Abstract
This article is a theoretical discourse which examined the role of play as an indispensable entity for learning in early childhood education. Despite the fact that play has been universally acclaimed to be instrumental in facilitating learning, improving social skills, developing intellectual and physical prowess at the early childhood stage, many limitations have been observed to hinder the total implementation of the use of play at this level of education. Both the home and the school factors have been identified to hinder the full implementation of the use of play in teaching children. In view of this, this paper employed a descriptive philosophical research method. The concept of play was extensively discussed as it relates to learning in early childhood education. Also, factors hindering the implementation of the use of play were raised. As a result of this, a re-orientation on the need and use of play in teaching children at certain levels of development (which include teaching of values and morals) was suggested. Also stressed is the need to de-emphasize writing (hands on paper). Teachers, heads of schools and parents need to be further enlightened on this. In addition, there is need for continuous on-the-job training for teachers in order to handle the challenges encountered while using play to teach children. DOI: 10.5901/jesr.2015.v5n2p185
Highlights
The early years of a child’s life are most significant from the standpoint of physical, social, cognitive and emotional development
In a study carried out by Ogunyemi (2004), it was discovered that teachers are moderately knowledgeable about the use of play and this gives some cause for concern
Philosophers and child educators like Plato, Froebel, Dewey, Montessori and Maduewesi have postulated that learning should be promoted through the active involvement of pupils in activities of play
Summary
The early years of a child’s life are most significant from the standpoint of physical, social, cognitive and emotional development. Little wonder, Durojaiye (1986) affirms that parents are eager to see their children get down to serious academic work even on their first day at school He states that many (Nigerian) parents and teachers expect young children on first entering school to ‘get down to the serious business of learning’ and to learn to ‘sit still and listen’. They regard nursery school as a simple extension of primary school enabling formal instruction to start a little earlier and ensuring entry into primary school and a head-start on admission there. In a study carried out by Ogunyemi (2004), it was discovered that teachers are moderately knowledgeable about the use of play and this gives some cause for concern
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
