Teachers’ Knowledge, Use and Perception of the Relevance of Yoruba Indigenous Child’s Play to Pre-Primary and Primary Schools in Nigeria

Abstract:

The Nigerian National Policy on Education emphasizes the use of language of the immediate community as the medium of instruction. An examination of teaching/learning practices of all the preschools in Yoruba speaking states in Nigeria revealed that the play, the rhymes and songs exposed to our children is foreign and in foreign language. This study therefore examined teachers’ knowledge, use and perception of the relevance of Yoruba indigenous child’s play to pre-primary and primary education levels. Three hundred pre-primary and primary school teachers were involved in the study. Teacher’s knowledge, use and perception of the relevance of Yoruba indigenous child’s play Questionnaire (0.81) was used to gather data. Data was analysed using mean, standard deviation and ttest. The pre-primary and primary school teachers use of indigenous play is low (weighted average = 2.4) but they perceived them as being relevant (weighted average = 3.5) to the educational development of their pupils. Teachers in public schools significantly used indigenous plays than those in private schools (t=5.376; df=294; P<. 05). Since teachers agreed that Yoruba indigenous plays are available and relevant to the total development of the children, it is recommended that they should use it the more.