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All Journal Journal of Teaching and Learning in Elementary Education
Adedigba, Olabisi
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Enhancing numeracy instruction through games in pre-primary classrooms Adedigba, Olabisi
JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) Vol. 6 No. 1 (2023): February 2023
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/

Abstract

The enormous importance of numeracy skill to pre-primary school children has tasked teachers with the burden of imparting the skill in an effective manner. Despite the fact that literature has documented the effectiveness of games approach in children instruction, to some, use of game is disruptive to actual learning. This necessitates more experimental studies to further clear ambiguities about the use of games in pre-primary classrooms. This study examined the impact of games on pre-primary children’s interest and performance in numeracy. A pretest-posttest, control group, quasi-experimental was adopted. Fifty Nursery Two pupils were randomly assigned to treatment and control groups. The instruments used were Pre-primary Children’s Numeracy Achievement Test (r=0.86) and Pupils’ Interest in Numeracy Scale (r=0.81). The data collected were analyzed using Analysis of Covariance (ANCOVA) and Scheffe’s Post Hoc Pairwise Comparison. Results indicated that games method was effective on pre-primary children’s learning of numeracy (F (1, 42) = 373.502; P < 0.05) and also increased their interest in numeracy instruction (F (1, 42) = 9.773; P < 0.05). Based on these findings, recommendations were made that teachers, parents and curriculum developers should encourage the use of games method to improve numeracy instruction in pre-primary education.
Developing Conflict Resolution Skills in Children Adedigba, Olabisi
JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) Vol. 9 No. 1 (2026): February 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/

Abstract

Conflict is an inevitable aspect of children’s social interaction; however, the manner in which it is managed significantly influences social competence, classroom climate, and long-term behavioural outcomes. This paper presents a conceptual and practice-oriented framework for developing conflict resolution skills in early childhood within Nigerian school contexts. Drawing from social learning theory, socio-cultural perspectives, and peace education principles, the study synthesizes contemporary literature to examine the developmental foundations of conflict behaviour and constructive resolution strategies among young children. Unlike general discussions on school conflict, this paper situates skill development within culturally responsive and school-based pedagogical practices relevant to Nigerian classrooms. It proposes an integrated framework that emphasizes emotional regulation, communication competence, peer mediation, restorative dialogue, and teacher modelling as core components of early intervention. The paper further highlights the role of educators, families, and community structures in fostering sustainable peace competencies. By bridging theory and practice, this study contributes a context-sensitive model for embedding conflict resolution education into early childhood pedagogy, thereby supporting peaceful learning environments and long-term social development.
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