TEACHERS’ PERCEPTION OF PLAY-BASED LEARNING ON CREATIVITYAND CHILDHOOD DEVELOPMENT IN PRE-PRIMARY EDUCATION INFEDERAL CAPITAL TERRITORY, ABUJA: IMPLICATION FOR GUIDANCEAND COUNSELLING

Abstract

This study examined teachers’ perception of play-based learning on creativity and childhood development in preprimary 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 playbased 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.