Abstract
Preserving cultural heritage, mainly through Indigenous play, is imperative for fostering the younger generation's comprehension of diverse cultural aspects. In the 21st century, shifts in the educational landscape have jeopardised early-grade learners' involvement in Indigenous play in Nigeria, jeopardising the nation's rich multicultural diversity. This research investigates the pedagogic significance of Indigenous play for early-grade learners in the Owerri education zone of Imo State, Nigeria. The study was conducted in the Owerri education zone of Imo State, Nigeria. The setting includes schools, homes, and communities where young learners traditionally engage in Indigenous play. Utilising qualitative methods and a narrative research design, the study explores factors contributing to the decline of Indigenous play through interviews, observations, and literature reviews. The findings reveal decreased Indigenous play, highlighting various game types and benefits crucial for children's physical, socio-emotional, and academic development. Safety concerns, parental emphasis on intellectual development, and social media and technology influence diminish opportunities for early-grade learners to engage in Indigenous play. The research underscores the critical role of Indigenous play, emphasising the adverse effects of its decline and advocating for a balanced education approach prioritising cognitive and affective development.