Published Article

This study investigates the impact of play-based learning on creativity and skills development in early childhood education within the Rivers-East Senatorial District of Rivers State, Nigeria. Anchored in Lev Vygotsky's Sociocultural Theory (1934), the study employs a descriptive research design to accurately depict the extent to which play-based learning is utilized. The population consists of 323 caregivers in 274 early childhood centers, with a sample of 121 respondents selected through stratified, simple random, and purposive sampling techniques. Data was collected using a validated and reliable questionnaire titled Play-Based Learning for Creativity and Skills Development Assessment Questionnaire (PBLCSDAQ), and analyzed using mean, standard deviation, and independent sample t-tests. The results show a high extent of play-based learning for enhancing creativity and skills development, though role-playing games are less integrated. No significant differences were found between caregivers and head teachers regarding creativity enhancement, but significant differences were noted in skills development practices. The study concludes that while play-based learning is effectively utilized, certain areas, such as the use of role-playing games, require improvement. Recommendations include increasing the integration of diverse play forms and enhancing the availability of sensory play materials to support holistic child development.

Keywords:  Play-based learning, Early Childhood Education, Creativity Enhancement, Skills Development, Sociocultural Theory