THE USE OF PLAY AS A LEARNING STRATEGY FOR SKILLS DEVELOPMENT IN EARLY CHILDHOOD EDUCATION

ABSTRACT

The purpose of this study was to examine the use of play as a learning strategy for skills development in Early Childhood Education in Benin City, Edo state. Four research questions were raised to guide the study. A survey research design was used for this study. The population of the study comprises of teachers in public and private primary schools within Benin City, Edo state. The sample size of the study was 100 hundred respondents drawn from the population. Structured questionnaire was used to elicit responses from the respondents. Pearson Product Moment Correction Coefficient (PPMCC) reliability statistics was used and it gave a reliability index of 0.86. The collected data were analyzed using mean and standard deviation. The findings showed that there is a significant impact of the use of play as a learning strategy for skills development in early childhood education. When children play, they naturally explore, experiment and solve problems which helps develop their thinking memory and problem solving abilities. Play supports the development of social skills and emotional well-being of the child. They learn to co-operate, take turns and negotiate with others. Play based learning enhances children's motivation to learn. When learning is fun, engaging and meaningful, children become more enthusiastic and eager to participate. This intrinsic motivation fuels their curiosity and drives them to explore new concepts, leading to improved academic achievement. Based on the findings of this study, it is recommended that for effective teaching in preschool and the development of basic skills, it is important for teachers to recognize the significance of play in their curriculum. By incorporating play into the curriculum, teachers can create a dynamic and engaging learning environment that supports the holistic development of children.