EARLY CHILDHOOD EDUCATION

The research was carried out to investigate the impact of play-based learning approaches and motor skill development in kindergarten -aged children within Benin Metropolis, Edo State, Nigeria. Motor development during early childhood represents a critical foundation for physical competence, cognitive growth, and social-emotional wellbeing. Despite growing recognition of play as a fundamental learning mechanism, traditional teacher-centered instructional methods continue o dominate many early childhood education settings in Nigeria, potentially limiting opportunities for holistic motor skill acquisition. Five research questions were raised for this study. The population of the study consists of all preschools in Benin Metropolis, where the parents, guardians, caregivers and teachers are expected to form the desired responses. Sample sizes of 125 were drawn for the study. The instrument used for the study is a Likert scale made up of 4-points items; Strongly Agree, Agree, Disagree and Strongly Disagree, respectively. The reliability of the instrument was set at 0.86. The data collected was analyzed using simple percentage. Findings suggest that children engaged in regular play-based learning activities demonstrate enhanced motor proficiency, greater physical confidence, and improved spatial awareness compared to peers in traditional learning environments. The research also explores contextual factors specific to Benin Metropolis, including available play resources, teacher training in play- based methodologies, classroom infrastructure, and cultural attitude toward play in educational settings. This study contributes to the growing body of evidence supporting developmentally appropriate practices in Nigerian early childhood education and provides practical recommendations for educators, policymakers, and curriculum developers seeking to optimize motor development outcomes through play-integrated learning frameworks.

This study examines the impact of nutrition on the cognitive development of young learners (aged 3–8 years) in Oredo Local Government Area, Edo State. Early childhood is a critical period for brain development, yet malnutrition and poor dietary habits remain prevalent, threatening children's intellectual and academic potential. The study evaluates how variables such as breakfast consumption, micronutrient intake, and dietary diversity influence the cognitive performance (memory, attention, and problem-solving) of these learners. Employing a descriptive survey design, data will be collected via structured questionnaires and cognitive assessments from a sample of pupils, parents, and teachers across public and private primary schools in Oredo LGA. The gathered data will be analyzed using descriptive statistics and inferential tools (Chi-square and Regression Analysis). Anticipated findings are expected to show a significant positive correlation between a balanced diet and high cognitive responsiveness, while highlighting academic deficits among undernourished children. Consequently, the study recommends the implementation of sustainable school feeding programs in Oredo LGA, mandatory nutritional education for parents, and regular community health screenings to ensure optimal cognitive growth in early learners.

Child abuse is a pervasive issue affecting children worldwide, with severe consequencesfor their physical, emotional, and psychological well-being. This study investigates themanifestation of child abuse among primary school pupils in Benin City, Nigeria. Adescriptive survey design was employed, with a sample of 120 pupils from public and private schools. The findings corroborate existing literature on emotional and physical abuse, highlighting the need for urgent attention to prevent and address child abuse in educational settings. The study recommends awareness programme, teacher training and policy reforms to ensure a safe and supportive environment for children.

Child abuse is a pervasive issue affecting children worldwide, with severe consequences for their physical, emotional, and psychological well-being. This study investigates the manifestation of child abuse among primary school pupils in Benin City, Nigeria. A descriptive survey design was employed, with a sample of 120 pupils from public and private schools. The findings corroborate existing literature on emotional and physical abuse, highlighting the need for urgent attention to prevent and address child abuse in educational settings. The study recommends awareness programme, teacher training and policy reforms to ensure a safe and supportive environment for children.

The study examined the Effects of stress on the academic performance of pupils in public primary schools in Oredo Local Government Area of Edo State. The study also sought to find out if pupils academic Performance can be grossly affected based on school location and school type, stress being a factor. To carry out this study, three research questions were aised. The population of the study was three hundred teachers in public primary school in Oredo Local Government Area. The sample for the study was (20%) of the total population who use selected using stratified sampling method which gave a sample of (60) teachers. The Instrument used for the collection of data was questionnaire. The reliability of the questionnaire was ascertained using test - retest method. Thereafter, the Pearson's product moment coefficient (Pearson r) was determine in it's level of reliability. A correlation coefficient of 0.70 was obtained and it showed the Instrument was reliable. The major findings of the study revealed that stress to a large extent affects the academic performance of pupils in public primary school, teachers expertise plays a vital role in the academic performance of pupils in public primary schools. Based on the findings of the study the following recommendations were made: parents and teachers should work hand in hand in establishing a relationship that fosters academic growth. Teacher's should be well acquainted with individuals differences

This study examined the impact of teacher–child interaction on the social and emotional development of preschool children in Oredo Local Government Area of Edo State. Early childhood represents a critical period for the development of social competence and emotional regulation, and the quality of interaction between teachers and children plays a significant role in shaping these developmental outcomes. Four research questions were raised to guide this study. A descriptive survey research design was adopted for the study. The population comprised early childhood teachers and parents in selected preschools comprising 8 public schools and 52privateschools in Oredo Local Government Area. Data were collected using a structured questionnaire designed on a four-point Likert scale. Descriptive statistics, including mean and standard deviation, were used to analyze the data, while hypotheses were tested using a criterion meanof2.50. The findings revealed that teacher–child ratio significantly influences the quality of teacher–child interaction, as overcrowded classrooms limit effective classroom management and individualized attention. The study also found that positive teacher–child interaction significantly enhances preschool children’s ability to form positive social relationships, reduce aggressive behaviors, and express emotions appropriately. Furthermore, teachers’ level of professional training was found to significantly influence their job performance, while opportunities for on the-job training were generally inadequate despite being recognized as essential for improving teacher effectiveness. The study concludes that improving teacher–child interaction through better staffing, enhanced teacher training, and increased access to professional development opportunities is essential for promoting positive social and emotional development among preschool children. The study recommends the enforcement of recommended teacher–child ratio standards, regular professional development programmes, and increased government support for early childhood teacher training

The need for sensory play in promoting fine motor skill in Montessori pupils has proven to be an excellent strategy to improve on the child's learning, as the teachers in Montessori schools strive to give the pupils a quality and more concretised learning experience needed for the proper growth and development of the children. This study was carried out to determine the impact sensory play has in promoting fine motor skill development in Montessori school pupils. Five research questions were used for the study; The study adopted the questionnaire to collect data. The sample for the study was a hundred (100) Montessori school teachers drawn from a total number of ten (10) Montessori schools in Benin City. A frequency distribution, percentage, mean and standard deviation was used to analyze data. It was concluded that sensory play activities along with sensory play materials are important vehicles for the development of fine motor skills. The study recommends that sensory play should be integrated into the classroom learning activities, with the teachers providing for several sensory materials to meet the diverse domains of every pupil, and providing a safe and conducive environment for learning while acting as a guide to the children's learning

This study examined teachers’ perception of play as a learning strategy for skill development in early childhood education in Oredo Local Government Area. The purpose of the study was to determine how teachers view the use of play-based activities in promoting cognitive, social, and physical skills among young learners. Early childhood education emphasizes interactive and engaging learning methods, and play has been widely recognized as an effective instructional strategy that supports holistic child development.

A descriptive survey research design was adopted for the study. Data were collected from teachers involved in early childhood education through the use of structured questionnaires. The responses were analyzed to determine teachers’ attitudes, level of awareness, and the extent to which play is integrated into classroom teaching. The findings revealed that most teachers perceive play as an important and effective strategy for enhancing children’s creativity, problem-solving ability, social interaction, and motor skill development.

However, the study also identified some challenges affecting the effective use of play in teaching, including limited instructional materials, time constraints, and inadequate training on play-based teaching methods. The study concludes that play is a valuable educational tool that contributes significantly to skill development in early childhood learners. It therefore recommends that teachers should be encouraged and adequately trained to incorporate play-based learning strategies in their classrooms to improve the overall quality of early childhood education.

This study investigated the influence of play method on the academic performance of pupils in public primary schools in Oredo Local Government Area, Edo State. The study was necessitated by the persistent use of traditional teacher-centred
methods in early childhood classrooms, which often limit pupils’ active participation and holistic development. Four research questions were raised to guide this study. A descriptive survey research design was adopted for the study. The population comprised 300 teachers in public primary schools in Oredo Local
Government Area, from which a sample of 60 teachers were selected using stratified sampling technique. Data were collected using a structured questionnaire titled Influence of Play Method on Academic Performance of Pupils in Public Primary Schools. The instrument used for the collection of data was questionnaire a reliability coefficient of 0.90. was obtained and analysed using mean, standard deviation, and independent t-test at 0.05 level of significance, based on the questions raised and data collected the study revealed that play method significantly enhances pupils’ understanding of lessons, participation, and retention, thereby improving academic performance. The study also revealed that school environment significantly influences the effectiveness of play method, with adequate learning space, availability of play materials, and a child-friendly environment enhancing learning outcomes. Based on the findings the study recommended integration of play into the curriculum and provision of play materials.

Early childhood educators are specialized and dedicated professional who can identify potential developmental delays and nurture children's talent boosting their confidence and providing essential tools for growth. Therefore this study examined the role of early childhood educator in identifying and supporting children with special needs within Oredo local government area in Benin city, Edo state. The objective of the study was to find out the influence of early childhood educators training on children with special needs, to determine the extent early childhood educators require special training to perform child support role on children with special needs, to determine the extent government support the training of early childhood educators, to determine parents and educators involvement in supporting children with special needs. Four research questions were raised for this study. The study used checklist and questionnaire which were structured from the four research questions as a mode of data collection to collect information from one hundred respondent selected from 20 private schools. The results from this study revealed that the early childhood educators training has influence on children with special needs, Finding suggest that early childhood educators require special training to perform child support role on children with special needs to a moderate extent, It also showed that government support the training of early childhood educators to a low extent. It was therefore recommended among others that regular workshops, seminars and fresher courses should be provided to equip educators with the necessary skills to support children with special needs