Early Years Teachers’ Perspectives on Toy-Facilitated Play, Music Play, and Learning in Private Preschools

Early Years Teachers’ Perspectives on Toy-Facilitated Play, Music Play, and Learning in Private Preschools | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Early Years Teachers’ Perspectives on Toy-Facilitated Play, Music Play, and Learning in Private Preschools Abayomi Olaofe, Babajide Abidogun This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-9182444/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 11 You are reading this latest preprint version Abstract This study investigated Early Years Teachers’ Perception of Toy-Facilitated and Music Plays in Private Preschools in Alimosho LGEA, Lagos State, examining the years of teaching experience, educational qualification, and professional qualification. A mixed-method research design was adopted in the study, while multistage sampling was used to select the population and the sample, using both purposive and simple random techniques. The survey data was collected from n = 100 early years teachers in the study, using the Toy-Facilitated and Music Plays Perception Scale (TAMPS). While interview was used to collect qualitative data from n = 8 participants. Both face and construct validity were used to validate the instruments, while the reliability of 0.94 was ascertained using Cronbach's Alpha. The survey data was analysed using both descriptive (mean, percentage, frequency and standard deviation) and inferential statistics (Analysis of Variance (ANOVA) to test the hypotheses at the < 0.05 level of significance). However, the transcribed interviews were analysed, using thematic analysis. The findings revealed that early years teachers perceived both music and toy-facilitated play positively, with 84.5% and 81.0% perception levels, respectively. The analyses of the hypotheses, on the other hand, showed that there is no significant difference in early years teachers’ perceptions based on years of teaching experience (F(4, 95) = 1.136, p = .344, partial η² = .046). The study also found that educational qualification significantly influences the average perceptions of early years teachers of toy-facilitated and music plays (F(3, 96) = 13.282, p < .001, partial η² = .293). In addition, the findings showed there is no significant difference in the early years teachers’ perceptions based on professional qualification (F(1,98) = 0.366,p = 0.547). The study recommended the appropriate reintegration of a play-based approach using toys and music in preschools, while teachers focus on professional development, utilisation of play resources, and employment of preschool teachers with a positive mindset. Play-based learning Music play Toy-facilitated play Preschool Early Years Teachers Early Childhood Figures Figure 1 Figure 2 Introduction It is generally known that childhood is one of the most sensitive periods in human development as it predetermines the future learning, behaviour, and health of a child (Rotshak, Muktar, and Podos, 2020 ). It is a phase where the foundation of current developmental and intellectual growth is laid by means of offering relevant education and practical experience. Early Childhood Care, Development and Education (ECCDE) is thus concerned with formal education and care of children, aged between two and five years old, provided outside the home by specialists (Rotshak et al., 2020 ). The basic significance of this phase is underlined by the fact that the National Association on the Education of Young Children (NAEYC, 2020) lists values that highlight the interdependence of biological factors and environmental ones on the development of a child. These values emphasize play in the development of happy learning, the significance of caring settings, and the use of teacher skills to advance child development. According to these international standards, the Nigerian National Policy on Education (Federal Government of Nigeria, 2014) presupposes that ECCDE is to fulfil certain objectives, such as providing children with background knowledge, presenting them with social norms, and fostering their creativity. Importantly, the policy also mentions that this is to be done through the use of plays, toys, music and other amenities (as cited in Abidogun, Ola-Alani, and Viavonu, 2020 ). This policy guideline ensures that play is in the core of the earliest childhood education in Nigeria. Play is not just a leisure process, it is a key to whole manner of development. According to the National Institute of Play (2023), play has the capacity of strengthening neural networks within the brain of an individual, establishing the preparation of the paths of lifelong social, emotional, cognitive, and physical health. Gray ( 2013 ) goes on to indicate that play lights up the brain neurons to action. Play-based learning, as a pedagogical strategy, is both developmentally suitable and learner-centred and enables children to be at the centre of their exploration and meaning-making (Keung and Cheung, 2019 ). Although the fact that children learn through play is overwhelming, it is becoming more and more marginalised in the early years setting (Colegrove & Adair, 2014 ). The increasing pressures of formal schooling systems, which are caused by a pressure to academic rigor on the part of parents and governments, have led to play being seen as a threat to, instead of a channel of, learning (Guirguis, 2018 ; Ravitch, 2016 ). It has led to a gross misperception through which even early childhood educators themselves can be limiting play and perceiving it as independent of academic work (Fesseha & Pyle, 2016 ; Pyle and Danniels, 2017 ). This is especially very strong in the urban society where education is given a lot of emphasis. There is a proven adverse effect of the limitation of play on the child development and well-being (Fesseha & Pyle, 2016 , see also Yogman et al., 2018 ). Although the overall drop of play in early education is well-researched, lack of research has been given in analyzing how teachers view and implement specified, policy-based kinds of play. Toys and music are specifically mentioned as prominent pedagogical tools in the Nigerian context in the National Policy on Education. Nevertheless, despite the awareness of the teachers about the overall importance of play, there is a lack of clarity over the extent to which teachers can and do incorporate toys-facilitated play and music play in their instruction. This is a very crucial gap, because teachers are the pivot of the pedagogical implementation within the school settings. These mandated forms of play will either be adopted successfully or unintentionally depending on their views, which are brought about by training, resources available, and the demands of the school environment. Thus, this research is expected to explore the perception of primary school teachers working in private preschools towards the use of toy-facilitated play and music play as pedagogical strategies to enhance learning. This study aims to discern what drives the use of ECCDE curriculum by practitioners who are closest to the implementation process of the program by considering the opinions of individuals who applied the play-based approaches in the curriculum. The main research question underpinning the research is the following: What are the views of early years teachers regarding the role and use of toy facilitated play and music play in teaching and learning in the private preschools? Theoretical Framework Jean Piaget’s Constructivist Theory Jean Piaget’s mental improvement hypothesis can be depicted as a fundamental framework that has changed a few branches of knowledge, for example, training, neuroscience, and social science. Piaget’s main premises include the idea that cognitive growth takes place in fixed stages and that the epistemological approach to regarding individuals as endowed with knowledge enables one to understand how people learn and develop scholarly skills. This hypothesis has been useful in creating useful training programs in all parts of the world because the hypothesis explains how people learn and deal with data (Zarkasyi, 2023 ). When it comes to phases of mental turn of events, Per Piaget school educators derive a framework of guidelines that enables them to change their training methods concerning the psychological advancement of students, thereby enhancing the chances of development (Wahyuni et al., 2023 ). With regard to play, Piaget advanced his mental improvement hypothesis, whereby play is posited as the critical nature of a children’s mental improvement and development. Play is known to play a significant role as the means by which children interact with the environment, transform it, and, in the process, acquire new information. It has for instance been associated with improvement of mental and deep self-measure in the preschoolers, including the mental advantage that results from performing creative play exercises among children. In addition, sociodramatic pretend has been recognised as one of the major sources of chief capabilities’ development in youth and describes how the play interactions might positively contribute to the growth of the mental skill (Sukhikh et al., 2022 ). However, the use of cognitive development theory based on Piaget’s work can be applied in various fields consisting of integration of ICT in education and adaptive learning, apart from the traditional classroom. For instance, while exploring ICT harmony in grade school homerooms during the pandemic, Piaget reasoning provides the point of reference via which the ideas of kids’ mental abilities influence utilising innovation and quantifiable conceptions (Kilag et al., 2022 ). On the same note, the theoretical framework of Piaget’s cognitive model enables a more detailed analysis of students’ characteristics in adaptive learning systems and, hence, an individualised approach to the course’s delivery in the context of adaptive learning systems (Sun et al., 2023 ). In addition, some of the suggestions of Piaget’s mental advancement hypothesis guide clinic mediations aimed at improving engine and mental outcomes in neonates with neuromotor impairments. Hence, based on Piaget’s theory, the physical therapy Early Mobility and Prompting Interaction called Sitting Together and Reaching to Play (START-Play) aims at developing early movement patterns as foundational to efficient problem solving and general cognitive advancement in infants (Harbourne et al., 2020 ). This has brought about the overall concept of mental turn of events where physical and mental aspects in developing formative outcomes are intertwined. Lev Vygotsky’s Sociocultural Theory Lev Vygotsky's hypothesis of socioculturalism essentially affects the field of training, especially as it connects with understanding how social collaborations and social foundation add to learning and mental improvement (Bernard, 2024 ). By considering the social life of individuals in relation to their culture, Vygotsky's theory places a greater emphasis on the influence of society on thought processes and educational outcomes (Zhou, 2024 ). Thus, as one of the key postulates of Vygotsky’s sociohistorical theory, learning and development occur in a social context, which points to the notion that information is constructed (Zaki, 2023 ). According to Vygotsky, social interaction and communication play a primary role in acquiring and educating a mental development (Luong, 2022 ). In regards to play, the sociocultural hypothesis by Vygotsky provide major concepts that enlighten how play acts as a medium for forming the mind and learning. Play, especially creative and sociodramatic play, gives youngsters potential chances to participate in friendly associations, arrange jobs, and co-build information with peers. According to Slot et al. ( 2017 ), Vygotsky viewed play as a crucial setting for the growth of children's symbolic thinking and cognitive abilities. Through play, youngsters can incorporate social practices, language, and accepted practices, subsequently cultivating their mental development inside a sociocultural setting (Luong, 2022 ). Play, based on Vygotsky’s sociocultural theory, is not just a type of an activity but a meaningful one. It is one of the essential methods by which children can be trained on how to curb their conducts and manners, learn some problem solving skills and also enhances their thinking skills (Luong, 2022 ). It allows the children to act out certain stories, roles and learn social skills such as the ability to work together and compromise (Slot et al., 2017 ). According to Newman ( 2018 ), Vygotsky was of the opinion that play enables children to bridge the gap that exists between their current developmental level and their potential development. This gap is known as the zone of proximal development (ZPD). While engaging in the play activities in the ZPD, children are bent to do it together with someone else who is in a higher zone, like parents, teacher or peers (Newman, 2018 ). Therefore, according to Vygotskian sociocultural approach to the development of learning, cultural tools play an important role in children’s learning and development via play. Social devices, including language, images, and play materials, assume a urgent part in molding kids' play ways of behaving and mental cycles (Wang and Delfin, 2021 ). Regarding socially important toys and sounds and phonics for kids, children can mimic social acts and norms, thereby promoting cognitive complex thinking and complex symbolic capacity. Vygotsky’s focus on the social context of play incorporates information of how historical turn of events and sociocultural variables interact with every other (Vélez-Agosto et al., 2017 ). In relation to the framework of Vygotsky’s sociocultural theory several practical considerations for the original concept of play-based learning activity that fosters social relationships and cognitive development in students can be identified. Teachers can establish conditions that empower cooperative play, peer associations, and the utilization of social apparatuses to help youngsters' learning and advancement (Bernard, 2024 ). He explained the integrating Vygotsky's standards into academic practices, educators can work with significant play encounters that improve kids' critical abilities to think, imagination, and interactive abilities. Vygotsky's accentuation on the social idea of learning stresses the significance of friend coordinated effort and grown-up direction in platform youngsters' play encounters to improve their mental turn of events (Daneshfar and Moharami, 2018 ). Research Objectives The following are the specific objectives of the study, which is to: assess early years teachers’ perception of toy-facilitated and music plays in private preschools in Alimosho LGEA, Lagos State; examine the impact of teaching experiences on early years teachers’ perception of toy-facilitated and music plays in private preschools in Alimosho LGEA, Lagos State; evaluate the influence of years of teaching experience on early years teachers’ perception of toy-facilitated and music plays in private preschools in Alimosho LGEA, Lagos State; assess influence of professional qualification on early years teachers’ perception of toy-facilitated and music plays in private preschools in Alimosho LGEA, Lagos State. Research Questions The study will aim to answer the following research questions subsumed under the main title, Perception of Early Years Teachers on the Effect of Toy Facilitated Plays and Music Plays on Learning of Pupils in Private Schools in Alimosho LGEA, Lagos State: What is early years teachers’ perception of toy-facilitated plays in private preschools in Alimosho LGEA, Lagos State? What is early years teachers’ perception of music plays in private preschools in Alimosho LGEA, Lagos State? Research Hypotheses This research study will test three (3) hypotheses: H 01 : There is no significant difference in early years teachers’ perception of toy-facilitated and music plays in private preschools in Alimosho LGEA, Lagos State and their years of teaching experience. H 02 : There is no significant difference in early years teachers’ perception of toy-facilitated and music plays in private preschools in Alimosho LGEA, Lagos State and educational qualification. H 03 : There is no significant difference in early years teachers’ perception of toy-facilitated and music plays in private preschools in Alimosho LGEA, Lagos State and professional qualification. Research Methodology This study utilised a mixed-method research design, combining both qualitative and quantitative data collection methods. Multi-stage sampling method was adopted in the study. The research focused on all early years teachers in the Alimosho Local Government, Lagos State, as the population of the study. Purposive sampling method was used to choose 20 schools for quantitative data collection (survey) and 8 school were used for qualitative data collection (using interview) with the requisite infrastructure to undertake music play and toy-facilitated learning activities. These assured that significant responses from early years teachers from those schools would be based on pedagogical usage and practice, and not on assumption. By concentrating on schools with sufficient resources, we helped to gather useful insights into the potential advantages of bringing music play and toy-facilitated play into early learning into early childhood education. In addition, a simple random sampling technique was used to select 5 early years teachers from each schools, cumulating to n = 100 early years teachers who formed the total respondents for the study survey, while interviews were conducted with n = 8 early years teachers. Totaling n = 108 participants. This study employed a questionnaire and semi-structured interview questions. The self-developed Toy-Facilitated and Music Plays Perception Scale (TAMPS) was adopted to gather data from early years teachers to address both the research questions and hypotheses. While the interview questions were adopted from the variables addressed in the survey. The questionnaire used a 4-Point Likert-scale instruments, adapted from the standard 5-Point Likert-scale response format, to gather data pertaining to the variables (Toy-Facilitated and Music Plays). However, the results of the survey were triangulated using the interview to corroborate the data from the questionnaire. The validity was evaluated by the co-researcher and a psychometrician. Construct, face, and content validities were carried out by the researchers and a psychometrician to ensure the items of the questionnaire and interview questions were appropriate to measure the required contents and matches the appropriate construct. The questionnaire's reliability was assessed with the use of Cronbach’s alpha ( \(\:\alpha\:\) ) for internal consistency of items. The collected data from the respondents was evaluated utilising descriptive statistics (percentage, frequency, charts, mean, and standard deviation) and inferential statistics (ANOVA). Results Analyses of Demographic Data for the Quantitative Survey (n = 100) Table 1 Frequency Demographic Data Variable Category n % of Total Gender Female 89 89.0% Male 11 11.0% School Geographical Location Urban 100 100.0% Are you a trained Early Childhood Educator? No, I’m not a trained Early Childhood Educator 36 36.0% Yes, I’m a trained Early Childhood Educator 64 64.0% Class Taught Crèche 8 8.0% Kindergarten 39 39.0% Nursery 53 53.0% Educational Qualification B.A/B. Ed./B. Sc. Ed./B. Tech. 30 30.0% Master’s 12 12.0% O.N.D./H.N.D. 43 43.0% N.C.E. 15 15.0% Years of Teaching Experience in ECE 11–15 12 12.0% 16–20 4 4.0% 21 and above 8 8.0% 5 and below 43 43.0% 6–10 33 33.0% Class Size 50 and below 100 100.0% (Researchers’ Data, 2025) This table provides a demographic breakdown of the study participants. The majority of respondents are female (89.0%), with a smaller percentage being male (11.0%). All participants (100.0%) are from urban school locations. Regarding professional qualifications, 64.0% are trained early childhood educators, while 36.0% are not. In terms of the classes taught, the largest proportion teach nursery classes (53.0%), followed by kindergarten (39.0%), and a smaller group handle crèche (8.0%). Educational qualifications are diverse, with 43.0% holding O.N.D./H.N.D., 30.0% having B.A/B. Ed./B. Sc. Ed./B. Tech. degrees, 15.0% possessing N.C.E., and 12.0% holding a Master’s degree. When it comes to teaching experience in early childhood education, most have 5 years or less (43.0%), followed by 6–10 years (33.0%), with fewer having 11–15 years (12.0%), 16–20 years (4.0%), or 21 years and above (8.0%). All classes have a manageable size, with 100% reporting a class size of 50 or below. This demographic data reflects a diverse range of qualifications, experience levels, and roles among the participants. Research Question One: What is early years teachers’ perception of toy-facilitated plays in private preschools in Alimosho LGEA, Lagos State? Table 2 Perceptions of Early Years Teachers’ of Toy-Facilitated Play Item Strongly Disagree (n, %) Disagree (n, %) Agree (n, %) Strongly Agree (n, %) Total (N) Mean Difference Std. Deviation Toy-Facilitated Play 3.31 0.833 1. Improves pupils’ understanding of key concepts 8 (8.0%) 0 (0.0%) 45 (45.0%) 47 (47.0%) 100 3.12 0.852 2. Enhances engagement of pupils in the learning process 8 (8.0%) 7 (7.0%) 50 (50.0%) 35 (35.0%) 100 3.05 0.726 3. Increases pupils' comprehension of subject material 8 (8.0%) 0 (0.0%) 71 (71.0%) 21 (21.0%) 100 3.12 0.765 4. Effective for addressing different learning styles 8 (8.0%) 0 (0.0%) 64 (64.0%) 28 (28.0%) 100 3.26 0.820 5. Boosts attention and participation 8 (8.0%) 0 (0.0%) 50 (50.0%) 42 (42.0%) 100 3.10 0.755 6. Develops pupils' critical thinking skills 8 (8.0%) 0 (0.0%) 66 (66.0%) 26 (26.0%) 100 3.10 0.794 7. Improves retention compared to traditional methods 8 (8.0%) 3 (3.0%) 60 (60.0%) 29 (29.0%) 100 2.95 0.712 8. Introduces complex concepts effectively 8 (8.0%) 4 (4.0%) 73 (73.0%) 15 (15.0%) 100 3.11 0.926 9. Positively influences overall academic performance 8 (8.0%) 14 (14.0%) 37 (37.0%) 41 (41.0%) 100 3.04 0.859 10. Promotes creativity and problem-solving 8 (8.0%) 11 (11.0%) 50 (50.0%) 31 (31.0%) 100 3.31 0.833 (Researchers’ Data, 2025) The data presented in Table 2 highlights early years teachers' overwhelmingly positive perceptions of toy-facilitated play in promoting pupils' learning. Across all ten survey items, the majority of teachers expressed agreement with the effectiveness of toy-facilitated play. Specifically, 92% of teachers agreed or strongly agreed that toy-facilitated play helps improve pupils' understanding of key concepts, addresses different learning styles, boosts attention and participation, and develops critical thinking skills. These findings suggest that toy-facilitated play is widely regarded as an effective evidence-based practice, supporting its integration into teaching strategies to foster diverse and meaningful learning outcomes. (Researchers’ Data, 2025) Figure 1 Summary of Perceptions of Early Years Teachers of Toy- facilitated Play Figure 1 summarises the respondents' perceptions of toy-facilitated play by categorising responses as either positive or negative. The results indicate a strong positive reception of toy-facilitated play methods among respondents. Specifically, 932 responses (representing 84.5% of the total responses) fell into the positive perception category (i.e., "Agree" and "Strongly Agree"). In contrast, only 171 responses (representing 15.5% of the total responses) reflected a negative perception (i.e., "Disagree" and "Strongly Disagree"). Research Question Two: What is early years teachers’ perception of music plays in private preschools in Alimosho LGEA, Lagos State? Table 3 Perceptions of Early Years Teachers’ of Music Play Item Strongly Disagree (n, %) Disagree (n, %) Agree (n, %) Strongly Agree (n, %) Total (N) Mean Difference Std. Deviation 1. Music-based activities cater to different learning styles 8 (8.0%) 4 (4.0%) 63 (63.0%) 25 (25.0%) 100 3.05 0.779 2. Incorporating music increases pupils' attention and participation 8 (8.0%) 8 (8.0%) 37 (37.0%) 47 (47.0%) 100 3.23 0.904 3. Music play aids in developing memory and recall abilities 8 (8.0%) 0 (0.0%) 45 (45.0%) 47 (47.0%) 100 3.31 0.833 4. Music play helps retain and apply new information 8 (8.0%) 0 (0.0%) 54 (54.0%) 38 (38.0%) 100 3.22 0.807 5. Using music helps introduce complex concepts 8 (8.0%) 4 (4.0%) 59 (59.0%) 29 (29.0%) 100 3.09 0.801 6. Music-based activities positively impact academic performance 8 (8.0%) 8 (8.0%) 63 (63.0%) 21 (21.0%) 100 2.97 0.780 7. Music play promotes creativity and problem-solving 8 (8.0%) 8 (8.0%) 39 (39.0%) 45 (45.0%) 100 3.21 0.898 8. Music play enhances understanding of key concepts 8 (8.0%) 0 (0.0%) 60 (60.0%) 32 (32.0%) 100 3.16 0.784 9. Integrating music improves engagement 8 (8.0%) 8 (8.0%) 45 (45.0%) 39 (39.0%) 100 3.15 0.876 10. Music play supports comprehension of classroom material 8 (8.0%) 4 (4.0%) 58 (58.0%) 30 (30.0%) 100 3.10 0.806 (Researchers’ Data, 2025) The results of the survey indicate that early years teachers generally have positive perceptions of music play. Across all items, the majority of respondents agreed or strongly agreed with statements about the benefits of music play, with positive perceptions ranging from 54% to 84% depending on the specific item. Notably, items such as "Music play aids in developing pupils' memory and recall abilities" and "Music play enhances understanding of key concepts" received some of the highest positive responses, with 92% and 92% of respondents agreeing or strongly agreeing, respectively. Negative perceptions, including "Disagree" and "Strongly Disagree" responses, were consistently low across all items, ranging from 4% to 16%. These findings suggest that early years teachers view music play as a valuable tool for enhancing engagement, comprehension, and memory retention among pupils, with minimal dissenting views. However, slightly lower agreement levels for items such as "Music-based activities positively impact academic performance" (84%) and "Using music helps introduce complex concepts" (88%) may indicate areas where perceptions are less uniformly positive, potentially reflecting challenges in applying music play to certain educational outcomes. Summary of Perceptions of Early Years Teachers of Music Play Figure 2 shows that early years teachers overwhelmingly hold positive perceptions of music play. A significant majority, 81.0% of the respondents, expressed positive perceptions by agreeing or strongly agreeing with statements about the effectiveness of music play. Conversely, only 19.0% of the respondents expressed negative perceptions, either disagreeing or strongly disagreeing with the statements. Hypothesis One: There is no significant difference in early years teachers’ perception of toy-facilitated and music plays in private preschools in Alimosho LGEA, Lagos State based on years of teaching experience. Table 4 Combined ANOVA bable of the difference in early years teachers’ perception of toy-facilitated and music plays in private preschools in Alimosho LGEA, Lagos State based on years of teaching experience. Source Type III Sum of Squares df Mean Square F p-value Partial η² Within-Subjects Effects Perception_Type (Linear) 14.496 1 14.496 1.428 .235 .015 Perception_Type * Years of Teaching Experience (Linear) 46.144 4 11.536 1.136 .344 .046 Error (Perception_Type) 964.551 95 10.153 Between-Subjects Effects Years of Teaching Experience 135.911 4 33.978 0.663 .619 .027 Error 4866.144 95 51.223 (Researchers’ Data, 2025) The table (Table 4 ) supports the null hypothesis that there is no significant difference in early years teachers’ perceptions of toy-facilitated and music plays in private preschools in Alimosho LGEA, Lagos State, and that years of teaching experience do not significantly influence these perceptions. The within-subjects effects show no significant difference in perceptions of toy-facilitated and music plays across all experience groups (F (1, 95) = 1.428, p = .235, partial η² = .015), and no significant interaction between perception types and years of teaching experience (F(4, 95) = 1.136, p = .344, partial η² = .046). Additionally, the between-subjects effects indicate that years of teaching experience do not significantly influence the average perceptions of these activities (F (4, 95) = 0.663, p = .619, partial η² = .027). These results suggest that teachers’ perceptions of toy-facilitated and music plays are similar, and teaching experience does not play a significant role in shaping these perceptions. Hypothesis Two: There is no significant difference in early years teachers’ perception of toy-facilitated and music plays in private preschools in Alimosho LGEA, Lagos State based on educational qualification. Table 5 Combined ANOVA table of the difference in early years teachers’ perception of toy-facilitated and music plays in private preschools in Alimosho LGEA, Lagos State based on educational qualification. Source Type III Sum of Squares df Mean Square F p-value Partial η² Within-Subjects Effects Perception_Type (Linear) 38.529 1 38.529 5.388 .022 .053 Perception_Type * Educational Qualification 324.257 3 108.086 15.116 .000 .321 Error (Perception_Type) 686.438 96 7.150 Between-Subjects Effects Educational Qualification 1467.201 3 489.067 13.282 .000 .293 Error 3534.854 96 36.821 (Researcher’s Data, 2025) The table results reveal a significant difference in early years teachers’ perceptions of toy-facilitated and music play (F (1, 96) = 5.388, p = .022, partial η² = .053), with a significant interaction between perception type and educational qualification (F (3, 96) = 15.116, p < .001, partial η² = .321), indicating that the difference in perceptions vary across educational qualification groups. Additionally, educational qualification significantly influences the average perceptions of these activities (F (3, 96) = 13.282, p < .001, partial η² = .293). These findings do not support the null hypothesis, as there are significant differences in perceptions based on the type of play and educational qualification, and the effect of educational qualification moderates these differences. Early years teachers’ with different educational backgrounds perceive toy-facilitated and music play differently, and their perceptions of the two plays are not consistent across qualification levels. Hypothesis Three: There is no significant difference in early years teachers’ perception of toy-facilitated and music plays in private preschools in Alimosho LGEA, Lagos State based on professional qualification. Table 6 Combined ANOVA table on the difference in early years teachers’ perception of toy-facilitated and music plays in private preschools in Alimosho LGEA, Lagos State based on professional qualification. Source Type III Sum of Squares df Mean Square F Sig. Partial Eta Squared Within-Subjects Effects Toy_facilitated_Play_and_Music_Play (Linear) 3.358 1 3.358 0.327 0.569 0.003 Toy_facilitated_Play_and_Music_Play * professional qualification (Linear) 3.758 1 3.758 0.366 0.547 0.004 Error(Toy_facilitated_Play_and_Music_Play) 1006.937 98 10.275 - - - Between-Subjects Effects Intercept 182342.573 1 182342.573 3649.769 0.000 0.974 professional qualification 105.973 1 105.973 2.121 0.148 0.021 Error 4896.082 98 49.960 - - - (Researchers’ Data, 2025) The ANOVA Table 6 results indicate that while the overall model has a significant baseline effect (intercept, p < 0.001), neither the within-subjects factor (toy-facilitated and music plays) nor the between-subjects factor (professional qualification) significantly influenced the outcome measure (F-value (0.327, p = 0.569, and F = 2.121, p = 0.148, respectively). Additionally, the interaction between toy-facilitated play and music play and training as early childhood educator was not significant (F = 0.366, p = 0.547), suggesting that the effect of Toy-facilitated and Music Plays do not differ based on whether participants are trained early childhood educators. The small effect sizes (Partial Eta Squared ≤ 0.021) further support the lack of meaningful impact from these factors on the measured outcome. However, the finding fails to reject the hypothesis that there is no significant difference in early years teachers’ perception of toy-facilitated and music plays in private preschools in Alimosho LGEA, Lagos State based on professional qualification. Table 7 Demographic Characteristics of Interview Participants (n = 8) Variables Category n % of total Gender Female 8 100.0 School Geographical Location Urban 2 25.0 Rural 6 75.0 Trained Early Childhood Educator Yes 8 100.0 Class Taught Crèche 5 62.5 Kindergarten 2 25.0 Nursery 1 12.5 Educational Qualification B.A/B.Ed./B.Sc.Ed./B.Tech. 4 50.0 Master’s 1 12.5 O.N.D./H.N.D. 2 25.0 N.C.E. 1 12.5 Years of Teaching Experience in ECE 11–15 years 3 37.5 16–20 years 1 12.5 5 years and below 2 25.0 6–10 years 2 25.0 Class Size 50 and below 8 100.0 (Researchers’ Data, 2025) The demographic data indicates that 100 percent of the participants (n = 8) were females, and all of them were trained early childhood educators, with most of them with 75% working in the rural schools and a minimal proportion of 25% working in urban settlements. Most taught in crèche classes (62.5%), followed by kindergarten (25%) and nursery (12.5%). The educational background shows that 50% had a B.A/ B.Ed/ B.Sc.Ed./ B.Tech degree, while others had O.N.D/ H.N.D at 25%, Master's, 12.5%, and N.C.E, 12.5%. Teaching experience varied, with 37.5% having 11–15 years of experience, 25% each with 5 years and below or 6–10 years, and 12.5% with 16–20 years. All participants (100%) managed class sizes of 50 pupils or fewer. Table 8 Thematic Analysis from Interview Transcripts of Participants (n = 8) Themes Core Idea Supporting Participants Evidence / Summary Points 1. Perception of Toy-Facilitated Play Toys are used for both instructional aid and support for engagement. P1, P2, P3, P4, P5, P6, P7, P8 Make abstract concepts concrete (P4, P8); stimulate imagination and role-play (P1, P2, P7); support both passive & active learning (P2, P6); inclusive for all abilities, including special needs (P4); foster social interaction and sharing (P1, P2, P5). 2. Positive Effects of Toy-Facilitated Play on Learning of Pupils Toys are essential for holistic development and deep learning. P1, P2, P3, P4, P5, P6, P7, P8 It accelerates the growth of cognitive, language, motor, and problem-solving skills in learners (P1, P3, P5, P7); improve long-term retention of lessons (P4); support emotional well-being and happiness of pupils (P1, P3, P5); deepen understanding through hands-on activity (P6, P8). 3. Frequency of usage of Toy-Facilitated Play It is used regularly and purposefully, depending on class and subject-matter. P1, P2, P3, P4, P5, P6, P7, P8 Daily integration in most classes (P1, P2, P3, P5, P6, P7); dedicated timetable slots (P2, P6); subject-specific use 2–4× weekly for literacy, numeracy, science (P4, P8). 4. Perception of Music Play Music is a core teaching and engagement strategy. P1, P2, P3, P4, P5, P6, P7, P8 Stimulates classroom environment and smooth transitions (P2, P4, P8); boosts language, vocabulary, and confidence (P4, P6); makes lessons enjoyable, memorable, and relatable (P3, P5, P7); supports introduction and reinforcement of concepts (P1, P2). 5. Positive Effects of Music Play on Learning of Pupils It strengthens learning by stimulating multisensory organ and emotional activities of learners. P1, P2, P3, P4, P5, P6, P8 It improves lesson retention, listening skills, and attention span of learners (P1, P4, P5, P6, P8); speeds up learning and comprehension (P3, P4); reduces stress, fosters emotional connection (P1, P5); anchors concepts effectively through songs/rhymes (P2, P6, P8). 6. Frequency of usage of Music Play It is used, often multiple times daily. P1, P2, P3, P4, P5, P6, P7, P8 Daily or multiple times/day for lessons, routines, and transitions (P1, P2, P3, P5, P6, P7, P8); up to 3× daily for specific routines (P3); embedded across all subjects (P2, P4, P6, P8). (Researchers’ Data, 2025) Table 8 shows the findings that early childhood teachers consider toy-facilitated play, not only to be an effective instructional aid, but also to serve as an engagement catalyst that renders abstract concepts touchable, ignites the imagination, promotes inclusivity, and encourages social interaction. They consider toy-facilitated play as a crucial factor that helps in the wholesome development of a child due to its ability to develop cognitive, language, motor, and problem-solving abilities, as well as a healthy emotional state and further learning through active exploration. This type of play becomes routine basis, i.e., daily or multiple times a week depending on classes and subjects. Likewise, the use of music play is understood as the essential strategy of teaching and interacting with children that adds depth to the learning environment, facilitates transition, enhances language development and confidence, and makes classes fun and unforgettable. According to early years teachers, music play enhances learning with multi-sensorial experiences to benefit memory, attention span, retention and learning in addition to reducing stress and developing emotional bonds. Music play activities are maximized and used many times a day and skills are embedded throughout subjects, lessons, and routines to encourage the retention of process and maintain continued engagement with learners. Discussion of findings The findings of this study demonstrated that toy-facilitated and music-based play are widely regarded by early childhood educators as effective tools for fostering learning and engagement among preschool pupils. This result highlighted the discussion of Jensen et al., ( 2019 ) on the overriding importance of play and the more reason why teachers in early years have to relay so much on it as the natural ways by which children express themselves in their contact with the world. A similar study reported that while teachers devices several way of implementing play-based learning in the classroom, and how to get themselves involved, they are faced with different levels of challenges ranging from pressures to achieve the core academic curriculum and the school policy (Bubikova-Moan et al., 2019 ). Another comprehensive report suggested several ways by which teachers, parents, and schools could incorporate the needed plays into early years learning with different levels of adult or caregivers involvements in the learning process (UNICEF and The LEGO Foundation, 2018 ). These play-based methods are perceived as beneficial across various domains, including comprehension, retention, and critical thinking. While years of teaching experience and professional training did not significantly influence these perceptions, educational qualifications emerged as a critical factor, emphasizing the importance of academic preparation in shaping educators' approaches to innovative teaching strategies. However, Njuguna and Waithaka ( 2020 ) study showed otherwise that teaching experiences coupled with teachers’ attitudes affect the use of play-based learning in early year. The thematic analysis of the interview triangulates the perception from the quantitative dataset with that of the interview participants, showing a consistent alignment with the perceived value, observed outcomes, and frequency of both toy-facilitated and music play in early childhood classrooms to foster learning. Linnavalli et al ( 2018 ) findings supported the submission of this study that early years teachers believed that music play fosters children learning (see also, Cooper, 2010 ). The themes cross-validate that toy-facilitated and music play are not only widely practiced but also are intentionally curated and integrated for holistic cognitive, emotional, and social benefits of preschoolers. Results from the thematic analysis also showed that multiple-times-daily usage of the methods occupies the centrality in lesson delivery, while shared observations on skill development, inclusivity, and engagement provide uniform evidence that these strategies are vital to effective early years teaching. Together, the themes reinforce one another, painting a coherent picture of both toy-facilitated and music play approaches as indispensable, multi-dimensional approaches to early childhood education. It rightly supports the conclusion of Golinkoff, and Hirsh-Pasek, ( 2006 ) that play-based pedagogies supports holistic developmental trajectories of children. The study highlights the need for ongoing professional development programs to bridge perception gaps related to educational qualifications and enhance teachers' capacity to integrate play-based learning into their teaching practices. It also reinforces the value of toy-facilitated and music-based play in early childhood education, supporting their inclusion in curricula and policy frameworks aimed at improving learning outcomes in preschools. This is in agreement with another study that gives credence that this findings that there is a significant association between teachers’ level of education and their utilization of play in the classrooms (Njuguna and Waithaka, 2020 ). The Harvard University Center on the Developing Child (2025) clearly corroborated this finding, stating that playful learning works in almost any early years setting. Even though it all depends on the teacher that knows how to properly wield it. Several neurodevelopmental studies conducted in recent decades show how children, who are exposed to music from an early age, improve their cognitive development in areas such as attention, memory, perception, and language (Cooper, 2010 ; Linnavalli et al., 2018 ; Frischen et al., 2022 ), their motor development with rhythmic movements helping coordination, laterality, and motor efficiency (Turner, 1998 ; Zatorre et al., 2007 ; Nguyen et al., 2023 ) and their emotional development by encouraging the evocation of emotions, the expression of feelings, the connection between body and mind, and psychophysical relaxation. Del Barrio and Arús ( 2024 ) reported the neurodevelopmental studies in a systematic analysis the findings of Cooper ( 2010 ), Linnavalli et al. ( 2018 ), Frischen et al. ( 2022 ), Turner ( 1998 ), Zatorre et al. ( 2007 ), and Nguyen et al. ( 2023 ) on how music play helps in the development of memory, imagination, attention, language, motor skill, bodily coordination, emotion stimulation, and crystallization of the nexus between the mind and the body of children in early years. Recommendations Integration of Play-Based Learning : School administrators and policymakers should prioritize the integration of toy-facilitated and music-based play into preschool curricula to enhance pupils' engagement, comprehension, and creativity. Professional Development : Regular training and workshops should be organized for early childhood educators to equip them with the skills and knowledge required to effectively utilize toy-facilitated and music-based play in their teaching practices. Focus on Teacher Qualification : Educational qualification was found to significantly influence perceptions. Efforts should be made to support educators with lower qualifications through targeted capacity-building programs to improve their perceptions and application of play-based learning. Resource Availability : Schools should invest in providing adequate resources such as toys, music instruments, and materials that facilitate play-based learning to ensure all teachers can effectively implement these methods. Policy Advocacy : Policymakers should advocate for the inclusion of play-based methodologies in teacher education programs to ensure that new teachers enter the profession with a positive orientation toward these approaches. Declarations Acknowledgments The authors would like to thank the participating teachers for their valuable contribution. Ethical approval The study was conducted in accordance with the Declaration of Helsinki. Ethical approval was obtained from the research and ethical committee of the Lagos State University, Ojo, Lagos State ethics review board. Consent to participate Prior to data collection (questionnaire and interview) , informed consent was obtained from all individual participants included in the study who were teachers. These participants were thoroughly informed about the study's purpose, procedures, potential risks, and benefits and were explicitly made aware of their right to withdraw at any time without consequence. Participation was entirely voluntary, and all participants provided their written informed consent and oral informed consent for the questionnaire and interview, respectively. Consent to publish Not applicable. Accordance / Ethical Guidelines Statement The study was conducted in accordance with the Declaration of Helsinki. Ethical approval was obtained from the research and ethical committee of the Lagos State University, Ojo, Lagos State ethics review board. Declaration of conflicting interests The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article. Funding The authors received no financial support for the research, authorship, and/or publication of this article. ORCID ID Abayomi Israel Olaofe: https://orcid.org/0009-0003-5152-9000 Data availability statement The datasets generated during and/or analyzed during the current study are available from the corresponding author on request. References Abidogun BG, Ola-Alani EK, Viavonu BJ. (2020). Understanding Early Childhood Education in Contemporary Society. Association of Nursery and primary Education Instructors of Nigeria , Lagos, p. 15. Bernard D. Understanding Socioculturalism in early Childhood Education: Current perspectives and emerging trends. J Cult Soc Dev. 2024. https://doi.org/10.7176/jcsd/73-03 . Bubikova-Moan J, Næss Hjetland H, Wollscheid S. 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The LEGO Foundation,DK. https://www.researchgate.net/publication/325171106_Learning_through_play_a_review_of_the_evidence Additional Declarations No competing interests reported. Cite Share Download PDF Status: Under Review Version 1 posted Reviews received at journal 18 May, 2026 Reviewers agreed at journal 18 May, 2026 Reviews received at journal 14 May, 2026 Reviewers agreed at journal 14 May, 2026 Reviews received at journal 12 May, 2026 Reviewers agreed at journal 07 May, 2026 Reviewers invited by journal 05 May, 2026 Editor invited by journal 16 Apr, 2026 Editor assigned by journal 15 Apr, 2026 Submission checks completed at journal 10 Apr, 2026 First submitted to journal 10 Apr, 2026 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. 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It is a phase where the foundation of current developmental and intellectual growth is laid by means of offering relevant education and practical experience. Early Childhood Care, Development and Education (ECCDE) is thus concerned with formal education and care of children, aged between two and five years old, provided outside the home by specialists (Rotshak et al., \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). The basic significance of this phase is underlined by the fact that the National Association on the Education of Young Children (NAEYC, 2020) lists values that highlight the interdependence of biological factors and environmental ones on the development of a child. These values emphasize play in the development of happy learning, the significance of caring settings, and the use of teacher skills to advance child development.\u003c/p\u003e \u003cp\u003eAccording to these international standards, the Nigerian National Policy on Education (Federal Government of Nigeria, 2014) presupposes that ECCDE is to fulfil certain objectives, such as providing children with background knowledge, presenting them with social norms, and fostering their creativity. Importantly, the policy also mentions that this is to be done through the use of plays, toys, music and other amenities (as cited in Abidogun, Ola-Alani, and Viavonu, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). This policy guideline ensures that play is in the core of the earliest childhood education in Nigeria. Play is not just a leisure process, it is a key to whole manner of development. According to the National Institute of Play (2023), play has the capacity of strengthening neural networks within the brain of an individual, establishing the preparation of the paths of lifelong social, emotional, cognitive, and physical health. Gray (\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2013\u003c/span\u003e) goes on to indicate that play lights up the brain neurons to action. Play-based learning, as a pedagogical strategy, is both developmentally suitable and learner-centred and enables children to be at the centre of their exploration and meaning-making (Keung and Cheung, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2019\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eAlthough the fact that children learn through play is overwhelming, it is becoming more and more marginalised in the early years setting (Colegrove \u0026amp; Adair, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2014\u003c/span\u003e). The increasing pressures of formal schooling systems, which are caused by a pressure to academic rigor on the part of parents and governments, have led to play being seen as a threat to, instead of a channel of, learning (Guirguis, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Ravitch, \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). It has led to a gross misperception through which even early childhood educators themselves can be limiting play and perceiving it as independent of academic work (Fesseha \u0026amp; Pyle, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2016\u003c/span\u003e; Pyle and Danniels, \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). This is especially very strong in the urban society where education is given a lot of emphasis. There is a proven adverse effect of the limitation of play on the child development and well-being (Fesseha \u0026amp; Pyle, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2016\u003c/span\u003e, see also Yogman et al., \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). Although the overall drop of play in early education is well-researched, lack of research has been given in analyzing how teachers view and implement specified, policy-based kinds of play. Toys and music are specifically mentioned as prominent pedagogical tools in the Nigerian context in the National Policy on Education. Nevertheless, despite the awareness of the teachers about the overall importance of play, there is a lack of clarity over the extent to which teachers can and do incorporate toys-facilitated play and music play in their instruction. This is a very crucial gap, because teachers are the pivot of the pedagogical implementation within the school settings. These mandated forms of play will either be adopted successfully or unintentionally depending on their views, which are brought about by training, resources available, and the demands of the school environment.\u003c/p\u003e \u003cp\u003eThus, this research is expected to explore the perception of primary school teachers working in private preschools towards the use of toy-facilitated play and music play as pedagogical strategies to enhance learning. This study aims to discern what drives the use of ECCDE curriculum by practitioners who are closest to the implementation process of the program by considering the opinions of individuals who applied the play-based approaches in the curriculum. The main research question underpinning the research is the following: What are the views of early years teachers regarding the role and use of toy facilitated play and music play in teaching and learning in the private preschools?\u003c/p\u003e"},{"header":"Theoretical Framework","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003eJean Piaget\u0026rsquo;s Constructivist Theory\u003c/h2\u003e \u003cp\u003eJean Piaget\u0026rsquo;s mental improvement hypothesis can be depicted as a fundamental framework that has changed a few branches of knowledge, for example, training, neuroscience, and social science. Piaget\u0026rsquo;s main premises include the idea that cognitive growth takes place in fixed stages and that the epistemological approach to regarding individuals as endowed with knowledge enables one to understand how people learn and develop scholarly skills. This hypothesis has been useful in creating useful training programs in all parts of the world because the hypothesis explains how people learn and deal with data (Zarkasyi, \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). When it comes to phases of mental turn of events, Per Piaget school educators derive a framework of guidelines that enables them to change their training methods concerning the psychological advancement of students, thereby enhancing the chances of development (Wahyuni et al., \u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e2023\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eWith regard to play, Piaget advanced his mental improvement hypothesis, whereby play is posited as the critical nature of a children\u0026rsquo;s mental improvement and development. Play is known to play a significant role as the means by which children interact with the environment, transform it, and, in the process, acquire new information. It has for instance been associated with improvement of mental and deep self-measure in the preschoolers, including the mental advantage that results from performing creative play exercises among children. In addition, sociodramatic pretend has been recognised as one of the major sources of chief capabilities\u0026rsquo; development in youth and describes how the play interactions might positively contribute to the growth of the mental skill (Sukhikh et al., \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2022\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eHowever, the use of cognitive development theory based on Piaget\u0026rsquo;s work can be applied in various fields consisting of integration of ICT in education and adaptive learning, apart from the traditional classroom. For instance, while exploring ICT harmony in grade school homerooms during the pandemic, Piaget reasoning provides the point of reference via which the ideas of kids\u0026rsquo; mental abilities influence utilising innovation and quantifiable conceptions (Kilag et al., \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). On the same note, the theoretical framework of Piaget\u0026rsquo;s cognitive model enables a more detailed analysis of students\u0026rsquo; characteristics in adaptive learning systems and, hence, an individualised approach to the course\u0026rsquo;s delivery in the context of adaptive learning systems (Sun et al., \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2023\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eIn addition, some of the suggestions of Piaget\u0026rsquo;s mental advancement hypothesis guide clinic mediations aimed at improving engine and mental outcomes in neonates with neuromotor impairments. Hence, based on Piaget\u0026rsquo;s theory, the physical therapy Early Mobility and Prompting Interaction called Sitting Together and Reaching to Play (START-Play) aims at developing early movement patterns as foundational to efficient problem solving and general cognitive advancement in infants (Harbourne et al., \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). This has brought about the overall concept of mental turn of events where physical and mental aspects in developing formative outcomes are intertwined.\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eLev Vygotsky’s Sociocultural Theory\u003c/h3\u003e\n\u003cp\u003eLev Vygotsky's hypothesis of socioculturalism essentially affects the field of training, especially as it connects with understanding how social collaborations and social foundation add to learning and mental improvement (Bernard, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). By considering the social life of individuals in relation to their culture, Vygotsky's theory places a greater emphasis on the influence of society on thought processes and educational outcomes (Zhou, \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Thus, as one of the key postulates of Vygotsky\u0026rsquo;s sociohistorical theory, learning and development occur in a social context, which points to the notion that information is constructed (Zaki, \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). According to Vygotsky, social interaction and communication play a primary role in acquiring and educating a mental development (Luong, \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2022\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eIn regards to play, the sociocultural hypothesis by Vygotsky provide major concepts that enlighten how play acts as a medium for forming the mind and learning. Play, especially creative and sociodramatic play, gives youngsters potential chances to participate in friendly associations, arrange jobs, and co-build information with peers. According to Slot et al. (\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2017\u003c/span\u003e), Vygotsky viewed play as a crucial setting for the growth of children's symbolic thinking and cognitive abilities. Through play, youngsters can incorporate social practices, language, and accepted practices, subsequently cultivating their mental development inside a sociocultural setting (Luong, \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2022\u003c/span\u003e).\u003c/p\u003e \u003cp\u003ePlay, based on Vygotsky\u0026rsquo;s sociocultural theory, is not just a type of an activity but a meaningful one. It is one of the essential methods by which children can be trained on how to curb their conducts and manners, learn some problem solving skills and also enhances their thinking skills (Luong, \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). It allows the children to act out certain stories, roles and learn social skills such as the ability to work together and compromise (Slot et al., \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). According to Newman (\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2018\u003c/span\u003e), Vygotsky was of the opinion that play enables children to bridge the gap that exists between their current developmental level and their potential development. This gap is known as the zone of proximal development (ZPD). While engaging in the play activities in the ZPD, children are bent to do it together with someone else who is in a higher zone, like parents, teacher or peers (Newman, \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2018\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eTherefore, according to Vygotskian sociocultural approach to the development of learning, cultural tools play an important role in children\u0026rsquo;s learning and development via play. Social devices, including language, images, and play materials, assume a urgent part in molding kids' play ways of behaving and mental cycles (Wang and Delfin, \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Regarding socially important toys and sounds and phonics for kids, children can mimic social acts and norms, thereby promoting cognitive complex thinking and complex symbolic capacity. Vygotsky\u0026rsquo;s focus on the social context of play incorporates information of how historical turn of events and sociocultural variables interact with every other (V\u0026eacute;lez-Agosto et al., \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2017\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eIn relation to the framework of Vygotsky\u0026rsquo;s sociocultural theory several practical considerations for the original concept of play-based learning activity that fosters social relationships and cognitive development in students can be identified. Teachers can establish conditions that empower cooperative play, peer associations, and the utilization of social apparatuses to help youngsters' learning and advancement (Bernard, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). He explained the integrating Vygotsky's standards into academic practices, educators can work with significant play encounters that improve kids' critical abilities to think, imagination, and interactive abilities. Vygotsky's accentuation on the social idea of learning stresses the significance of friend coordinated effort and grown-up direction in platform youngsters' play encounters to improve their mental turn of events (Daneshfar and Moharami, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2018\u003c/span\u003e).\u003c/p\u003e"},{"header":"Research Objectives","content":"\u003cp\u003eThe following are the specific objectives of the study, which is to:\u003c/p\u003e \u003cp\u003e \u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eassess early years teachers\u0026rsquo; perception of toy-facilitated and music plays in private preschools in Alimosho LGEA, Lagos State;\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eexamine the impact of \u003cb\u003eteaching experiences on\u003c/b\u003e early years teachers\u0026rsquo; perception of toy-facilitated and music plays in private preschools in Alimosho LGEA, Lagos State;\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eevaluate the influence of \u003cb\u003eyears of teaching experience on\u003c/b\u003e early years teachers\u0026rsquo; perception of toy-facilitated and music plays in private preschools in Alimosho LGEA, Lagos State;\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eassess influence of \u003cb\u003eprofessional qualification on\u003c/b\u003e early years teachers\u0026rsquo; perception of toy-facilitated and music plays in private preschools in Alimosho LGEA, Lagos State.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e \u003c/p\u003e"},{"header":"Research Questions","content":"\u003cp\u003eThe study will aim to answer the following research questions subsumed under the main title, Perception of Early Years Teachers on the Effect of Toy Facilitated Plays and Music Plays on Learning of Pupils in Private Schools in Alimosho LGEA, Lagos State:\u003c/p\u003e \u003cp\u003e \u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eWhat is early years teachers\u0026rsquo; perception of toy-facilitated plays in private preschools in Alimosho LGEA, Lagos State?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eWhat is early years teachers\u0026rsquo; perception of music plays in private preschools in Alimosho LGEA, Lagos State?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e \u003c/p\u003e"},{"header":"Research Hypotheses","content":"\u003cp\u003eThis research study will test three (3) hypotheses:\u003c/p\u003e \u003cp\u003e \u003cb\u003eH\u003c/b\u003e \u003csub\u003e \u003cb\u003e01\u003c/b\u003e \u003c/sub\u003e: \u003cb\u003eThere is no significant difference in\u003c/b\u003e early years teachers\u0026rsquo; perception of toy-facilitated and music plays in private preschools in Alimosho LGEA, Lagos State \u003cb\u003eand their years of teaching experience.\u003c/b\u003e\u003c/p\u003e \u003cp\u003e \u003cb\u003eH\u003c/b\u003e \u003csub\u003e \u003cb\u003e02\u003c/b\u003e \u003c/sub\u003e: \u003cb\u003eThere is no significant difference in\u003c/b\u003e early years teachers\u0026rsquo; perception of toy-facilitated and music plays in private preschools in Alimosho LGEA, Lagos State \u003cb\u003eand educational qualification.\u003c/b\u003e\u003c/p\u003e \u003cp\u003e \u003cb\u003eH\u003c/b\u003e \u003csub\u003e \u003cb\u003e03\u003c/b\u003e \u003c/sub\u003e: \u003cb\u003eThere is no significant difference in\u003c/b\u003e early years teachers\u0026rsquo; perception of toy-facilitated and music plays in private preschools in Alimosho LGEA, Lagos State \u003cb\u003eand professional qualification.\u003c/b\u003e\u003c/p\u003e"},{"header":"Research Methodology","content":" \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003cp\u003eThis study utilised a mixed-method research design, combining both qualitative and quantitative data collection methods. Multi-stage sampling method was adopted in the study. The research focused on all early years teachers in the Alimosho Local Government, Lagos State, as the population of the study. Purposive sampling method was used to choose 20 schools for quantitative data collection (survey) and 8 school were used for qualitative data collection (using interview) with the requisite infrastructure to undertake music play and toy-facilitated learning activities. These assured that significant responses from early years teachers from those schools would be based on pedagogical usage and practice, and not on assumption. By concentrating on schools with sufficient resources, we helped to gather useful insights into the potential advantages of bringing music play and toy-facilitated play into early learning into early childhood education. In addition, a simple random sampling technique was used to select 5 early years teachers from each schools, cumulating to n\u0026thinsp;=\u0026thinsp;100 early years teachers who formed the total respondents for the study survey, while interviews were conducted with n\u0026thinsp;=\u0026thinsp;8 early years teachers. Totaling n\u0026thinsp;=\u0026thinsp;108 participants.\u003c/p\u003e \u003cp\u003eThis study employed a questionnaire and semi-structured interview questions. The self-developed Toy-Facilitated and Music Plays Perception Scale (TAMPS) was adopted to gather data from early years teachers to address both the research questions and hypotheses. While the interview questions were adopted from the variables addressed in the survey. The questionnaire used a 4-Point Likert-scale instruments, adapted from the standard 5-Point Likert-scale response format, to gather data pertaining to the variables (Toy-Facilitated and Music Plays). However, the results of the survey were triangulated using the interview to corroborate the data from the questionnaire.\u003c/p\u003e \u003cp\u003eThe validity was evaluated by the co-researcher and a psychometrician. Construct, face, and content validities were carried out by the researchers and a psychometrician to ensure the items of the questionnaire and interview questions were appropriate to measure the required contents and matches the appropriate construct. The questionnaire's reliability was assessed with the use of Cronbach\u0026rsquo;s alpha (\u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\alpha\\:\\)\u003c/span\u003e\u003c/span\u003e) for internal consistency of items. The collected data from the respondents was evaluated utilising descriptive statistics (percentage, frequency, charts, mean, and standard deviation) and inferential statistics (ANOVA).\u003c/p\u003e \u003c/div\u003e"},{"header":"Results","content":"\u003cdiv id=\"Sec10\" class=\"Section2\"\u003e \u003ch2\u003eAnalyses of Demographic Data for the Quantitative Survey (n\u0026thinsp;=\u0026thinsp;100)\u003c/h2\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eFrequency Demographic Data\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eVariable\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCategory\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003en\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003e% of Total\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGender\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e89\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e89.0%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e11.0%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSchool Geographical Location\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eUrban\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e100\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e100.0%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAre you a trained Early Childhood Educator?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNo, I\u0026rsquo;m not a trained Early Childhood Educator\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e36\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e36.0%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eYes, I\u0026rsquo;m a trained Early Childhood Educator\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e64\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e64.0%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eClass Taught\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCr\u0026egrave;che\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e8.0%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eKindergarten\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e39\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e39.0%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNursery\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e53\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e53.0%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEducational Qualification\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eB.A/B. Ed./B. Sc. Ed./B. Tech.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e30\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e30.0%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMaster\u0026rsquo;s\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e12.0%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eO.N.D./H.N.D.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e43\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e43.0%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eN.C.E.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e15.0%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eYears of Teaching Experience in ECE\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e11\u0026ndash;15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e12.0%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e16\u0026ndash;20\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e4.0%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e21 and above\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e8.0%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e5 and below\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e43\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e43.0%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e6\u0026ndash;10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e33\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e33.0%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eClass Size\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e50 and below\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e100\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e100.0%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003e(Researchers\u0026rsquo; Data, 2025)\u003c/h2\u003e \u003cp\u003eThis table provides a demographic breakdown of the study participants. The majority of respondents are female (89.0%), with a smaller percentage being male (11.0%). All participants (100.0%) are from urban school locations. Regarding professional qualifications, 64.0% are trained early childhood educators, while 36.0% are not. In terms of the classes taught, the largest proportion teach nursery classes (53.0%), followed by kindergarten (39.0%), and a smaller group handle cr\u0026egrave;che (8.0%). Educational qualifications are diverse, with 43.0% holding O.N.D./H.N.D., 30.0% having B.A/B. Ed./B. Sc. Ed./B. Tech. degrees, 15.0% possessing N.C.E., and 12.0% holding a Master\u0026rsquo;s degree. When it comes to teaching experience in early childhood education, most have 5 years or less (43.0%), followed by 6\u0026ndash;10 years (33.0%), with fewer having 11\u0026ndash;15 years (12.0%), 16\u0026ndash;20 years (4.0%), or 21 years and above (8.0%). All classes have a manageable size, with 100% reporting a class size of 50 or below. This demographic data reflects a diverse range of qualifications, experience levels, and roles among the participants.\u003c/p\u003e \u003cp\u003e \u003cb\u003eResearch Question One: What is early years teachers\u0026rsquo; perception of toy-facilitated plays in private preschools in Alimosho LGEA, Lagos State?\u003c/b\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003ePerceptions of Early Years Teachers\u0026rsquo; of Toy-Facilitated Play\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"8\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eStrongly Disagree (n, %)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eDisagree (n, %)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eAgree (n, %)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eStrongly Agree (n, %)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eTotal (N)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eMean Difference\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c8\"\u003e \u003cp\u003eStd. Deviation\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eToy-Facilitated Play\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e3.31\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e0.833\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e1. Improves pupils\u0026rsquo; understanding of key concepts\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e8 (8.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0 (0.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e45 (45.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e47 (47.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e100\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e3.12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e0.852\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e2. Enhances engagement of pupils in the learning process\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e8 (8.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e7 (7.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e50 (50.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e35 (35.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e100\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e3.05\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e0.726\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e3. Increases pupils' comprehension of subject material\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e8 (8.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0 (0.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e71 (71.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e21 (21.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e100\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e3.12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e0.765\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e4. Effective for addressing different learning styles\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e8 (8.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0 (0.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e64 (64.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e28 (28.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e100\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e3.26\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e0.820\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e5. Boosts attention and participation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e8 (8.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0 (0.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e50 (50.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e42 (42.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e100\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e3.10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e0.755\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e6. Develops pupils' critical thinking skills\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e8 (8.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0 (0.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e66 (66.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e26 (26.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e100\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e3.10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e0.794\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e7. Improves retention compared to traditional methods\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e8 (8.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3 (3.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e60 (60.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e29 (29.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e100\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e2.95\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e0.712\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e8. Introduces complex concepts effectively\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e8 (8.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4 (4.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e73 (73.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e15 (15.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e100\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e3.11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e0.926\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e9. Positively influences overall academic performance\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e8 (8.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e14 (14.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e37 (37.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e41 (41.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e100\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e3.04\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e0.859\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e10. Promotes creativity and problem-solving\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e8 (8.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e11 (11.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e50 (50.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e31 (31.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e100\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e3.31\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e0.833\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec12\" class=\"Section2\"\u003e \u003ch2\u003e(Researchers\u0026rsquo; Data, 2025)\u003c/h2\u003e \u003cp\u003eThe data presented in Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e highlights early years teachers' overwhelmingly positive perceptions of toy-facilitated play in promoting pupils' learning. Across all ten survey items, the majority of teachers expressed agreement with the effectiveness of toy-facilitated play. Specifically, 92% of teachers agreed or strongly agreed that toy-facilitated play helps improve pupils' understanding of key concepts, addresses different learning styles, boosts attention and participation, and develops critical thinking skills. These findings suggest that toy-facilitated play is widely regarded as an effective evidence-based practice, supporting its integration into teaching strategies to foster diverse and meaningful learning outcomes.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec13\" class=\"Section2\"\u003e \u003ch2\u003e(Researchers\u0026rsquo; Data, 2025)\u003c/h2\u003e \u003cp\u003e \u003cb\u003eFigure 1\u003c/b\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec14\" class=\"Section2\"\u003e \u003ch2\u003eSummary of Perceptions of Early Years Teachers of Toy- facilitated Play\u003c/h2\u003e \u003cp\u003eFigure 1 summarises the respondents' perceptions of toy-facilitated play by categorising responses as either positive or negative. The results indicate a strong positive reception of toy-facilitated play methods among respondents. Specifically, 932 responses (representing 84.5% of the total responses) fell into the positive perception category (i.e., \"Agree\" and \"Strongly Agree\"). In contrast, only 171 responses (representing 15.5% of the total responses) reflected a negative perception (i.e., \"Disagree\" and \"Strongly Disagree\").\u003c/p\u003e \u003cp\u003e \u003cb\u003eResearch Question Two: What is early years teachers\u0026rsquo; perception of music plays in private preschools in Alimosho LGEA, Lagos State?\u003c/b\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003ePerceptions of Early Years Teachers\u0026rsquo; of Music Play\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"8\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eStrongly Disagree (n, %)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eDisagree (n, %)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eAgree (n, %)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eStrongly Agree (n, %)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eTotal (N)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eMean Difference\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c8\"\u003e \u003cp\u003eStd. Deviation\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e1. Music-based activities cater to different learning styles\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e8 (8.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4 (4.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e63 (63.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e25 (25.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e100\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e3.05\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e0.779\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e2. Incorporating music increases pupils' attention and participation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e8 (8.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e8 (8.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e37 (37.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e47 (47.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e100\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e3.23\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e0.904\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e3. Music play aids in developing memory and recall abilities\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e8 (8.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0 (0.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e45 (45.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e47 (47.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e100\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e3.31\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e0.833\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e4. Music play helps retain and apply new information\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e8 (8.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0 (0.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e54 (54.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e38 (38.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e100\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e3.22\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e0.807\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e5. Using music helps introduce complex concepts\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e8 (8.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4 (4.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e59 (59.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e29 (29.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e100\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e3.09\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e0.801\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e6. Music-based activities positively impact academic performance\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e8 (8.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e8 (8.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e63 (63.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e21 (21.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e100\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e2.97\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e0.780\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e7. Music play promotes creativity and problem-solving\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e8 (8.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e8 (8.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e39 (39.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e45 (45.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e100\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e3.21\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e0.898\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e8. Music play enhances understanding of key concepts\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e8 (8.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0 (0.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e60 (60.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e32 (32.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e100\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e3.16\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e0.784\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e9. Integrating music improves engagement\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e8 (8.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e8 (8.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e45 (45.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e39 (39.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e100\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e3.15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e0.876\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e10. Music play supports comprehension of classroom material\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e8 (8.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4 (4.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e58 (58.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e30 (30.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e100\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e3.10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e0.806\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec15\" class=\"Section2\"\u003e \u003ch2\u003e(Researchers\u0026rsquo; Data, 2025)\u003c/h2\u003e \u003cp\u003eThe results of the survey indicate that early years teachers generally have positive perceptions of music play. Across all items, the majority of respondents agreed or strongly agreed with statements about the benefits of music play, with positive perceptions ranging from 54% to 84% depending on the specific item. Notably, items such as \"Music play aids in developing pupils' memory and recall abilities\" and \"Music play enhances understanding of key concepts\" received some of the highest positive responses, with 92% and 92% of respondents agreeing or strongly agreeing, respectively. Negative perceptions, including \"Disagree\" and \"Strongly Disagree\" responses, were consistently low across all items, ranging from 4% to 16%. These findings suggest that early years teachers view music play as a valuable tool for enhancing engagement, comprehension, and memory retention among pupils, with minimal dissenting views. However, slightly lower agreement levels for items such as \"Music-based activities positively impact academic performance\" (84%) and \"Using music helps introduce complex concepts\" (88%) may indicate areas where perceptions are less uniformly positive, potentially reflecting challenges in applying music play to certain educational outcomes.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec16\" class=\"Section2\"\u003e \u003ch2\u003eSummary of Perceptions of Early Years Teachers of Music Play\u003c/h2\u003e \u003cp\u003eFigure \u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e2\u003c/span\u003e shows that early years teachers overwhelmingly hold positive perceptions of music play. A significant majority, 81.0% of the respondents, expressed positive perceptions by agreeing or strongly agreeing with statements about the effectiveness of music play. Conversely, only 19.0% of the respondents expressed negative perceptions, either disagreeing or strongly disagreeing with the statements.\u003c/p\u003e \u003cp\u003e \u003cb\u003eHypothesis One: There is no significant difference in early years teachers\u0026rsquo; perception of toy-facilitated and music plays in private preschools in Alimosho LGEA, Lagos State based on years of teaching experience.\u003c/b\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eCombined ANOVA bable of the difference in early years teachers\u0026rsquo; perception of toy-facilitated and music plays in private preschools in Alimosho LGEA, Lagos State based on years of teaching experience.\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"7\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSource\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eType III Sum of Squares\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003edf\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eMean Square\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eF\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003ep-value\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003ePartial η\u0026sup2;\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eWithin-Subjects Effects\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePerception_Type (Linear)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e14.496\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e14.496\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e1.428\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.235\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.015\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePerception_Type * Years of Teaching Experience (Linear)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e46.144\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e11.536\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e1.136\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.344\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.046\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eError (Perception_Type)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e964.551\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e95\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e10.153\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eBetween-Subjects Effects\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eYears of Teaching Experience\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e135.911\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e33.978\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.663\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.619\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.027\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eError\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e4866.144\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e95\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e51.223\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec17\" class=\"Section2\"\u003e \u003ch2\u003e(Researchers\u0026rsquo; Data, 2025)\u003c/h2\u003e \u003cp\u003eThe table (Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e) supports the null hypothesis that there is no significant difference in early years teachers\u0026rsquo; perceptions of toy-facilitated and music plays in private preschools in Alimosho LGEA, Lagos State, and that years of teaching experience do not significantly influence these perceptions. The within-subjects effects show no significant difference in perceptions of toy-facilitated and music plays across all experience groups (F (1, 95)\u0026thinsp;=\u0026thinsp;1.428, p = .235, partial η\u0026sup2; = .015), and no significant interaction between perception types and years of teaching experience (F(4, 95)\u0026thinsp;=\u0026thinsp;1.136, p = .344, partial η\u0026sup2; = .046). Additionally, the between-subjects effects indicate that years of teaching experience do not significantly influence the average perceptions of these activities (F (4, 95)\u0026thinsp;=\u0026thinsp;0.663, p = .619, partial η\u0026sup2; = .027). These results suggest that teachers\u0026rsquo; perceptions of toy-facilitated and music plays are similar, and teaching experience does not play a significant role in shaping these perceptions.\u003c/p\u003e \u003cp\u003e \u003cb\u003eHypothesis Two: There is no significant difference in early years teachers\u0026rsquo; perception of toy-facilitated and music plays in private preschools in Alimosho LGEA, Lagos State based on educational qualification.\u003c/b\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab5\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 5\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eCombined ANOVA table of the difference in early years teachers\u0026rsquo; perception of toy-facilitated and music plays in private preschools in Alimosho LGEA, Lagos State based on educational qualification.\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"7\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSource\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eType III Sum of Squares\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003edf\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eMean Square\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eF\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003ep-value\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003ePartial η\u0026sup2;\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eWithin-Subjects Effects\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePerception_Type (Linear)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e38.529\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e38.529\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e5.388\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.022\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.053\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePerception_Type * Educational Qualification\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e324.257\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e108.086\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e15.116\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.321\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eError (Perception_Type)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e686.438\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e96\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e7.150\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eBetween-Subjects Effects\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEducational Qualification\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e1467.201\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e489.067\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e13.282\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.293\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eError\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3534.854\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e96\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e36.821\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec18\" class=\"Section2\"\u003e \u003ch2\u003e(Researcher\u0026rsquo;s Data, 2025)\u003c/h2\u003e \u003cp\u003eThe table results reveal a significant difference in early years teachers\u0026rsquo; perceptions of toy-facilitated and music play (F (1, 96)\u0026thinsp;=\u0026thinsp;5.388, p = .022, partial η\u0026sup2; = .053), with a significant interaction between perception type and educational qualification (F (3, 96)\u0026thinsp;=\u0026thinsp;15.116, p \u0026lt; .001, partial η\u0026sup2; = .321), indicating that the difference in perceptions vary across educational qualification groups. Additionally, educational qualification significantly influences the average perceptions of these activities (F (3, 96)\u0026thinsp;=\u0026thinsp;13.282, p \u0026lt; .001, partial η\u0026sup2; = .293). These findings do not support the null hypothesis, as there are significant differences in perceptions based on the type of play and educational qualification, and the effect of educational qualification moderates these differences. Early years teachers\u0026rsquo; with different educational backgrounds perceive toy-facilitated and music play differently, and their perceptions of the two plays are not consistent across qualification levels.\u003c/p\u003e \u003cp\u003e \u003cb\u003eHypothesis Three: There is no significant difference in early years teachers\u0026rsquo; perception of toy-facilitated and music plays in private preschools in Alimosho LGEA, Lagos State based on professional qualification.\u003c/b\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab6\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 6\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eCombined ANOVA table on the difference in early years teachers\u0026rsquo; perception of toy-facilitated and music plays in private preschools in Alimosho LGEA, Lagos State based on professional qualification.\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"7\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSource\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eType III Sum of Squares\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003edf\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eMean Square\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eF\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eSig.\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003ePartial Eta Squared\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eWithin-Subjects Effects\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eToy_facilitated_Play_and_Music_Play (Linear)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.358\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e3.358\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.327\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.569\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.003\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eToy_facilitated_Play_and_Music_Play * professional qualification (Linear)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.758\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e3.758\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.366\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.547\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.004\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eError(Toy_facilitated_Play_and_Music_Play)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e1006.937\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e98\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e10.275\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eBetween-Subjects Effects\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eIntercept\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e182342.573\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e182342.573\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e3649.769\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.974\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eprofessional qualification\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e105.973\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e105.973\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e2.121\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.148\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.021\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eError\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e4896.082\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e98\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e49.960\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec19\" class=\"Section2\"\u003e \u003ch2\u003e(Researchers\u0026rsquo; Data, 2025)\u003c/h2\u003e \u003cp\u003eThe ANOVA Table \u003cspan refid=\"Tab6\" class=\"InternalRef\"\u003e6\u003c/span\u003e results indicate that while the overall model has a significant baseline effect (intercept, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001), neither the within-subjects factor (toy-facilitated and music plays) nor the between-subjects factor (professional qualification) significantly influenced the outcome measure (F-value (0.327, p\u0026thinsp;=\u0026thinsp;0.569, and F\u0026thinsp;=\u0026thinsp;2.121, p\u0026thinsp;=\u0026thinsp;0.148, respectively). Additionally, the interaction between toy-facilitated play and music play and training as early childhood educator was not significant (F\u0026thinsp;=\u0026thinsp;0.366, p\u0026thinsp;=\u0026thinsp;0.547), suggesting that the effect of Toy-facilitated and Music Plays do not differ based on whether participants are trained early childhood educators. The small effect sizes (Partial Eta Squared\u0026thinsp;\u0026le;\u0026thinsp;0.021) further support the lack of meaningful impact from these factors on the measured outcome. However, the finding fails to reject the hypothesis that there is no significant difference in early years teachers\u0026rsquo; perception of toy-facilitated and music plays in private preschools in Alimosho LGEA, Lagos State based on professional qualification.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab7\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 7\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eDemographic Characteristics of Interview Participants (n\u0026thinsp;=\u0026thinsp;8)\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eVariables\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCategory\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cem\u003en\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003e% of total\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGender\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e100.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSchool Geographical Location\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eUrban\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e25.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eRural\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e75.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTrained Early Childhood Educator\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e100.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eClass Taught\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCr\u0026egrave;che\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e62.5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eKindergarten\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e25.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNursery\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e12.5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEducational Qualification\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eB.A/B.Ed./B.Sc.Ed./B.Tech.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e50.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMaster\u0026rsquo;s\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e12.5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eO.N.D./H.N.D.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e25.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eN.C.E.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e12.5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eYears of Teaching Experience in ECE\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e11\u0026ndash;15 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e37.5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e16\u0026ndash;20 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e12.5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e5 years and below\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e25.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e6\u0026ndash;10 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e25.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eClass Size\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e50 and below\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e100.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cdiv id=\"Sec20\" class=\"Section3\"\u003e \u003ch2\u003e(Researchers\u0026rsquo; Data, 2025)\u003c/h2\u003e \u003cp\u003eThe demographic data indicates that 100 percent of the participants (n\u0026thinsp;=\u0026thinsp;8) were females, and all of them were trained early childhood educators, with most of them with 75% working in the rural schools and a minimal proportion of 25% working in urban settlements. Most taught in cr\u0026egrave;che classes (62.5%), followed by kindergarten (25%) and nursery (12.5%). The educational background shows that 50% had a B.A/ B.Ed/ B.Sc.Ed./ B.Tech degree, while others had O.N.D/ H.N.D at 25%, Master's, 12.5%, and N.C.E, 12.5%. Teaching experience varied, with 37.5% having 11\u0026ndash;15 years of experience, 25% each with 5 years and below or 6\u0026ndash;10 years, and 12.5% with 16\u0026ndash;20 years. All participants (100%) managed class sizes of 50 pupils or fewer.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab8\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 8\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eThematic Analysis from Interview Transcripts of Participants (n\u0026thinsp;=\u0026thinsp;8)\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eThemes\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCore Idea\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSupporting Participants\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eEvidence / Summary Points\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e1. Perception of Toy-Facilitated Play\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eToys are used for both instructional aid and support for engagement.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eP1, P2, P3, P4, P5, P6, P7, P8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eMake abstract concepts concrete (P4, P8); stimulate imagination and role-play (P1, P2, P7); support both passive \u0026amp; active learning (P2, P6); inclusive for all abilities, including special needs (P4); foster social interaction and sharing (P1, P2, P5).\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e2. Positive Effects of Toy-Facilitated Play on Learning of Pupils\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eToys are essential for holistic development and deep learning.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eP1, P2, P3, P4, P5, P6, P7, P8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eIt accelerates the growth of cognitive, language, motor, and problem-solving skills in learners (P1, P3, P5, P7); improve long-term retention of lessons (P4); support emotional well-being and happiness of pupils (P1, P3, P5); deepen understanding through hands-on activity (P6, P8).\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e3. Frequency of usage of Toy-Facilitated Play\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eIt is used regularly and purposefully, depending on class and subject-matter.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eP1, P2, P3, P4, P5, P6, P7, P8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eDaily integration in most classes (P1, P2, P3, P5, P6, P7); dedicated timetable slots (P2, P6); subject-specific use 2\u0026ndash;4\u0026times; weekly for literacy, numeracy, science (P4, P8).\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e4. Perception of Music Play\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMusic is a core teaching and engagement strategy.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eP1, P2, P3, P4, P5, P6, P7, P8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eStimulates classroom environment and smooth transitions (P2, P4, P8); boosts language, vocabulary, and confidence (P4, P6); makes lessons enjoyable, memorable, and relatable (P3, P5, P7); supports introduction and reinforcement of concepts (P1, P2).\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e5. Positive Effects of Music Play on Learning of Pupils\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eIt strengthens learning by stimulating multisensory organ and emotional activities of learners.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eP1, P2, P3, P4, P5, P6, P8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eIt improves lesson retention, listening skills, and attention span of learners (P1, P4, P5, P6, P8); speeds up learning and comprehension (P3, P4); reduces stress, fosters emotional connection (P1, P5); anchors concepts effectively through songs/rhymes (P2, P6, P8).\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e6. Frequency of usage of Music Play\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eIt is used, often multiple times daily.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eP1, P2, P3, P4, P5, P6, P7, P8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eDaily or multiple times/day for lessons, routines, and transitions (P1, P2, P3, P5, P6, P7, P8); up to 3\u0026times; daily for specific routines (P3); embedded across all subjects (P2, P4, P6, P8).\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec21\" class=\"Section3\"\u003e \u003ch2\u003e(Researchers\u0026rsquo; Data, 2025)\u003c/h2\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab8\" class=\"InternalRef\"\u003e8\u003c/span\u003e shows the findings that early childhood teachers consider toy-facilitated play, not only to be an effective instructional aid, but also to serve as an engagement catalyst that renders abstract concepts touchable, ignites the imagination, promotes inclusivity, and encourages social interaction. They consider toy-facilitated play as a crucial factor that helps in the wholesome development of a child due to its ability to develop cognitive, language, motor, and problem-solving abilities, as well as a healthy emotional state and further learning through active exploration. This type of play becomes routine basis, i.e., daily or multiple times a week depending on classes and subjects. Likewise, the use of music play is understood as the essential strategy of teaching and interacting with children that adds depth to the learning environment, facilitates transition, enhances language development and confidence, and makes classes fun and unforgettable. According to early years teachers, music play enhances learning with multi-sensorial experiences to benefit memory, attention span, retention and learning in addition to reducing stress and developing emotional bonds. Music play activities are maximized and used many times a day and skills are embedded throughout subjects, lessons, and routines to encourage the retention of process and maintain continued engagement with learners.\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv id=\"Sec22\" class=\"Section2\"\u003e \u003ch2\u003eDiscussion of findings\u003c/h2\u003e \u003cp\u003eThe findings of this study demonstrated that toy-facilitated and music-based play are widely regarded by early childhood educators as effective tools for fostering learning and engagement among preschool pupils. This result highlighted the discussion of Jensen et al., (\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) on the overriding importance of play and the more reason why teachers in early years have to relay so much on it as the natural ways by which children express themselves in their contact with the world. A similar study reported that while teachers devices several way of implementing play-based learning in the classroom, and how to get themselves involved, they are faced with different levels of challenges ranging from pressures to achieve the core academic curriculum and the school policy (Bubikova-Moan et al., \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2019\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eAnother comprehensive report suggested several ways by which teachers, parents, and schools could incorporate the needed plays into early years learning with different levels of adult or caregivers involvements in the learning process (UNICEF and The LEGO Foundation, \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). These play-based methods are perceived as beneficial across various domains, including comprehension, retention, and critical thinking. While years of teaching experience and professional training did not significantly influence these perceptions, educational qualifications emerged as a critical factor, emphasizing the importance of academic preparation in shaping educators' approaches to innovative teaching strategies. However, Njuguna and Waithaka (\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) study showed otherwise that teaching experiences coupled with teachers\u0026rsquo; attitudes affect the use of play-based learning in early year.\u003c/p\u003e \u003cp\u003eThe thematic analysis of the interview triangulates the perception from the quantitative dataset with that of the interview participants, showing a consistent alignment with the perceived value, observed outcomes, and frequency of both toy-facilitated and music play in early childhood classrooms to foster learning. Linnavalli et al (\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2018\u003c/span\u003e) findings supported the submission of this study that early years teachers believed that music play fosters children learning (see also, Cooper, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2010\u003c/span\u003e). The themes cross-validate that toy-facilitated and music play are not only widely practiced but also are intentionally curated and integrated for holistic cognitive, emotional, and social benefits of preschoolers. Results from the thematic analysis also showed that multiple-times-daily usage of the methods occupies the centrality in lesson delivery, while shared observations on skill development, inclusivity, and engagement provide uniform evidence that these strategies are vital to effective early years teaching. Together, the themes reinforce one another, painting a coherent picture of both toy-facilitated and music play approaches as indispensable, multi-dimensional approaches to early childhood education. It rightly supports the conclusion of Golinkoff, and Hirsh-Pasek, (\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2006\u003c/span\u003e) that play-based pedagogies supports holistic developmental trajectories of children.\u003c/p\u003e \u003cp\u003eThe study highlights the need for ongoing professional development programs to bridge perception gaps related to educational qualifications and enhance teachers' capacity to integrate play-based learning into their teaching practices. It also reinforces the value of toy-facilitated and music-based play in early childhood education, supporting their inclusion in curricula and policy frameworks aimed at improving learning outcomes in preschools. This is in agreement with another study that gives credence that this findings that there is a significant association between teachers\u0026rsquo; level of education and their utilization of play in the classrooms (Njuguna and Waithaka, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). The Harvard University Center on the Developing Child (2025) clearly corroborated this finding, stating that playful learning works in almost any early years setting. Even though it all depends on the teacher that knows how to properly wield it.\u003c/p\u003e \u003cp\u003eSeveral neurodevelopmental studies conducted in recent decades show how children, who are exposed to music from an early age, improve their cognitive development in areas such as attention, memory, perception, and language (Cooper, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2010\u003c/span\u003e; Linnavalli et al., \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Frischen et al., \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), their motor development with rhythmic movements helping coordination, laterality, and motor efficiency (Turner, \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e1998\u003c/span\u003e; Zatorre et al., \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2007\u003c/span\u003e; Nguyen et al., \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) and their emotional development by encouraging the evocation of emotions, the expression of feelings, the connection between body and mind, and psychophysical relaxation. Del Barrio and Ar\u0026uacute;s (\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) reported the neurodevelopmental studies in a systematic analysis the findings of Cooper (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2010\u003c/span\u003e), Linnavalli et al. (\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2018\u003c/span\u003e), Frischen et al. (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), Turner (\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e1998\u003c/span\u003e), Zatorre et al. (\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2007\u003c/span\u003e), and Nguyen et al. (\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) on how music play helps in the development of memory, imagination, attention, language, motor skill, bodily coordination, emotion stimulation, and crystallization of the nexus between the mind and the body of children in early years.\u003c/p\u003e \u003cp\u003e \u003cb\u003eRecommendations\u003c/b\u003e \u003c/p\u003e \u003cp\u003e \u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eIntegration of Play-Based Learning\u003c/b\u003e: School administrators and policymakers should prioritize the integration of toy-facilitated and music-based play into preschool curricula to enhance pupils' engagement, comprehension, and creativity.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eProfessional Development\u003c/b\u003e: Regular training and workshops should be organized for early childhood educators to equip them with the skills and knowledge required to effectively utilize toy-facilitated and music-based play in their teaching practices.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eFocus on Teacher Qualification\u003c/b\u003e: Educational qualification was found to significantly influence perceptions. Efforts should be made to support educators with lower qualifications through targeted capacity-building programs to improve their perceptions and application of play-based learning.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eResource Availability\u003c/b\u003e: Schools should invest in providing adequate resources such as toys, music instruments, and materials that facilitate play-based learning to ensure all teachers can effectively implement these methods.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003ePolicy Advocacy\u003c/b\u003e: Policymakers should advocate for the inclusion of play-based methodologies in teacher education programs to ensure that new teachers enter the profession with a positive orientation toward these approaches.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e \u003c/p\u003e \u003c/div\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eAcknowledgments\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors would like to thank the participating teachers for their valuable contribution.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthical approval\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe study was conducted in accordance with the Declaration of Helsinki. Ethical approval was obtained from the research and ethical committee of the Lagos State University, Ojo, Lagos State ethics review board.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent to participate\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003ePrior to data collection (questionnaire and interview)\u003cstrong\u003e,\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003einformed consent\u003c/strong\u003e was obtained from all individual participants included in the study who were teachers. These participants were thoroughly informed about the study\u0026apos;s purpose, procedures, potential risks, and benefits and were explicitly made aware of their right to withdraw at any time without consequence. Participation was entirely voluntary, and all participants provided their written informed consent and oral informed consent for the questionnaire and interview, respectively.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent to publish\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAccordance / Ethical Guidelines Statement\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe study was conducted in accordance with the Declaration of Helsinki. Ethical approval was obtained from the research and ethical committee of the Lagos State University, Ojo, Lagos State ethics review board.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eDeclaration of conflicting interests\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors received no financial support for the research, authorship, and/or publication of this article.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eORCID ID\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAbayomi Israel Olaofe:\u003c/strong\u003e https://orcid.org/0009-0003-5152-9000\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData availability statement\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe datasets generated during and/or analyzed during the current study are available from the corresponding author on request.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eAbidogun BG, Ola-Alani EK, Viavonu BJ. 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The LEGO Foundation,DK.\u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://www.researchgate.net/publication/325171106_Learning_through_play_a_review_of_the_evidence\u003c/span\u003e\u003cspan address=\"https://www.researchgate.net/publication/325171106_Learning_through_play_a_review_of_the_evidence\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"discover-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"diedu","sideBox":"Learn more about [Discover Education](https://www.springer.com/journal/44217)","snPcode":"44217","submissionUrl":"https://submission.nature.com/new-submission/44217/3","title":"Discover Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Play-based learning, Music play, Toy-facilitated play, Preschool, Early Years Teachers, Early Childhood","lastPublishedDoi":"10.21203/rs.3.rs-9182444/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-9182444/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThis study investigated Early Years Teachers\u0026rsquo; Perception of Toy-Facilitated and Music Plays in Private Preschools in Alimosho LGEA, Lagos State, examining the years of teaching experience, educational qualification, and professional qualification. A mixed-method research design was adopted in the study, while multistage sampling was used to select the population and the sample, using both purposive and simple random techniques. The survey data was collected from n\u0026thinsp;=\u0026thinsp;100 early years teachers in the study, using the Toy-Facilitated and Music Plays Perception Scale (TAMPS). While interview was used to collect qualitative data from n\u0026thinsp;=\u0026thinsp;8 participants. Both face and construct validity were used to validate the instruments, while the reliability of 0.94 was ascertained using Cronbach's Alpha. The survey data was analysed using both descriptive (mean, percentage, frequency and standard deviation) and inferential statistics (Analysis of Variance (ANOVA) to test the hypotheses at the \u0026lt;\u0026thinsp;0.05 level of significance). However, the transcribed interviews were analysed, using thematic analysis. The findings revealed that early years teachers perceived both music and toy-facilitated play positively, with 84.5% and 81.0% perception levels, respectively. The analyses of the hypotheses, on the other hand, showed that there is no significant difference in early years teachers\u0026rsquo; perceptions based on years of teaching experience (F(4, 95)\u0026thinsp;=\u0026thinsp;1.136, p = .344, partial η\u0026sup2; = .046). The study also found that educational qualification significantly influences the average perceptions of early years teachers of toy-facilitated and music plays (F(3, 96)\u0026thinsp;=\u0026thinsp;13.282, p \u0026lt; .001, partial η\u0026sup2; = .293). In addition, the findings showed there is no significant difference in the early years teachers\u0026rsquo; perceptions based on professional qualification (F(1,98)\u0026thinsp;=\u0026thinsp;0.366,p\u0026thinsp;=\u0026thinsp;0.547). The study recommended the appropriate reintegration of a play-based approach using toys and music in preschools, while teachers focus on professional development, utilisation of play resources, and employment of preschool teachers with a positive mindset.\u003c/p\u003e","manuscriptTitle":"Early Years Teachers’ Perspectives on Toy-Facilitated Play, Music Play, and Learning in Private Preschools","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2026-05-14 12:06:25","doi":"10.21203/rs.3.rs-9182444/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"editorInvitedReview","content":"","date":"2026-05-18T10:07:41+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"255649070722135384972488584740547153121","date":"2026-05-18T06:38:41+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-05-14T10:57:15+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"217693570190397173122406776818151717429","date":"2026-05-14T09:05:06+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-05-12T15:47:27+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"157190568352921134375676179102933731670","date":"2026-05-07T13:06:22+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2026-05-05T09:53:54+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2026-04-16T16:53:18+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2026-04-15T05:09:29+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2026-04-10T21:34:04+00:00","index":"","fulltext":""},{"type":"submitted","content":"Discover Education","date":"2026-04-10T21:30:03+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"discover-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"diedu","sideBox":"Learn more about [Discover Education](https://www.springer.com/journal/44217)","snPcode":"44217","submissionUrl":"https://submission.nature.com/new-submission/44217/3","title":"Discover Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"810cade7-6002-49a8-a392-a8252d520977","owner":[],"postedDate":"May 14th, 2026","published":true,"recentEditorialEvents":[{"type":"editorInvitedReview","content":"","date":"2026-05-18T10:07:41+00:00","index":66,"fulltext":""},{"type":"reviewerAgreed","content":"255649070722135384972488584740547153121","date":"2026-05-18T06:38:41+00:00","index":65,"fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-05-14T10:57:15+00:00","index":64,"fulltext":""},{"type":"reviewerAgreed","content":"217693570190397173122406776818151717429","date":"2026-05-14T09:05:06+00:00","index":62,"fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-05-12T15:47:27+00:00","index":45,"fulltext":""},{"type":"reviewerAgreed","content":"157190568352921134375676179102933731670","date":"2026-05-07T13:06:22+00:00","index":44,"fulltext":""},{"type":"reviewersInvited","content":"30","date":"2026-05-05T09:53:54+00:00","index":"","fulltext":""}],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2026-05-14T12:06:25+00:00","versionOfRecord":[],"versionCreatedAt":"2026-05-14 12:06:25","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-9182444","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-9182444","identity":"rs-9182444","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}