ASSESSING PHYSICAL DEVELOPMENT AMONG PRE-SCHOOLERS: IMPLICATIONS FOR EARLY CHILDHOOD EDUCATION AND HOLISTIC DEVELOPMENT

Abstract

This study investigated physical development objectives of Nigeria's one-year pre primary curriculum and its practice in preschool settings. Using a qualitative case study design, data were collected through four days of non-participant observation and a semi-structured interview with the class teacher of a playgroup comprising six pupils (aged 1–2 years). Analysis followed thematic procedures. Findings revealed that physical development is integrated into everyday classroom activities, rather than delivered as a standalone subject. Fine motor skills are fostered through colouring, scribbling, arts and crafts, and hands-on toys, while gross motor development is supported by rhymes, song-based movement, guided morning drills, and access to play equipment such as slides and climbing structures. A notable case highlighted the role of targeted teacher intervention in helping a non-ambulatory child progress to independent walking. The results highlighted the importance of both structured and unstructured play, teacher pedagogy, and the ability to interpret the curriculum in the classroom. The study concluded that physical development objectives are being achieved in the classroom. However, the evidence is based on a small sample size. Recommendations include expanding structured physical activities, preserving daily unstructured play, investing in diverse play equipment, and introducing simple motor skill assessments. Additionally, a comprehensive longitudinal study is recommended to strengthen evidence on the pre-primary physical development curriculum in Nigeria