Empirical Analysis of the Effect of Peer Play Complexity on Executive Function Development in Nigerian Preschoolers

Complex peer play involving role negotiation, rule-following, and collaborative planning is theorised to be a key driver of executive function development in early childhood, and empirically testing this relationship in Nigerian preschool settings provides original evidence for play-based learning policy. This study empirically analysed the relationship between peer play complexity and executive function development among children aged 4 to 5 years in government and private preschools in Abuja, Plateau, and Ogun States. A six-month prospective design was employed with 300 children. Peer play complexity was assessed through structured classroom observations at months 1, 3, and 5 using the Penn Interactive Peer Play Scale. Executive function was assessed at months 1 and 6 using the Head-Toes-Knees-Shoulders task, Dimensional Change Card Sort, and Corsi block span test. Growth curve modelling examined the play complexity-executive function development trajectory. Higher baseline peer play complexity predicted significantly steeper executive function growth curves across all three EF domains (p < 0.01). The relationship was strongest for inhibitory control development. Teacher facilitation of complex play significantly moderated the play-EF relationship, with facilitated complex play associated with 34 percent greater EF gains than spontaneous complex play alone. Quality of preschool environment positively moderated play effects. The study provides original empirical evidence for the play-EF development pathway in Nigerian preschoolers and strongly recommends that complex peer play be prioritised in ECD curriculum frameworks, teacher training emphasise play facilitation skills, and ECD quality standards incorporate complex play facilitation as a measurable practice indicator.