Investigating the Correlation Between Play-Based Learning and Social Skills Development in Nursery School Children in Southeastern Nigeria

Abstract

This study investigates the correlation between play-based learning and social skills development in nursery school children in Southeastern Nigeria. The primary objectives were to determine the correlation between play-based learning and three specific social skills: cooperation, sharing, and empathy. A quantitative research design was employed, with data collected through structured questionnaires administered to 200 teachers and caregivers of nursery school children. The instrument, validated by early childhood education experts and tested for reliability with a Cronbach's Alpha coefficient of 0.82, facilitated the collection of data on play-based learning activities and social skills development. Regression analysis was used to examine the relationships among the variables. The findings revealed significant positive correlations between play-based learning and the development of cooperation, sharing, and empathy skills. These results underscore the importance of integrating play-based learning strategies in early childhood education to foster essential social skills. The study concludes that play-based learning significantly enhances social skills development among nursery school children in Southeastern Nigeria and recommends the prioritization of play-based curricula and teacher training to promote holistic child development.