Teachers’ Perception

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.