TEACHERS’ PERCEPTION OF PLAY-BASED LEARNING ON CREATIVITY AND CHILDHOOD DEVELOPMENT IN PRE-PRIMARY EDUCATION IN FEDERAL CAPITAL TERRITORY, ABUJA: IMPLICATION FOR GUIDANCE AND COUNSELLING
1 Nigerian Educational Research & Development Council (NERDC), Sheda, P.M.B. 91 Garki – Abuja
* Corresponding author: stellaobiomanwankwo@abueducationjournals.com
* Corresponding author: stellaobiomanwankwo@abueducationjournals.com
Abstract
Abstract
This study examined teachers’ perception of play-based learning on creativity and childhood development in pre-
primary education in Federal Capital Territory, Abuja, with implications for guidance and counselling. A descriptive
survey design was adopted, involving 360 pre-primary school teachers selected through multi-stage sampling. Data
were collected using a researcher-developed questionnaire and analysed using descriptive statistics and t-test at the
0.05 level of significance. Findings revealed that play-based learning significantly enhances children’s imagination,
originality, social creativity, curiosity, self-expression, confidence, and culturally relevant learning experiences.
Results further showed a significant gender difference in teachers’ perceptions of the influence of play-based learning
on creativity, with female teachers reporting higher mean scores than male teachers. The study concludes that play-
based learning is an effective pedagogical approach for fostering creativity in early childhood education. It
recommends strengthened integration of play-based strategies in pre-primary classrooms, supported by guidance and
counselling services for early identification, intervention, and holistic child development in Nigeria.
This study examined teachers’ perception of play-based learning on creativity and childhood development in pre-
primary education in Federal Capital Territory, Abuja, with implications for guidance and counselling. A descriptive
survey design was adopted, involving 360 pre-primary school teachers selected through multi-stage sampling. Data
were collected using a researcher-developed questionnaire and analysed using descriptive statistics and t-test at the
0.05 level of significance. Findings revealed that play-based learning significantly enhances children’s imagination,
originality, social creativity, curiosity, self-expression, confidence, and culturally relevant learning experiences.
Results further showed a significant gender difference in teachers’ perceptions of the influence of play-based learning
on creativity, with female teachers reporting higher mean scores than male teachers. The study concludes that play-
based learning is an effective pedagogical approach for fostering creativity in early childhood education. It
recommends strengthened integration of play-based strategies in pre-primary classrooms, supported by guidance and
counselling services for early identification, intervention, and holistic child development in Nigeria.
Keywords
Play-based
Creativity
Childhood
development
References
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How to Cite
NWANKWO, S. O., & OTARU, B. M. (2026). TEACHERS’ PERCEPTION OF PLAY-BASED LEARNING ON CREATIVITY AND CHILDHOOD DEVELOPMENT IN PRE-PRIMARY EDUCATION IN FEDERAL CAPITAL TERRITORY, ABUJA: IMPLICATION FOR GUIDANCE AND COUNSELLING. Journal of Educational Research and Development, 21(2), 82 -89.
S. O. NWANKWO, and B. M. OTARU, "TEACHERS’ PERCEPTION OF PLAY-BASED LEARNING ON CREATIVITY AND CHILDHOOD DEVELOPMENT IN PRE-PRIMARY EDUCATION IN FEDERAL CAPITAL TERRITORY, ABUJA: IMPLICATION FOR GUIDANCE AND COUNSELLING," Journal of Educational Research and Development, vol. 21, no. 2, pp. 82 -89, June 2026.
