TABLE OF CONTENTS

• Title Page i
• Certification ii
• Dedication iii
• Acknowledgement iv
• Table of contents v
• List of Tables
• Abstract vii

CHAPTER ONE: INTRODUCTION

• Background of the Study 1
• Statement of the Problem 3
• Purpose of the Study 4
• Research Questions 4
• Research Hypotheses 5
• Scope of the Study 5
• Significance of the Study 6
• Operational Definition of Terms 7

CHAPTER TWO: REVIEW OF RELATED LITERATURE

• Conceptual Framework 8
• Concept of Play 11
• Concept of Play Method 12
• Simulation Technique 14
• Instructional Materials used in Play Method of Teaching 15
• Utilization of Play Method of Teaching 16
• Idealistic Theory of Early Childhood Education 17
• Progressive Theory of Early Childhood Learning 18
• Experimentalist Theory of Early Childhood Learning 19
• Empirical Studies 21
• Conventional Method versus Play Method 22
• Policy Implementation 23
• Appraisal of the Reviewed Literature 24

CHAPTER THREE: METHODOLOGY

• Research Design 25
• Population of the Study 25
• Sample and Sampling Techniques 26
• Instrument for Data Collection 26
• Method of Data Collection 27
• Method of Data Analysis 27

CHAPTER FOUR: RESULTS

• Hypotheses Testing 33
• Summary of Findings 36

CHAPTER FIVE: DISCUSSION, CONCLUSION AND RECOMMENDATIONS

• Discussion of Findings 37
• Conclusion 39
• Recommendations 40
• Suggestions for further research 40
• Reference 41
• APPENDIX 44

ABSTRACT

This study investigates the factors influencing the use of play as a teaching strategy in pre-primary schools in Osogbo Local Government, Osun State. A mixed-methods approach was employed, combining quantitative and qualitative data collection and analysis methods. The study examined the attitudes of teachers towards play-based learning, the availability of play materials, and the impact of school environment on the implementation of play-based teaching strategies.

The findings revealed that teachers' attitudes, availability of play materials, and school environment significantly influence the use of play as a teaching strategy. The study also found that despite the benefits of play-based learning, several challenges hinder its effective implementation, including limited resources and inadequate training for teachers.

The study's results have implications for educational policy and practice, highlighting the need for teacher training programs, provision of play materials, and creation of supportive school environments that foster play-based learning. The findings can inform strategies to enhance the quality of pre-primary education in Osogbo Local Government and beyond.

Keywords: Play-based learning, pre-primary education, teaching strategies, teacher attitudes, school environment.