Early childhood education (ECE) plays a pivotal role in shaping children’s development and future academic success. In Nigeria, where access to quality ECE remains a challenge, the Playway method has emerged as a promising approach to enhance learning experiences for preschool pupils. However, empirical evidence on its effectiveness within the Nigerian context is limited. This study aims to investigate the impact of the Playway method on the academic performance and social interaction of preschool pupils, while also exploring perceptions and experiences of teachers, parents, and students regarding its effectiveness and benefits. Using a descriptive survey design, data will be collected from preschoolers in both Playway and traditional classrooms across Nigeria, employing quantitative methods such as surveys and standardized assessments. The study aims to provide valuable insights for curriculum development, teacher training, parental engagement, and educational policy-making, ultimately striving to improve the quality and accessibility of early learning experiences for all Nigerian children.