Exploring the Impact of Play-Based Curriculum on Cognitive and Social Development in Early Childhood: Implementation Strategies and Outcomes in Anambra State

Abstract

This study explored the impact of a play-based curriculum on cognitive and social development in early childhood, focusing on implementation strategies and outcomes in Anambra State, Nigeria. Three research questions and three hypotheses guided the study. A descriptive survey design was adopted. The population of the study comprised 135 lecturers, including 48 early childhood education lecturers and 87 curriculum lecturers from various tertiary institutions in Anambra State. Given the manageable size of the population, the entire population was utilized for the study. A 30-item questionnaire, validated by five experts and demonstrating a reliability coefficient of 0.83, was used to collect data. The questionnaire had 88% return rate, equating to 119 respondents. Data were analyzed using mean, standard deviation, and t-test statistics at a 0.05 significance level. The findings revealed 10 key components of a play-based curriculum; 10 different implementation strategies of play-based curriculum affect children's cognitive and social development and nine educators' perceptions of the benefits of play-based learning. Based on the findings of the study, it was recommended amongst others that: Teacher training institutions develop and implement comprehensive training programs focused on play-based pedagogies for early childhood educators to enhance understanding and skills among educators in implementing play-based learning leading to improved cognitive and social development outcomes for children; and the Ministry of Education should allocate sufficient resources and materials to create rich, stimulating play environments in early childhood education settings because access to diverse play materials will promote exploration, creativity, and holistic development in children.