The Integration of Indigenous and Western Play-Based Learning Practices in Nigerian Early Childhood Education: A Framework for Culturally Relevant Pedagogy
Keywords:
play-based learning, indigenous practices, early childhood education, NigeriaAbstract
This study examined the integration of indigenous and Western play-based learning practices in Nigerian early childhood education settings. Guided by seven specific purposes and research questions, the study aimed to understand the role of culturally relevant play activities and their impact on children’s engagement and learning outcomes.
An exploratory sequential mixed-methods design was adopted, starting with qualitative data collection to gather in-depth insights, followed by a quantitative phase to validate and generalize findings. The population included early childhood educators, parents, and community leaders in Nigeria, selected through purposive sampling for qualitative insights and stratified random sampling for quantitative analysis. A sample of 20 educators, 10 parents, and 5 community leaders participated in the qualitative phase, while a larger sample of 300 educators and 200 parents participated in the quantitative phase.
Data were collected using semi-structured interviews, an observation checklist, and a structured questionnaire developed from themes identified in the qualitative phase. An observation checklist assessed the frequency and quality of play-based learning activities, while focus group discussions (FGDs) provided further insights into community perceptions. Validity was ensured through expert review and a pilot study, and reliability was assessed using Cronbach's alpha which yielded 0.70.
Qualitative data were analyzed thematically, while quantitative data were analyzed using descriptive statistics and inferential tests, including t-tests and ANOVA. Results indicated a higher frequency and quality of Western play activities but revealed strong child engagement in both play types. Parents expressed a preference for integrating indigenous practices with Western methods. Recommendations included developing curricula that incorporate both play approaches, training educators in culturally responsive teaching, and increasing community engagement in early childhood education.
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