Play and Acquisition of Cognitive Skills: The Implication of Learning Among Children in Buea, Cameroon

Aim: Early childhood education is critical for a child’s social and cognitive growth, with kindergarten playing a foundational role in their academic and overall development. This study investigated how play influences the influence play on the acquisition of cognitive skills among nursery school children in Buea, Cameroon. Methods: The study adopted a mixed-method approach with a survey research design. The sample size was made up of 20 teachers and 18 pupils. A questionnaire and observation guide were used for data collection from teachers and children. The teachers and children were selected using the purposive sampling technique. Data was analyzed using descriptive and inferential statistical tools. The study’s hypothesis was tested using a parametric Pearson test and not Spearman’s rho non-parametric test. The qualitative data from observation was analyzed using thematic analysis. Results: Findings revealed a significant, positive, and strong relationship between play and cognitive skill acquisition in children in Buea, Cameroon. The correlation coefficient of R= 0.503* indicates a significant, positive, and strong relationship between play and cognitive skills. Conclusion: It was concluded that cognitive skills are more likely to increase when play is used as a learning strategy. Recommendations: The study recommend that nursery school curricula to incorporate structured and unstructured play activities aligned with cognitive learning objectives. Additionally, teacher training programs should emphasize the pedagogical value of play.