-31). New York: Teachers'
College, Columbia University.
https://www.collinsdictionary.com/dictionary/english/skill
Schwartman., K.R. (2008). Socio- Emotional processes and Interpersonal Relationships.
Implication for understanding motivation at school: 76-97.
Shankoff., J.P. & Phillips., D.A. (2000). From Neurons to Neighborhoods. The Science of
Early Childhood Development. Washington DC: National academy.
Smith., D. (1995). How Play Influences Children’s Development at home and
School.J.Phy.Educ.Recreation:66:19-23.
Vasta, Miller & Ellis, 2004 Vygotsky., L.S. (1978). Mind and society: The development of
higher mental processes. Cambridge, MA: Harvard University Press.
Waithera., F.R. (2006). The impact of play materials on the cognitive development of pre-
school children: Case Study of St. Joseph pre-school, Nairobi. Unpublished research project,
University of Nairobi.
60
Well., T. & Drew., L. (2013).How much do we know about the importance of play in child
development?. Child Educ.78:230-233.
Williams, S. T. (2008). Mental health screening and assessment tools for children:
Literature review. Northern California Training Academy. Retrieved from
http://humanservices.ucdavis.edu/academy/pdf/final2mentalhealthlitreview.pdf
Zins., J.E. (2004). Building Academic success on social and emotional learning: what does the
research say? New York, NY: Teachers College Press.

61
Appendices
Appendix A
Letter to the School Director
Appendix B
62
Student Questionnaires/ Teacher Survey
NAME:
GRADE LEVEL:
SEX:
_____ Male
_____ Female
Penn Interactive Peer Play Scale (PIPPS)
The following items examine various ply behaviours that children may engage during indoor free
play, please, rate the child on each item and COMPARE HIM/HER TO OTHER CHILDREN
OF THE SAME AGE THAT YOU CURRENTLY TEACH AND HAVE THAUGHT. Although
it is truer that children‘s behaviours may be quite variable, please try to make general evaluation
of the child‘s every day or typical behaviour since being in your class.
In making your judgements, use the scale below to indicate HOW OFTEN the child engages in
each behaviour during indoor free play
1 = Never
2 = Hardly never
3 = Sometimes
4 = Often
5 = Very Often
1. Helps other children 1 2 3 4 5
2. Starts fights and arguments 1 2 3 4 5

63
3. Is rejected by others 1 2 3 4 5
4. Does not take turns 1 2 3 4 5
5. Hovers outside the play group 1 2 3 4 5
6. Shares play materials with other children 1 2 3 4 5
7. Withdraw during free play 1 2 3 4 5
8.Demands to be in charge 1 2 3 4 5
9. Wanders aimlessly 1 2 3 4 5
10. Rejects the play ideas of other children 1 2 3 4 5
11. Is ignored by the children 1 2 3 4 5
12. Tattles 1 2 3 4 5
13. Helps settle peer conflicts 1 2 3 4 5
14. Destroy other things 1 2 3 4 5
15. Disagrees without fighting 1 2 3 4 5
16. Refuses to play when invited 1 2 3 4 5
17.Needs help to starting play 1 2 3 4 5
18. Verbally assaults others 1 2 3 4 5
19. Directs others actions politely 1 2 3 4 5
20. Cries, whines, shows temper 1 2 3 4 5
21. Encourages other children to join 1 2 3 4 5
22. Grabs other children’s things 1 2 3 4 5

64
23. Comforts other who are hurt or sad 1 2 3 4 5
24.Is confused in play 1 2 3 4 5
25. Verbalizes stories during play 1 2 3 4 5
26. Needs teachers direction during free play 1 2 3 4 5
27. Disrupts the play of others 1 2 3 4 5
28. Seems unhappy 1 2 3 4 5
29. Shows positive emotions during play 1 2 3 4 5
30. Is physically aggressive during play 1 2 3 4 5
31. Shows creativity in making up stories and 1 2 3 4 5

activities
32. Disrupts class during transition between 1 2 3 4 5

activities
65
Teacher Survey
Please review the following potential items for social- emotional development survey that
students in grade one through grade three will complete. Questions need to be reflective of
behaviours that you feel are most associated with positive social- emotional development in the
students you work with and are also items that your students would understand when read to
them.
Please review the following statements and rank them on a scale of:
1= Do not include
2= Little Importance
3= Somewhat Important
4= Important
5= Absolutely Important
66
1. Student can tell people how they are feeling 1 2 3 4 5
2. Student agrees they like other kids 1 2 3 4 5
3. Students take turns 1 2 3 4 5
4. Student doesn’t hit other kids 1 2 3 4 5
5. Student works hard at school 1 2 3 4 5
6. Student thinks school is wonderful place 1 2 3 4 5
7. Student agrees they like themselves 1 2 3 4 5
8. Student feels included by friends during recess 1 2 3 4 5
9. Student like playing games even when I lose 1 2 3 4 5
10. Student feels the kids at school like me 1 2 3 4 5
11. The student feels the kids at school care about the 1 2 3 4 5
students
12. Student notice when other kids are getting upset 1 2 3 4 5
13. Student likes learning about kids in class 1 2 3 4 5

67
14. Student doesn’t hit or kick the wall or desk when 1 2 3 4 5
they get upset
15. Student likes talking with kids in my class 1 2 3 4 5
16. Student think people are happy at school 1 2 3 4 5
17. Student feels they are doing as well as other kids on 1 2 3 4 5
their work
18. The student feels they fit at school 1 2 3 4 5
19. The work student gives to teacher is always their 1 2 3 4 5
best works
20. Student thinks they are as good as friend as other 1 2 3 4 5
kids their age
21. Student doesn’t cry in class 1 2 3 4 5
22. if the class doesn’t get the full time for recess, 1 2 3 4 5
student is not angry
23. Student doesn’t get upset when they lose 1 2 3 4 5
24. Student feels kids in their class are fair when they 1 2 3 4 5
play games
25. Student doesn’t get upset when they lose 1 2 3 4 5
26. Student likes to help kids when they are sad 1 2 3 4 5

68
27. Student likes to share their toys 1 2 3 4 5
28. Student wants to make school better a better place 1 2 3 4 5
29. If an activity gets cancelled student doesn’t complain 1 2 3 4 5
30. Student waits their turn in line 1 2 3 4 5
31. Student feels other kids like me even if we 1 2 3 4 5
sometimes argue
32. Student doesn’t cry at recess 1 2 3 4 5
33. Other kids ask the student to play with them 1 2 3 4 5
34. Student uses their words to tell someone if I’m upset 1 2 3 4 5
35. Student likes to learn 1 2 3 4 5
36. Student likes to learn new games even if they seem 1 2 3 4 5
hard at first
37. Student doesn’t poke other kids 1 2 3 4 5
38. Student agrees they can be a friend with a kid other 1 2 3 4 5
say they don’t like
39. Student feels there are many people they can talk to 1 2 3 4 5
if have a problem
40. The student feels important at school 1 2 3 4 5
41. Student invites kids to play with them 1 2 3 4 5

69
42. Student thinks want to be my friend 1 2 3 4 5
43. Student listens carefully to the teacher 1 2 3 4 5
44. Student thinks they are a good reader 1 2 3 4 5
45.Student can join in games other kids are playing 1 2 3 4 5
46.Student has lot of fun at recess 1 2 3 4 5
47.Student likes it when the teacher gives them jobs 1 2 3 4 5
48. When student asks kids to play with them, they say 1 2 3 4 5
yes
49.Student feels they are special 1 2 3 4 5
50.Student agrees that teachers are always saying good 1 2 3 4 5
job to me
51.Student lets other kids pick the games played during 1 2 3 4 5
recess
52.Student thinks their teacher likes them 1 2 3 4 5
53.Student gets their work done when they are supposed 1 2 3 4 5
to
54.Student likes to come up with a new game to play at 1 2 3 4 5
recess
55.Student gets an adult if kids are fighting 1 2 3 4 5

70
56.Student thinks they are a good listener to other kids 1 2 3 4 5
57.If other kids are talking when they aren’t supposed 1 2 3 4 5
student still their work done
58.Student thinks they have enough friends 1 2 3 4 5
59.Student likes to help other kids if they are angry 1 2 3 4 5
60.Student like the kids they sit with at lunch 1 2 3 4 5
61.Student agrees they do their best when they work 1 2 3 4 5
62.Student raises hands when they have a question 1 2 3 4 5
63.Student likes to help other kids at school 1 2 3 4 5
64.The student cleans up after lunch 1 2 3 4 5
65.Student can sit and listen to a whole story without 1 2 3 4 5
getting up
66.The student likes coming to school 1 2 3 4 5
67.Student know they are not great at every game I try 1 2 3 4 5
68.Student smiles a lot 1 2 3 4 5
69.Student agrees that when other kids are playing a 1 2 3 4 5
game with a student, the student want them to do their
best
70.Students doesn’t break toys when angry 1 2 3 4 5

71
71.Student feels the teacher notices when the student 1 2 3 4 5
does their best work
72.Student agrees they are smart 1 2 3 4 5
73.Student feels teachers are helpful 1 2 3 4 5
74.Students can do a lot of things without help from 1 2 3 4 5
adults
75.Student likes to help their teacher 1 2 3 4 5
76.Student likes how they look 1 2 3 4 5
77.Student feels their family cares about them 1 2 3 4 5
78.Student stays in seat when supposed to 1 2 3 4 5
79.Student tells people that they are happy 1 2 3 4 5
80.Student feels teacher cares about them even when the 1 2 3 4 5
students makes a mistake
81.Student can tell someone they are upset without 1 2 3 4 5
yelling
82.Student feels they are good at math 1 2 3 4 5
83.Student laughs a lot 1 2 3 4 5
84.Student asks kids to play with a students who look 1 2 3 4 5
different than a student

72
85.Student thinks other kids don’t try to hurt my feelings 1 2 3 4 5
86.Student likes to think about how to make school 1 2 3 4 5
better for everyone, not just themselves

73
Appendix C
This study is aimed to identify and analyze the Influence of Indoor Play Behavior on
Social and Emotional Development of Young Children.
Specifically, it sought answers to the following questions:
Gender
Valid Cumulative
Frequency Percent Percent Percent
Valid Female 14 45.2 45.2 100.0
Male 17 54.8 54.8 54.8
Total 31 100.0
Grade Level
Valid Cumulative
Frequency Percent Percent Percent
Valid Ys2
9 29.0 29.0 29.0
Ys3 12 38.7 38.7 67.7

Ys4 10 32.3 32.3 100.0
Total
31 100.0 100.0
74

Profile of Respondents
Frequency Percent
Gender Female 14 45.2
Male 17 54.8
Total 31 100.0
Grade Level Ys2 9 29.0
Ys3 12 38.7
Ys4 10 32.3
Total 31 100.0
Level of Indoor Play Behaviors among of learners when taken as a whole according
to their Gender and Grade Level
Sex Mean N SD Description
As a whole 2.60 31 .38 Less Active
Gender
Female 2.53 14 .36 Active
Male 2.66 17 .40 Less Active
Grade Level
Ys2 2.37 9 .23 Less Active
Ys3 2.70 12 .37 Active
Ys4 2.69 10 .45 Active
Legend: 1- 1.8 – Not Active 1.81-2.6- Less Active 2.61-3.4- Active 3.41-
4.2- Highly Active 4.21-5- Very High Active
75

Play * gender
play
Std.
Gender Mean N Deviation
Female 2.5290 14 .36184
Male 2.6618 17 .39977
Total 2.6018 31 .38273
Play* grade level

Play
Std.
Grade Mean N Deviation
Ys2 2.3715 9 .22881
Ys3 2.6979 12 .37055
Ys4 2.6938 10 .44629
Total 2.6018 31 .38273
Significant difference in the level of indoor play behaviours among of learners when
grouped according to their gender
Sig. (2- Interpretation
Gender N Mean t df tailed)
Play Female 14 2.53 0.960 29 0.345 Not
Male 17 2.66 Significant
Social Female 14 4.1802 0.009 29 0.993 Not
emotional Male 17 4.1813 Significant
76

Significant difference in the level of social and emotional development among of learners when
grouped according to grade level
Grade Level Sum of Mean Interpretation
Squares df Square F Sig.
Social Between Groups 2.380 2 1.190 55.281 .000
Emotional Within Groups .603 28 .022 Significant
Development Total 2.982 30
Play Between Groups .673 2 .336 2.530 .098 Not
Within Groups 3.722 28 .133 Significant
Total 4.394 30
r Sig. (2-tailed) Interpretation
Play 0.034 .856 Not
Significant

Research CHAPTERS 1 - 5

Transféré par

Informations du document

Titre original

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

Research CHAPTERS 1 - 5

Transféré par

Droits d'auteur :

Formats disponibles

1

University of San Agustin

Background of the Study

gives brain a healthy development. Through

Inadvertent children develop socialization, negotiation and resolving problems and

and understand that each and everyone has their

social skills through interactions with other children.

through play (Creasey & Zigler, 1998).

development of cognition (Vgotsky’s, 1978), as he believed strongly that community plays a

central role in process of “making meaning”.

Statement of the Problem

Specifically, this study sought answers to the following questions:

according to their gender and grade level?

when grouped according to their gender and grade level?

a whole according to their gender and grade level?

4. Is there a significant difference in the level of social and emotional development

In view of the preceding problems, these hypotheses are formulated:

to grade three when grouped as to gender and grade level.

2. There is no significant difference in the level of social and emotional development

3. There is no significant relationship between social and emotional development.

Theoretical Framework of the Study

On Vgotsky’s Social Development theory a Russian psychologist Lev Vgotsky (1896-

respect to particular task, process or concept.

peers or facing and solving problems in means of communication through socialization.

social approach and maintenance efforts.

writing, or numeracy may be knowledgeable about plants, animals, or weather. Children

Fox (1993) researched the practicality of observing young children's cognitive

one-to-one correspondence, number sense, sequencing of events, use of ordinal numbers,

observations also found multiple examples of problem-solving, creative thinking, social

at play all influenced their perception of the choices they enjoyed.

relative influence predicted teacher practices in terms of developmentally appropriate

Wolfgang (1953) used play materials as an indicator of the child's social-emotional

as a progression from fluid sensori-motor to structured work-like materials.

or a female (Kohlberg, 1966).

telephone, people that fit inside the truck).

social or communication-based activities within their communities.

Bolduc, D., Malcuit, G., &amp; Cossette, L. 1990).

much more likely to play imaginatively with a daughter.

Figure 1. The Research Paradigm

 Grade Level Social and Emotional

Significance of the Study

how play influence their learner’s development.

development of their children.

Behavior. Is essentially observable physical activity. (Levitis, Lidicker Freunda, 2009)

Agelicum School Iloilo.

offspring of another. (Duhaime’s Law Dictionary)

Cognitive Development. The construction of thought processes, including

remembering, problem solving, and decision-making, from childhood through adolescence to

adulthood. (Encyclopedia of Children’s Health)

In this study, cognitive development is conceptualized as a movement away from

realms of the abstract and conceptual.

Emotional Development. Refers to the ability to recognize, express and manage

feelings of those people with whom they encounter or contact.

Department of Public Instruction)

Agelicum School Iloilo.

which is often the first year of formal education. (Cambridge dictionary)

In this study, kindergarten is an educational institution of young children in Angelicum

other people in a group. (Cambridge Dictionary)

their roles in reproduction and which consist of males or females. (Merriam-Webster

can determine their strength.

a way which is acceptable in their culture or society.

kindergarten to grade three in Angelicum School Iloilo.

someone who is not advanced in age. (Your Dictionary)

Bolduc, D., Malcuit, G., & Cossette, L. 1990).