Journal of Early Childhood Development and Education

Exploring Cultural Relevance of Outdoor Games in Early Childhood Education: A Study of Yoruba Traditional Games in Oyo Town, Nigeria

Saheed Olawale Olatunji — 2026-05-31

Background: Yoruba traditional outdoor games are important cultural practices that contribute to children’s socialization, moral upbringing, and indigenous learning. However, the increasing influence of digital entertainment and modern educational practices has reduced their use in early childhood education.

Objective: This study examined the cultural relevance of Yoruba traditional outdoor games in early childhood education in Oyo Town, Nigeria. Specifically, the study explored their cultural significance, perceived educational benefits, and the challenges hindering their integration into early childhood education curricula.

Methods: A descriptive survey research design was adopted. The population consisted of early childhood education stakeholders, including preschool teachers, caregivers, and school administrators. A sample was selected through simple random sampling. Data were collected using a structured questionnaire titled Cultural Relevance of Yoruba Traditional Outdoor Games Questionnaire (CRYTOGQ). The instrument was validated by experts and tested for reliability using Cronbach Alpha, yielding a coefficient of 0.70. Data were analyzed using frequency counts, percentages, mean, and standard deviation, with 2.50 as the criterion mean.

Result: The findings revealed that Yoruba traditional outdoor games promote cultural heritage, indigenous language, and societal values among children. The study also showed that integrating these games supports children’s physical, social, emotional, cognitive, and language development. However, challenges such as limited teacher awareness, digital game influence, inadequate space, poor institutional support, and curriculum exclusion hinder their integration.

Conclusion: The study concluded that Yoruba traditional outdoor games are valuable tools for culturally relevant and holistic early childhood education. Their integration into the curriculum should therefore be encouraged and supported by teachers, parents, and policymakers.

Influence of the National Values Curriculum on Pupils’ Cognitive and Emotional Development in Basic Schools in Zamfara State, Nigeria

Sule Muhammad — 2026-05-22

Background: Recognizing the critical role of holistic National Value Education in shaping intellectual, moral, and emotional capacities, the research examined how structured value-based instruction affects reasoning, problem-solving, empathy, cooperation, and moral sensitivity among pupils.

Objective: The study investigated the influence of the National Values Curriculum (NVC) on pupils’ cognitive and emotional development in basic schools in Zamfara State, Nigeria.

Methods: A correlational research design was employed, with a sample of 384 pupils drawn through a multi-stage sampling technique from both urban and rural schools. Data were collected using a validated and reliable self-developed questionnaire, the National Values Curriculum Influence Questionnaire (NVCIQ), and analyzed using descriptive statistics, Pearson correlation, and independent samples t-tests.

Results: The findings revealed a strong positive relationship between the NVC and pupils’ cognitive development (r = 0.675, p < 0.001), as well as emotional development (r = 0.618, p < 0.001), indicating that increased exposure to the curriculum significantly enhances both intellectual and affective competencies. Gender differences in cognitive development were not statistically significant, while school location had a significant impact on emotional development, with urban pupils demonstrating higher affective skills than rural pupils.

Conclusion: The study concludes that the NVC effectively promotes holistic development, fostering responsible, morally grounded, and socially competent pupils. It recommends continuous teacher training, provision of adequate instructional resources, and the incorporation of interactive and reflective activities to maximize the curriculum’s cognitive and emotional benefits.

Assessment of Oppositional Defiant Disorder (ODD) among Preschool-aged Children in Ilorin West Local Government Area of Kwara State, Nigeria

Akeem Opeyemi RAHEEM — 2026-05-30

Background: Street children are not naturally born into street life; rather, their behavioural development is often influenced by family and environmental conditions. Early childhood experiences may contribute to behavioural disorders such as Oppositional Defiant Disorder (ODD), which is characterized by persistent defiant, disobedient, and hostile behaviours toward authority figures. Understanding the prevalence and symptoms of ODD among preschool-aged children is important for developing effective early intervention strategies.

Objective: This study assessed the frequency and behavioural symptoms of Oppositional Defiant Disorder among preschool-aged children in Ilorin West Local Government Area, Kwara State, Nigeria. It also examined whether differences existed in ODD based on gender and socioeconomic status.

Methods: A descriptive survey research design was adopted. The population consisted of 21,139 preschool-aged children, while 374 respondents were selected through multistage sampling techniques. Data were collected using a researcher-developed instrument titled Assessment of Oppositional Defiant Disorder among Preschool-Aged Children (AODDAPAC), which was face-validated by experts and yielded a reliability coefficient of 0.86. Mean and standard deviation were used to answer research questions, while t-test and ANOVA were used to test the hypotheses.

Result: Findings showed that the most common behavioural symptom of ODD was deliberately annoying others or engaging in provocative behaviour (Mean = 2.60). The overall prevalence of ODD among preschoolers was moderate (86.9%). No significant differences were found based on gender or socioeconomic status.

Conclusion: The study concluded that ODD exists moderately among preschool-aged children regardless of gender or socioeconomic background, suggesting the need for universal early intervention and behavioural support programmes.

Language Learning and Emotional Growth: A Study of Preschool Children in Multilingual Contexts – Sudan

Amel Zulfukar Hassan Adlan — 2026-05-08

Background: The development of young children is greatly dependent on language exposure, but the relationship between multilingualism and socio-emotional development remains relatively unexplored with regard to Sudanese culture. Multilingualism in the Sudanese culture involves a combination of Arabic, English, and dialect, which can work as a tool to foster cognitive and emotional resilience in early childhood.

Objective: This paper seeks to establish the role of multilingual settings in the development of cognitive flexibility and socio-emotional intelligence in preschoolers (3–5 years old) enrolled in the Noor Albayan Kindergarten in Atbara, Sudan.

Methods: Through the use of convergent parallel mixed methods research design, the study conducted a quantitative assessment of 25 children ($N=25$) using Sort-Switch tasks. The quantitative data obtained were subjected to analysis through one sample t-tests ($df=24$). On the other hand, qualitative data were obtained by conducting semi-structured interviews involving 10-12 key informants (teachers and parents).

Results: Analysis of the quantitative data showed that multilingual children scored 72% on problem-solving tasks ($t (24) =9.17, p<.001$). Additionally, they scored 68% on social adaptation skills ($t (24) =6.43, p<.005$) and 65% on emotional awareness tasks ($t (24) =5.00, p<.005$). Moreover, qualitative data showed.

Conclusion: These results indicate that bilingualism speeds up the development of prefrontal cortex and emotional differentiation. The findings of this paper recommend the application of translanguaging practices in Sudanese Early Childhood Education (ECE).