Play-Based Learning

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 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.