Volume 15

PRIORITISING PLAY-BASED LEARNING OF EARLY CHILDHOOD EDUCATION IN OKE OGUN RURAL AREA, OYO STATE

OYEDEJI, Toyin Ph.D & AWOTUBO-OLOOWOKERE, Folake

Abstract

This position paper advocates for the central role of play-based learning in early childhood education
especially within rural areas of Nigeria. Using Oke-Ogun in Oyo State as a focal point, the paper examines how limited resources, infrastructural challenges, and socio-cultural factors impact learning outcomes. Drawing on the developmental theories of Jean Piaget and Lev Vygotsky, alongside successful global practices in resource-poor settings, this paper presents play not as a frivolous activity but as a critical strategy for fostering cognitive, emotional, social, and language development in young children. The rural education context is explored in depth, highlighting challenges such as inadequate teacher training, scarcity of learning materials, and rigid, exam-focused curricula that often leave no room for creative and play-based approaches. Despite these barriers, this paper presents compelling evidence from teacher-led innovations and community-driven efforts that demonstrate how play-based learning can succeed even in resource-poor environments. Recommendations include integrating play into the curriculum, investing in teacher training, and launching community sensitisation campaigns. This paper calls for a shift in mindset, urging policymakers, educators, and stakeholders to recognise play as the foundation for early childhood education. This approach is essential for reducing educational disparities and ensuring that every child receives a strong start, regardless of location.

Keywords

Play-Based Learning, Rural Education, Early Childhood Development, Cognitive Development

Full Text

Download

References

Ablola, F. B. (2023). Piaget and Vygotsky in medical education. International Journal of Research and
Innovation in Social Science (IJRISS), 7(4), 112–118.
Bramble Network. (2024). Play-Based Learning: Exploring Theories and Environments.
Kaluba, C., Kalinde, B., Mambwe, R., Sichula, N., &Njobvu, N. (2024).Exploring early childhood education
teachers' play-based pedagogical practices in Zambia. Journal of Law and Social Sciences, 5(4), 21–42.
Marfo, K., & Biersteker, L. (2011). Exploring culture, play, and early childhood education in African
contexts. In S. Rogers (Ed.), Rethinking Play and Pedagogy in Early Childhood Education. Routledge.
Ndlovu, B., Okeke, C., Nhase, Z., Ugwuanyi, C., Okeke, C., & Ede, M. (2023). Impact of play-based learning
in mobile early childhood care and education centres. International Journal of Research in Business and
Social Science, 12(3), 432–440.
Ogunyemi, F. T. (2004). Play facilities in selected nursery/primary schools in Nigeria. Journal of Educational
Focus, 5, 116–127.
Piaget, J. (1952). The Origins of Intelligence in Children. International Universities Press.
Roche, A., Carroll, C., & O'Malley, M.-P. (2024). An exploration of pre-school teachers' experiences of using
play-based approaches to develop language and literacy skills. International Journal of Early Years Education.
Su, Y., & Chen, Z. (2024). Implementing play pedagogies in rural South Africa.South African Journal of
Childhood Education.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Wang, X., Ye, P., & Qiao, T. (2024). Free play and pedagogical play: a multiple-case study of teachers' views in Chinese early learning centers. Frontiers in Education, 9.
Whitlock, B., Eivers, A., & Walker, S. (2023). The state of play-based learning in Queensland schools. Australasian Journal of Early Childhood, 48(3), 2023.
Montessori, M. (1964). The Montessori Method (A. E. George, Trans.). Schocken Books. (Original work
published 1912)
Tovey, H. (2017). Bringing the Froebel Approach to Your Early Years Practice. Abingdon, Oxon: Routledge