THE INFLUENCE OF PEER GROUP DYNAMICS ON EARLY CHILDHOOD LEARNING OUTCOMES
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Abstract: This study investigates the influence of peer group dynamics on early childhood learning outcomes in Nigerian educational settings. Objectives include examining the role of peer interactions in cognitive development, social skills acquisition, and emotional regulation among young children, exploring educator perspectives on managing peer dynamics, and evaluating outcomes on group learning behaviors and academic achievement. Employing a survey research design, data will be collected from ECE educators, child psychologists, and parents in Anambra State. The sample size of 220, determined using Taro Yamane's formula, ensures robust representation and statistical validity. A case study approach will focus on ECE centers known for fostering positive peer relationships. The reliability coefficient score of 0.75 ensure data consistency. Findings highlighted the impact of peer group dynamics on ECE outcomes, offering implications for classroom management strategies and social-emotional learning interventions. Recommendations emphasized promoting peer collaboration, teacher professional development, and supportive learning environments to optimize peer interactions in Nigerian early childhood education.
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