Assessment of Play-Based Learning Practices in Government Pre-Primary Schools in Kano State

Play-based learning is widely recognised as the most developmentally appropriate instructional approach for early childhood, yet its implementation in government pre-primary schools across northern Nigeria remains inadequately documented. This study assessed the extent and quality of play-based learning practices in government pre-primary schools in Kano Municipal and Nassarawa Local Government Areas, Kano State, North West Nigeria. A descriptive survey design was adopted, with structured observation checklists applied during visits to 20 classrooms and questionnaires administered to 40 pre-primary teachers. Observation items assessed availability of play materials, structured versus unstructured play time allocation, child-initiated activity opportunities, and teacher facilitation quality during play. Results showed that dedicated play materials were present in only 35 percent of visited classrooms. Only 28 percent of observed sessions included child-initiated free play lasting more than 15 minutes. Most teachers (72.5 percent) reported understanding play-based learning in theory but lacking confidence to implement it effectively. Structured rote-learning activities dominated the instructional time in 65 percent of classrooms. Schools with NGO involvement showed significantly better play-based environments. The study concludes that play-based learning is poorly implemented in the sampled schools due to resource constraints, inadequate teacher preparation, and parental preference for academic readiness activities. Recommendations include in-service training on play facilitation for Kano State pre-primary teachers, provision of low-cost local play materials, and a revised monitoring framework incorporating play quality indicators at the LGA level.

Keywords: play-based learning, pre-primary schools, Kano State, early childhood education, teacher practices