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All Journal Jurnal Inovasi Teknologi Pendidikan Journal of Early Childhood Development and Education
Hamzat, Baniyaminu Opeyemi
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Influence of play-based learning on socio-emotional development among early childhood children in Afijio Local Government Area of Oyo State, Nigeria Adubuola, Elizabeth Olaoluwa; Gbadeyanka, Taofeek Akolade; Hamzat, Baniyaminu Opeyemi; Oyewumi, Nasimot Opeyemi
Jurnal Inovasi Teknologi Pendidikan Vol 10, No 4 (2023): December
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v10i4.66352

Abstract

With two key objectives, this study delves into the impact of play-based learning programs on the socio-emotional development of early childhood children in Afijio Local Government Area, Oyo State, Nigeria. Firstly, it examines whether these programs affect socio-emotional development differently based on gender. Secondly, it investigates how school type, whether private or public, influences the effectiveness of play-based learning on socio-emotional development within this region. This study employs a non-randomized quasi-experimental design. The study engaged 132 early childhood children aged 3-5 years from two schools in the area. An Emotional Regulatory Skill Test (ERST) was designed and demonstrated strong reliability (α = 0.84) and content validity. Results revealed that play-based learning programs are intentionally designed for gender-neutral effectiveness, promoting inclusivity and equality. A significant effect of play-based learning programs on socio-emotional development based on school type was found, with private schools providing enriched environments and public schools leveraging diversity for growth. These findings underscore the transformative potential of play-based learning in fostering inclusive socio-emotional development among early childhood children, advocating for gender-equitable programs, and suggesting allocating additional resources to public schools for enriched play-based experiences. Ultimately, the study offers a vision of a harmonious future where socio-emotional development knows no gender boundaries, and every child thrives, regardless of school type.
An Analysis Of Teachers' Perceptions And Practices In Promoting Inclusive And Accessible Library Spaces In Primary Schools In Iwo Local Government Area, Osun State Hamzat, Baniyaminu Opeyemi; Oyewumi, Nasimot Opeyemi; Amosun, Moses Dele; Daoudi, Khoula
Journal of Early Childhood Development and Education Vol. 2 No. 2 (2025): Journal of Early Childhood Development and Education (May)
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/junior.v2i2.410

Abstract

Background of study: School libraries are essential for fostering literacy, academic achievement, and social-emotional development by offering equitable access to diverse learning resources. However, in many primary schools, particularly in Iwo Local Government Area, Osun State, Nigeria, these spaces often lack inclusive features. Inadequate infrastructure, limited assistive technologies, and insufficient teacher training hinder the ability of school libraries to meet the needs of all learners, especially those with disabilities. Aims and scope of paper: This study explores primary school teachers’ perceptions and practices related to promoting inclusive and accessible library environments. It aims to identify current strategies, challenges, and areas needing improvement in making library spaces supportive of students with diverse learning needs. Methods: A descriptive survey design was employed. A total of 150 teachers were selected through stratified random sampling across various schools. Data were gathered using structured questionnaires, validated for reliability (Cronbach’s Alpha = 0.75), and analyzed using descriptive statistics, including mean and standard deviation. Result: The findings show that while teachers acknowledge the value of inclusive library spaces, practical implementation remains limited. Some teachers modify materials and create welcoming environments, but gaps persist in training, resource availability, physical accessibility, and collaboration with special education personnel. Conclusion: To improve inclusivity in school libraries, there is a pressing need for targeted training, improved funding, adaptive technologies, and inter-professional collaboration. These efforts will help create equitable learning environments, ensuring that all students, regardless of ability, have access to supportive and inclusive educational resources.  
The Influence of Online Learning Platforms on Early Childhood Education and Its Role in Promoting Sustainable Global Economic Growth Hamzat, Baniyaminu Opeyemi
Journal of Early Childhood Development and Education Vol. 2 No. 3 (2025): Journal of Early Childhood Development and Education (September)
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/junior.v2i3.313

Abstract

Abstract:Background of the Study: Online learning platforms have become increasingly relevant in early childhood education, particularly in the context of advancing global educational equity and preparing a skilled future workforce. Aims and Scope of the Paper: The purpose of this study is to investigate the impact of online learning platforms on early childhood education and their role in promoting sustainable global economic growth. Methods: The study employed a quasi-experimental design with a pretest-posttest control group. A sample of 80 pupils from Olorunda Local Government area of Osun State was selected, divided into an experimental group (40 pupils) using online learning platforms and a control group using traditional learning methods. The instruments were validated by experts and tested for reliability through a pilot study, yielding a Cronbach’s alpha of 0.82, indicating good internal consistency. Data were collected using a cognitive development assessment tool, an engagement and motivation survey. Results: The results indicated a statistically significant improvement in cognitive development scores for the experimental group using online platforms (M = 75.25, SD = 8.67) and the control group (P = .037). Conclusion: The positive impact of these platforms underscores the potential for technology to transform early childhood education and support a sustainable global economy by building a more educated and skilled future workforce. Keywords: Cognitive Development, Early Childhood Education, Economic Growth, Engagement and Motivation, Online Learning Platforms  
Co-Authors Adubuola, Elizabeth Olaoluwa Amosun, Moses Dele Daoudi, Khoula Gbadeyanka, Taofeek Akolade Oyewumi, Nasimot Opeyemi