TEACHERS’ PERCEPTION AND THE IMPACT OF EDUCATION PROGRAMMES ON PRE – SCHOOL CHILDREN DEVELOPMENT
ABSTRACT
This study examined the teachers’ perception and the
impact of education programmes on pre-school children development in Ido/Osi Local Government Area of Ekiti State, this
research was carried out among the teachers of pre-schools. One hundred (100)
teachers from five pre-schools were used for the study through the random
sample selection. Questionnaires were used to gathered information from the
respondents. The questionnaires were analyzed and interpreted using simple
percentage. Based on the result of the research, it was revealed that education
programmes in pre-schools have significant impact on the cognitive, physical,
emotion, social and spiritual development of children, It was recommended that child
development courses should be introduce into teacher’s certification programmes
in order to equip teachers with knowledge and understanding of child
development and thus prepare teachers-intraining adequately for child
education, also, early childhood education curriculum should be reviewed to
match activities and teaching methods that significantly relate and could best
lead to a child’s optimum development.
TABLE OF CONTENTS
Page
No
Title page
Certification
Dedication
Acknowledgements
Abstract
Table of
contents
CHAPTER ONE: Introduction
Background of
the Study
Statement of the
Problems
Purpose of the
Study
Significance of
the Study
Scope of the
Study
Research
Question
Definition of
Terms
CHAPTER TWO: Review of the Related Literature
Review of the
Related Literature
CHAPTER THREE: Research Methodology
Research Design
Population of
the Study
Sample and
Sampling Techniques
Research
Instrument
Validity of the
Instrument
Procedure for
the Data Collection
Data Analysis
CHAPTER FOUR: Results and Discussion
Results
Discussion of
Findings
CHAPTER
FIVE: Summary, Conclusion and Recommendations
Summary
Conclusion
Recommendations
REFERENCES
APPENDIX I
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CHAPTER ONE
INTRODUCTION
Background of the Study
The early childhood years have been
universally recognized as crucial years for laying the foundation. The
significance of education during these early years of life hardly needs to be
emphasized, today researchers have proved that this is the most impressionable
period of one life (Amandeeep and Jaswal, 2001). Impressions gained at this
tender age have a far reaching effect on life. It is therefore, essential that
a rich environment be provided to the child during this period of his growth
and development.
Educationally, the period of early childhood
is believed to be very important. It is known by different nomenclatures such
as pre-school education, nursery school, etc. Early childhood education can be
defined as the education provided to children from 3 to 6 year of age. Odulowu,
(2006) sees this unique field as a branch of knowledge and an essential
component of all family and programme arrangement for young children from birth
to the statutory school age of six. In the present investigation, early
childhood education has been referred to as the education provided by the
nursery school, which intendeds to prepare children between 3 to 4 years of age
for admission to formal school, i.e., for kindergarten. The main aim of such
schools is to stimulate the holistic development of the child, which include physical,
social language, intellectual and moral developments.
This necessitates the provision of
good facilities for education outside home.
Many studies have revealed that experience in early childhood education
has positive impact on the overall development of the child and the children
had positive attitude toward classroom activities (Schechan, 1991,
Vijayaktader, 1993, and Dhillon, 1997). This underscores the importance of
total development in children and the imperative of early childhood education
in catering to the developmental needs of child.
The period from birth to the age of
six often referred to in educational contexts as early-childhood, is the most
rapid period of development in human life. In developmental psychology, it is
generally accepted that the various domains of child development are
interconnected and influence one another. This underscores the importance of
total development in children and the imperative of early childhood education
in catering to the developmental needs of the child.
Development includes the process by
which an organism grows from foetus in the womb to an adult, processes that
includes predictable changes in biological maturation, physical structure,
behavior and thinking. Some researchers think of development as a series of
small, gradual continuous steps that
blend into each other, just as a babbling sound of ‘’mma, mma’’ becomes
a call for ‘’mama’’. Others thinks of development as a series of distinct stages that are
qualitatively different from each other,
just as walking is significantly different from crawling. Some researchers
focus primarily within the ‘interactions’ tradition that conceives development
as located within the nested social context (Nigerian National Policy on
Education, 4th edition, 2004). Thus, development is constrained and
elaborated by cultural contexts and by the architecture of the brain. These
nested social contexts include the impact of close family on development and
therefore underscores the vital role of parents in supporting children’s
learning.
Some Nigerian children lack quality
home learning environment because of social gap that is related to income and
parental education. Some children experience some kind of home stimulation
provided by their advantaged parents while those children who do not experience
this of stimulation can be supported through early years learning and
programmes. It is very pertinent to consider the Nigerian’s child processes of
development (cognitive, social, emotional, moral and brain development) and the
best supportive contexts for children’s early learning and development children
must be provided with experience and support which will help them to develop a
positive sense of themselves and of others, respect for others, social skills,
and a positive is position to learn.
Perceptions are very personal and can
be defined as a mental process in which the mind considers number of aspects
simultaneously to make up complete and whole objects. In the presents study, ‘perception’
has been defined as opinions of parents and teachers of pre-schools with regard
to early childhood education. The parents blame the schools for insisting upon
a vast syllabus whereas schools hold the parent responsible for the burden on
the child as the parent which to secure admission of their ward in a good
school and the vicious circle goes on. In order to understand how today
education is is influencing the child’s development, it is essential to look at
the concept, objectives, contents and methods of nursery school education as
perceived by the child educations parents and teachers.
Educational programmes are written
programme by the institution or ministry of education which determine the
learning process of formal education. Educational progrmmes facilitates children‘s
development. Educational programmes help children in developing the knowledge,
skills and understanding that help them to make sense of the world. Educational
programmes supports children’s learning through offering opportunities for them
to use a range of tools safely, encounter creatures, people, plants and objects
in their naturals environments and in real life situations, undertake practical
experiments and work with range of materials.
Educational programme creates an
active learning environment for young children and consciously meets the
cognitive, social, emotional, physical, moral development needs of a child.
Educational programmes for a child is the comfort and confidence to grow and develop.
Educational programmes of schools should be that which inculcates moral and
spiritual principle in interpersonal and human relations, promote the
cognitive, physical, emotional and psychological development of all children.
Dissatisfaction with the educational programme in one school usually causes
parents to look for better alternatives for their children which can promote
their development. Early childhood education is to effect a smooth transition
from the home to the school, provide adequate care and supervision for the
children while their parents are at work, this inculcate social norm, develop a
sense of co-operation, team-spirit, good habit, teach rudiments, forms,
letters, etc. through play (Nigerian National Policy on Education, 4th
edition, 2004). Therefore any educational programmes developed for the child.
Education must be that which can lead to the optimum development of the child.
Amandeep and Jaswal, (2001) asserted
that educational programme on pre-school children are very important and
essential activities in a nursery school as these bring about the intellectual,
emotional and social development of the child. However parents and teachers
were inappropriate in their perception as they think that a child is too young
to understand the nature around him. In order to achieve the objective of holistic
development of children and to bring about their physical, social, emotional,
cognitive and aesthetic growth, variety of play activities should be planned in
pre-school. Play activities like songs, music and dance, storytelling, clay and
sand play, drawing and painting, doll and block corners in a nursery school
programme should be considered essential by the school planners.
Statement of the Problem
Educational programmes in schools
should be that which inculcates moral and spiritual principle in interpersonal
and human relations, promote the cognitive, physical emotional and
psychological development of all children. Desertification with the educational
programme in schools usually causes parents to look for better alternatives for
their children which can promote their development. Therefore any educational
programmes developed for the child education must be that of which can lead to
the optimum development of the child. Therefore, this study investigates teacher’s
perception and the impact of educational programme on pre-school children development
in Ido/Osi Local government area of Ekiti-State.
Purpose of the Study
This study sought to examine the
teacher’s perception and the impact of educational programme on pre-school
children development in Ido/Osi local government area Ekiti state. In specific
terms, the study sought to examine.
1. The
impact of educational programme on the cognitive development of children in
pre-schools.
2. The
impact of educational programme on the physical development of children in
pre-schools.
3. The impact of educational programme on the
social development of children in pre-schools.
Significance of the Study
This research work will help the
teachers to be more aware of educational programmes on children development and
how such affect the child positively or negatively in relation to pupils’
academic performance. From the available recommendations, they will be able to
adopt measures of bringing up educational programmes in such a way that pre-school
children will perform well academically.
More so, educational and curriculum
planners could be guided in planning the curriculum without rigidity to suit
diverse cultural environments. In addition, the teachers will be aware that a
cordial teacher parent relationship will improve the educational programmes on
the development of a child in school.
Finally, the research will add to
available literature and may encourage further research on the topic.
Scope of the Study
The study covers all primary schools
in Ido/Osi local government area of Ekiti state as a whole.
Research Questions
Based on the problem of the study,
the following research questions are raised to direct this study.
1. What
are the impacts on educational programmes on the cognitive development of
children in pre-schools in Ido/Osi Local Government Area of Ekiti – State.
2. What
are the impacts of educational programmes on the physical development of children
in pre-school in Ido/Osi Local Government Area of Ekiti – State.
3. What
are the impacts of educational programme on the social development of children
in pre-school in Ido/Osi Local Government Area of Ekiti – State.
Definition of Terms
Teachers: A
teacher (also called a school teacher) or educator is a
person who provides education for students. In many
countries, a person who wishes to become a teacher must first obtain specified
professional qualifications or credentials from a university
or college.
Education Programmes: An
educational program is a program written by the institution or
ministry of education which determines the learning progress of each
subject in all the stages of formal education.
Pre-School: is an educational
establishment or learning
space offering early childhood education
to children
between the ages of three and five, prior to the commencement of compulsory education
at primary school.
