CAREGIVERS’ COMPETENCE IN USING PLAY-LEARN ACTIVITIES TO ENHANCE SCIENTIFIC INQUIRY SKILLS AMONG PRESCHOOLERS IN PRIVATE PRIMARY SCHOOLS IN SOUTHWESTERN NIGERIA

Abstract

The study identified the types of play-learn activities commonly used by caregivers to promote scientific inquiry skills among preschoolers in private primary schools in Southwestern Nigeria. It also assessed the level of competence of caregivers in using play-learn activities that promote scientific inquiry skills among preschoolers in the study area. The study adopted a descriptive survey research design. The population comprised 311 caregivers and 484 preschoolers in private schools in Southwestern Nigeria. The sample consisted of 108 caregivers and 360 preschoolers from 36 early childhood education centres. Two instruments designed by the researcher were used to collect data for the study. They were: “Questionnaire on Caregivers’ Competence in Using Play-Learn Activities” (QCCUPLA) and “Play-Learn Activities Observation Check List” (PLAOCL). The 360 preschoolers were involved through structured classroom observations conducted by their caregivers. Informed consent was obtained from school authorities prior to data collection. Results of the study showed that the types of play-learn activities commonly used by caregivers included building blocks (88.9%), counting games (86.1%), group games (83.3%), creative arts (80.6%), shapes and object tracing (80.6%), sensory play activities (77.8%), puzzle play (77.8%), story-telling and dramatization (69.4%), bubble science (61.1%), sound (58.3%), and pattern recognition (55.6%) in Southwestern Nigeria. Results of the study also showed that the level of competence of caregivers in promoting play-learn activities was moderate, at 50.9%, in Southwestern Nigeria. Based on the findings, recommendations were made.