Cognitive, Affective, and Psychomotor Gains in Play as Peer culture in Yoruba Traditional Early Childhood Education

Abstract

It is a generally accepted view that an investment on the child is an investment in the future, the children of today are the leaders in future. This indicates that there is a need to give children proper nurturing in order to ensure their holistic development. It is against this background that this study examined play, as peer culture for the cognitive, affective, and psychomotor development of children in Yoruba traditional early childhood education.  Findings from the study revealed that plays for children in Yoruba indigenous nursery education fits into the features of peer culture which provides lots of benefits in the cognitive, affective, and psychomotor learning domains. This spurred a recommendation that peer culture compliant plays should be incorporated into modern early childhood educational practices for preschoolers’ holistic education.