This article is a theoretical discourse which examined the role of play as an indispensable entity for learning in early childhood education. Despite the fact that play has been universally acclaimed to be instrumental in facilitating learning, improving social skills, developing intellectual and physical prowess at the early childhood stage, many limitations have been observed to hinder the total implementation of the use of play at this level of education. Both the home and the school factors have been identified to hinder the full implementation of the use of play in teaching children. In view of this, this paper employed a descriptive philosophical research method. The concept of play was extensively discussed as it relates to learning in early childhood education. Also, factors hindering the implementation of the use of play were raised. As a result of this, a re-orientation on the need and use of play in teaching children at certain levels of development (which include teaching of values and morals) was suggested. Also stressed is the need to de-emphasize writing (hands on paper). Teachers, heads of schools and parents need to be further enlightened on this. In addition, there is need for continuous on-the-job training for teachers in order to handle the challenges encountered while using play to teach children.
This study investigated the effect of three play strategies on academic performance of low achiev-ing Basic 1 pupils in primary schools in Oyo State, Nigeria. A quasi-experimental research design using pretest, posttest, control group was adopted where pupils screened to have low achievement scores were selected from schools randomly assigned to treatment groups. Participants met on dif-ferent treatment strategies for eight weeks of two contact hours each. Academic performance was assessed before and after treatment with data analysed using Analysis of Covariance. Results in-dicated that the three play strategies are effective in improving pupils’ academic performance (F (3 124) = 310.566; p <0.05). Based on the findings, it was recommended that any of the play strate-gies could be effectively utilized in improving the academic performance of low achieving pupils.
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