Play-Based Learning and Social Development Among Kindergarten Children in Maiduguri, Borno State

This study examines the role of play-based learning in promoting social development among kindergarten children in Maiduguri, Borno State, North East Nigeria. Against the backdrop of ongoing conflict recovery efforts in the Lake Chad Basin region, early childhood education has been identified as a critical tool for restoring normalcy and supporting developmental wellbeing in young children. This research employed a quasi-experimental design and assigned 220 children aged 3 to 5 years across four early childhood centres to either a structured play-based curriculum or a conventional instruction approach. Social development was assessed using the Social Skills Improvement System at baseline and after a 10-week intervention. Results indicate that children in the play-based learning group demonstrated significantly greater improvements in cooperative behaviour, conflict resolution, and communication skills compared to the control group. Teachers also reported higher levels of classroom engagement among the play-based cohort. Notably, children from internally displaced families who received play-based instruction showed marked improvements in social withdrawal behaviours. These findings align with global evidence on play as a vehicle for social and emotional learning and extend this evidence base to conflict-affected communities in northern Nigeria. The study recommends that early childhood education policy in Borno State formally incorporate structured play-based pedagogies. Keywords: play-based learning, social development, kindergarten, Maiduguri, conflict-affected children.