Physical Activities as a Mediating Factor in the Relationship Between Play-Based Learning and School Readiness Among Preschool Children
DOI:
https://doi.org/10.69760/egjlle.2603001Keywords:
play-based learning, physical activities, school readiness, preschool education, ECCDE, Oyo West Local Government AreaAbstract
This study investigated physical activities as a mediating factor in the relationship between play-based learning and school readiness among preschool children in Oyo West Local Government Area, Oyo State. A mixed-methods research design using a convergent parallel approach was adopted. The study involved 200 preschool children aged 4–5 years and 20 preschool teachers selected through multistage sampling techniques from registered Early Childhood Care, Development and Education (ECCDE) centres. Data were collected using the Play-Based Learning Observation Checklist, School Readiness Assessment Scale, Teachers' Perception and Implementation Questionnaire, and semi-structured interviews. Quantitative data were analyzed using descriptive statistics, Pearson Product Moment Correlation, regression analysis, and t-test, while qualitative data were analyzed thematically. Findings revealed a positive and significant relationship between play-based learning and school readiness, with physical activities strengthening this relationship by improving children's attention, behaviour regulation, and learning engagement. Teachers demonstrated positive perceptions of play-based learning as an effective approach for promoting cognitive, socio-emotional, and physical development. However, major challenges identified included inadequate play materials, large class sizes, limited instructional time, curriculum pressure, parental expectations for academic instruction, and insufficient professional support. The study concludes that physical activities play a significant mediating role in enhancing the effectiveness of play-based learning for improving school readiness. It recommends increased teacher training, provision of play resources, curriculum flexibility, parental sensitization, and stronger institutional support to improve implementation of play-based learning in preschool education.
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