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Abstract
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.
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