Abstract:
The researcher investigated teachers’ use of group work play-based pedagogy to enhance core skills in young learners. The reason for this investigation was rooted in the teaching methods used by most Nigerian teachers. Most Nigerian teachers prefer to use the traditional learning approach (TLA); known as teacher-centred learning, in comparison to learner-centred pedagogy. According to the research, the learner-centred approach is a contributing factor to the development and enhancement of the acquisition of core skills among young learners.
The study site identified was the eastern part of Nigeria. Nine participants were purposively sampled, who were responsible for teaching young learners between the ages of five to eight years. The researcher adopted the qualitative approach with an interpretive paradigm when employing a professional development programme through Participatory Action Research (PAR), observational schedule and field notes as tools for data collection.
Findings from the study revealed that teachers do not understand what core skills are and how they should be developed in young learners. It was also found that teachers did not have sound knowledge of curriculum implementation and its impact on the development of core skills. Teachers also lacked the knowledge and understanding of the use of diverse group work play-based pedagogy in the early grade classes
A recommendation was made for teachers to use group work play-based pedagogy to develop core skills among learners. It also recommended the provision of adequate continuous professional development training on group work play-based pedagogies to enhance and strengthen teachers’ knowledge and understanding. The study proposes the need for teachers to update their knowledge and understanding of curriculum policies on play-based pedagogy.
