Title: Early Childhood Teachers' Perception On Role Play Teaching Method On Child's Development In Primary Schools In Oyo State, Nigeria
Authors: OGUNNAIYA, Rachael Taiwo, ABIDOGUN, Babajide Gboyega Ph.D & NOAH, A.O.K Ph.D
Volume: 9
Issue: 9
Pages: 189-195
Publication Date: 2025/09/28
Abstract:
The study looked at how early childhood educators perceived the impact of role play on the development of children in primary schools in Oyo State, Nigeria. It was observed that most early childhood educators were unwilling to use role play to teach new ideas and concepts because of their perception of role play. One hundred respondents who were chosen from the general population made up the study's sample. Teachers that teach from nursery classes to primary three were chosen through the use of purposive sampling. The Perception of Early Childhood Teachers on Role Play Teaching Method on Child Development Questionnaire (PECTRPTMCDQ), a self-developed questionnaire, was used to gather data. Sections A and B comprised the questionnaire. The test-retest approach was used to assess the questionnaire's reliability. The Pearson Product Moment Correlation Coefficient (PPMCC), which was utilised to analyse the data, produced a computed result of 0.86. Within two weeks, the questionnaires were manually distributed and collected. Chi-Square (X2) inferential statistics were used to evaluate the data at 0.05 levels of significance. The study's conclusions showed that early childhood educators thought role-playing was a good way to help kids grow cognitively, physically, linguistically, creatively, and socially. It was suggested that early childhood educators try to use role play to teach the kids new concepts and ideas, set up their classrooms to provide a free area where the kids can engage in physical activities, and incorporate role play that incorporates rhymes to help the kids' language development.