TEACHERS’ PERCEPTION AND THE IMPACT OF EDUCATION PROGRAMMES ON PRE – SCHOOL CHILDREN DEVELOPMENT

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.

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