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All Journal Asian Journal of Early Childhood and Elementary Education
VictorNwakaku, Ijeoma
Unknown Affiliation
Education Languange, Linguistic, Communication & Media Social Sciences

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Teachers’ Perceptions of Inadequate Outdoor Play Among Preschool Children in Aba, Abia State, Nigeria Nwachukwu, Emmanuel Lucas; Egbue, Nwamaka Goodness; VictorNwakaku, Ijeoma; Ikechukwu, Unegbu Lasbrey
Asian Journal of Early Childhood and Elementary Education Vol 4 No 2 (2026): Asian Journal of Early Childhood and Elementary Education
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ajecee.v4i2.9209

Abstract

Although outdoor play is widely recognized as essential to early childhood development, its provision in many preschool settings remains inadequate. This study examined preschool teachers’ perceptions of inadequate outdoor play provision in Aba, Abia State, Nigeria, with particular attention to its availability, developmental implications, and implementation constraints. A descriptive survey design was employed involving teachers in registered public and private preschools. Using multistage sampling based on Yamane’s formula with a 5% margin of error, 212 questionnaires were distributed, and 200 valid responses were analyzed. Data were analyzed using descriptive statistics and chi-square tests. The findings indicate that outdoor play provision remains inadequate, as reflected in limited space, restricted daily access, insufficient time allocation, and safety concerns (cluster mean = 2.26). Teachers also agreed that limited outdoor play adversely affects children’s physical activity, peer interaction, classroom behaviour, and attention regulation (cluster mean = 3.47). No significant subgroup differences were identified. These findings reveal a persistent gap between teachers’ recognition of the developmental importance of outdoor play and the structural conditions constraining its implementation. The study concludes that improving outdoor play provision requires stronger facility standards and greater reinforcement of play-based pedagogy in early childhood education settings.
Co-Authors Egbue, Nwamaka Goodness Ikechukwu, Unegbu Lasbrey Nwachukwu, Emmanuel lucas