EARLY CHILDHOOD EDUCATION AND PROSPECTS OF IMPLEMENTATION IN LAGOS STATE PRIMARY SCHOOLS (A Case Study of Ten Selected Primary Schools in Ojo Local Government Area of Lagos State)
This study focused on early Childhood Education and prospect of implementation in Lagos State Primary School in Ojo Local Government Area of Lagos State. This research obtains information about the Early Childhood within the Ojo Local Government. The population of the research study covered the interests group of the pupils. The major instrument used was hundred (100) questionnaires. In chapter one, we have the introduction and the background of the study on the Early Childhood Education and prospect were received to services as a good frame work in chapter two. Chapter three focused on the approval adopted in the result and discussion of findings while chapter five contains the summary, conclusion and the recommendations.
TABLE OF CONTENT
Title page i
Table of content viii-x
CHAPTER ONE: INTRODUCTION 1
- Background to the Study 1-4
- Purpose of the Study 4-5
- Statement of the Problem 5
- Research Questions 6
- Research Hypotheses 6
- Significance of the Study 7
- Scope and Limitation of the Study 7-8
- Definition of Operational Terms 9
CHAPTER TWO: LITERATURE REVIEW 10
- The Concept of Education 10-14
- The Concept of Childhood 14-15
- Objectives of Childhood Education in Nigeria 15-16
- Importance of Childhood Education 16-17
- The Practice of Childhood Education in Nigeria 17-19
- Factors Influencing Childhood Education in Nigeria 19-24
- Contributions of Philosophers to the Childhood
Education Jean Jacques Rousseau Contributions 24-26
- Possible Solutions to the Problems Facing
Childhood Education 26-27
CHAPTER THREE: RESEARCH METHODOLOGY 28
- Research Design 29
- Research Population 29
- Sample and Sampling Procedure 29-30
- Instrumentation 30-31
- Administration for Research Instrument 31
- Data Analysis 31
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
- Introduction 32
- Data Presentation and Analysis 32
- Test of Hypotheses 33-51
CHAPTER FIVE: SUMMARY, CONCLUSION AND
- Summary 52-53
- Conclusion 53-54
- Recommendations 54-55
Appendix I 58-61
Appendix II 62-71
- BACKGROUND OF THE STUDY
Education is said to be the best legacy. A nation that derives her offspring, the access to qualitative education invariably derives her progressive development. The future of event nature lies on the education given to her citizens. It goes former style. Infact, right from the period one is being born to the world, education or learning activities has started in informal manner through the siblings.
The term early childhood education has been define in different ways by different authors and so it has no single generally accepted definition.
Maduewesi (2006) defines early childhood education as a semi-formal education arrangement about the age of three yrs as exposed through play like activities in a group setting to mental, social and physical learning suited to their development stage until the mandatory age of government approved formal schooling. She went further to mention other term also use to described early childhood education to include: Nursery school, pre-school, pre-primary school and kindergarten.
Also Microsoft Encarta encyclopedia (2003) on its own, defines early childhood education as schooling from young children, usually begins at age three, intended to prepare them for elementary grade.
From the definition given above, it can be deduced that early childhood education is a semi-formal education given to, from children between age three (3) and eight (8) (depending on the area) which takes place in a linked further education.
Akinbote et al (2001) says that the earlier school in the country or state were mostly organized in the churches particularly by wives of missionaries who organized classes for their own children as well as children of other church members, including the children of foreigners around them.
The view is also supported by maduewesi (2006) who says that the earliest beneficiaries of early childhood education were. Naturally those who argued that, at stage of the schools, government did not show any interest or inclination to participate in this level of education in primary education.
The beginning of early childhood education is closely linked with the coming of European Christian missionaries to Nigeria. Not long after other European who were missionaries but colonial governments official established nursery schools for their children.
However, this soon changed as when Nigeria elites who schooled in some European countries saw the importance of nursery education and then sent their children to these nursery schools. This encouraged some Nigerian to open their own nursery school in order to break the monopoly of the Europeans.
The Christian missionaries that introduced primary education into Lagos in 1843 with the establishment of the infant church. The Christian mission ran the primary education system until 11899, when the first known muslin primary school was open according to Fafunwa (1991) private entrepreneur started is getting involved in the colonial governed started granting financial aids to school established by the Christian missions.
However, it is sad to know that the government has not done well in attaining proper control and supervision of pre-primary education in the country. Some of the schools do not have adequate building and facilities and many of these nursery schools change exorbitant fees that are not commensurate with facilities and services, they offer.
The quality of teachers employed in most of these schools is untrained ill equipped and lack the necessary experience required in taking care of infants.
- PURPOSE OF THE STUDY
The researchers’ aims of carrying out this research are:
- To identify the common early childhood education and prospect of incorporating such school activities in Lagos State Primary School.
- To indicate area of future research as may be revealed during the course of the study.
- To suggest lasting solution to problem identified.
- STATEMENT OF THE PROBLEM
This research work intends to examine common early childhood education and prospect of implementation in Lagos State Primary Schools.
The research will go along way in suggesting ways of improving the contents, methods, and evaluation of early Childhood Education in Primary School.
The research will also suggest the appropriate steps or measure to minimize the problems associated with early childhood education programmes in Lagos State Primary Schools.
- RESEARCH QUESTIONS
- Is there any environmental contribution to a child cognitive development?
- Does teachers’ negative attitude towards teaching affect children childhood education?
- Is there any effect on the implementation of new methods in the teaching and learning of pupils?
- Is there any parent disposition towards early childhood developmental stage that will affect a child’s development?
1.5 RESEARCH HYPOTHESES
(a) There is no any developmental contribution to a child
(b) Teachers negative attitude towards teaching does not affect
children childhood education.
(c) There is no any effect on the implementation of new methods in the teaching and learning of pupils.
- There is no any parent disposition towards early childhood developmental stage that will affect a child’s development.
1.6 SIGNIFINANCE OF THE STUDY
This research is significant as will look into the following.
- Identifying the problem facing the early childhood education schools and prospect to correct the identify particular problem.
- The study will also reveal how suitable and adequate instructional materials.
- The study will also show more light on the need for the effective usage of appropriate instructional material can affect the retention of the subject matter and also enhance good leaving.
1.7 SCOPE AND LIMITATION OF THE STUDY
The research is restricted to some selected primary school in Ojo Local Government Area of Lagos State.
- Alaworo Primary School, Ojo
- Saint Michael Primary School, Ojo
- Anglican Primary School, Otto Awori, Ojo
- Morogbo Primary School, Ojo
- Community Primary School, Ketu, Ojo
- Ansar-un-deen Primary School, Ojo
- Aganju Aka Primary School, Ojo
- Agbara Primary School, Ojo
- Brigade Primary School, Ojo
- Military Primary School, Ojo
Questionnaire is the major research tool that will be used, the questionnaire is limited to the primary school pupils in the selected primary schools.
The coverage of only selected schools is not a deliberate attempt to cover all the schools in the Local Government Education authority but rather, it’s due to the large number of schools in Ojo Local Government Area of Lagos State. Also it is due to limited time and resources at the disposal of the researcher.
1.8 DEFINITION OF OPERATIONAL TERMS
Terms are used in this chapter is hereby defined, so as to assist teachers to understand precisely the way they are used in this work. Such term include learning behavior, instructional materials and teaching.
BEHAVIOUR: Behaviour can be said to be the total activity of a child in response to a given situation.
LEARNING: Farrant (2001) perceive learning as any change in human behaviour as a result of experience. These changes in behaviour are the overt manifestation of learning.
INSTRUCTIONAL MATERIALS: This could be referred to as any teaching materials that facilitate learning.
TEACHING: Teaching is an attempt to bring about desirable change in child learning ability and behaviours.
The aim of teaching is therefore to influence learner or child to make those desirable changes in their behaviour that contribute to better living.
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