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Developing listening skill in children for communication, interaction and learning
(The Department of Teacher Education, University of Ibadan, 2010) Oduolowu, E.; Amosun, M. D.
It is obvious that of all the language skills that children develop, listening is the one developed earliest and practised most frequently. As much as 80 percent of the information learners obtain is the result of listening, yet listening has suffered much neglect, and taught least often in the classroom and had been referred to as the neglected or forgotten language art, in spite of the benefits that can accrue from it. Where listening and speaking are taught, both skills are viewed and taught as a different discrete skills. However, 1980s and 1990s have witnessed a paradigm improvement in the teaching of listening and speaking skills with the integration of both listening and speaking skills as one communicative process called oral communication or oral language. This paper examined the concept of listening skill, its development as interactive and communicative processes in children, the benefits that both listening and speaking skills have on children’s language, intellectual, social, academic and emotional development. Problems militating against development of listening skill were also identified and suggestions on how to help children develop their oral communication were made.
Comprehensive basic education: a means for enhancing disadvantaged children access to education and sustainable development in Nigeria
(2010-04) Amosun, M. D.
Education is a right for all, especially for children because through education, children acquire relevant knowledge, skills and increased capacity for work which are required for national development. It is the key with which the door of literacy is opened while simultaneously closing the gate of ignorance, poverty and diseases that could plaque a nation. It will be disadvantageous therefore, if a category of children called disadvantaged children are deprived of their right to education which is capable to make them live happily among others in the society, earn their livelihood and contribute significantly to national advancement. This paper, therefore, looks at disadvantaged children, their right to basic education, the gains that could be derived in educating them as well as steps to enhancing their access to education.
Integrating entrepreneurial education into early childhood and care education in Nigeria
(National Education of Research Development, 2011-09) Ayoola, N. O.; Amosun, M. D.; Olusola, B. A.
Entrepreneurial education is increasingly considered valuable in every society that desires steady economic growth. Most Nigeria graduates as at today are job seekers instead of job creators. This results from emphasis on certification rather than productivity and relevance to the needs of the society after graduation. This paper therefore examines the areas of Early Childhood Care Education programme in Nigeria into which entrepreneurial education can be integrated in order to make the products of the programme productive, relevant and self-reliant. It is recommended among other things that Nigerian government should begin to develop entrepreneurial thinking through legislation that will promote entrepreneurial education. This will ultimately make education to play its role in the achievement of vision 2020 in Nigeria.
Integrated early childhood development: a challenge for reforms in pre-primary education programme in Nigeria.
(Faculty of Education, Lagos State University, Ojo, Lagos State, Nigeria, 2013) Amosun, M. D.; Salami, I. A.
The idea of educating pre-school aged children has been in existence for thousands of years in some countries, while in others, it is relatively new. Pre-primary education has also gained ground in Nigeria since its inclusion in the National Policy on Education (1981), revised 2004) because of its importance. However, government's neglect of children aged 0-3 in the NPE and the uncontrolled private efforts in the provision of pre-primary institutions have made this level of education vulnerable to substandard. This paper has identified some of the lapses in the pre-primary education system particularly the erroneous conception that pre-primary education means early childhood schooling rather than the extent to which pre-primary education school experiences enable them to become enquirers, explorers, investigators and learners. Suggestions on how to make the pre-primary education programme conform to early childhood care and education practices were made.
Relationship between classroom-based sociometric variables and academic achievement of Nigerian primary school pupils in Oyo State
(2013-03) Oduolowu, E. A.; Amosun, M. D.
One of the ways by which learning needs of Nigerian children can be met is to provide enabling environment for them both at the school and classroom contexts for their holistic development. However, when both contexts are not conducive, it will be impossible to meet children's learning needs. This study therefore investigated relationship between some selected classroom-based sociometric variables and academic achievement among Nigerian primary school pupils in Oyo State. A survey research design of the ex-post facto type was adopted, using 587primary 5 pupils from fourteen randomly sampled primary schools in five local government areas of Oyo State. Two research questions were raised and answered. Four instruments were developed and validated for the study. Data collected were analysed, using both descriptive and inferential statistics. The findings showed a significant positive relationship between social behaviour, sociometric status, friendship status and academic achievement, but there was no significant relationship between group membership and academic achievement. It was concluded that social behaviour, sociometric status and friendship status can predict academic achievement of primary school pupils. Appropriate recommendations were therefore made.
Privatization of early childhood care and education in Nigeria: it’s gains and pains
(Historical Education Society of Nigeria, 2013-05) Amosun, M. D.; Okoroafor, N. C.; Ikuenomore, M. G.
Privatization of education and especially the early childhood education has been perceived as the breakdown of the social ethos of education, cost cutting, making profits from children and negligence on the part of the government. The fact is that the running of private early childhood education in an effective way depends on a number of factors which call for collaborative efforts of both government and other stakeholders to make this level of education achieve its goals as in developed countries of the world. In this paper, the writers look at the perception of Nigeria people towards privatization, the status of early childhood care and education privatization in Nigeria, its gains and pains as well as the way forward.
Towards achieving the goal for early childhood and care education in global education for all (EFA)
(National Education of Research Development, 2013-09) Ayoola, N. O.; Amosun, M. D.; Eyengho, T. T.
The multiple benefits that early childhood and care education has on children for their nutrition, health and educational development and the role of high quality programmes on offsetting disadvantage and inequality has been recognized in recent times. This therefore explains why the rate of development of any nation is closely tied to early childhood and care education. Yet the enormous influence that early childhood and care education has on children and national development is far from being realized as envisaged. This paper therefore focuses on the first Education for All (EFA) goals, which deal with expanding and improving comprehensive early childhood care and education. The paper, also mentions the constraints hindering its achievement and suggests ways by which the goal can be achieved.
Providing quality pre-primary and primary education in Nigeria in the best interesting of the child
(2014-04) Amosun, M. D
The major and primary function of all schools is to create and maintain a culture of teaching and learning that is able to develop children's personality, talents, mental and physical abilities to their fullest potential. In this regard, individual, communal, societal and national development cannot be separated from the quality of basic education which a child receives. In other to realize this basic right, a school has to be a place conducive to harmonious and coordinated education capable of offering high quality programmes. Since the school is a place to realize the rights of children to basic education, this paper therefore discusses quality issues in pre-primary and primary education in Nigeria. It enumerates factors that hinder quality education in both levels of education and what could be done to achieve the desired quality.
Pedagogical knowledge and skill competences of pre-school teachers in Ibadan metropolis, Oyo State, Nigeria
(2015) Amosun, M. D.; Kolawole, O. A.
Early childhood educators are faced with many important tasks in their day to day activities which include caring, stimulating, and instructing for young learners. The implementation of these tasks require certain competences which the teachers must possess in order to be effective in discharging their duties and to provide for quality early childhood education. It has been observed that with respect to the pedagogical knowledge and skill competences, teachers of young learners still have a long way to go in learning how to handle young children especially in the way they relate curriculum content to children’s needs and experiences, integrate content across learning areas, and use of child-friendly approaches, methods, and techniques in teaching. The study adopted a descriptive survey design. The sample involved in the study comprised 58 pre-school teachers randomly sampled from pre-primary section of public primary schools in the five local government areas within Ibadan city. Two research questions were set to guide the study, and one self-designed and validated rating scale on pre-school teachers’ pedagogical knowledge and skill (r-0.48) was used to gather the data. The data were analyzed by using frequency count, percentage, mean, and standard deviation. The results showed that the level of pedagogical knowledge and skill competences displayed by the pre-school teachers was low. Recommendations were made by suggesting strategies that could develop the pedagogical knowledge and skill competences of pre-school teachers for quality early childhood education.
Effect of early childhood education programme on cognitive development of young children in Oyo State
(2015) Amosun, M. D.
The study investigated the effect of early childhood education on primary school pupils’ cognitive achievement. Two hypotheses were postulated. The sample consisted of one hundred public primary two school pupils randomly selected from six schools within Akinyele Local Government Area in Ibadan, Oyo State, Nigeria. Fifty of the sampled pupils had preschool education and fifty pupils did not attend pre-school. The two validated instruments used to collect the data were English Studies Achievement Test (ES AT)=.62 and Mathematics Achievement Test (MAT)=.71 respectively to assess the cognitive ability of the pupils. The data collected were analyzed using t-test. The study found that pupils who attended preschool performed better in English Language (t=5.07, df=98;p<0.05 ) and Mathematics ( t=4.06, df=98;p<0.05) tests than pupils who did not attend pre-school. It is therefore recommended among others that parents and all education stakeholders should invest confidently in this level of education and take full advantage of pre-school programme and facilities for their children’s development and life-long learning.
Strategies for improving parents' self- efficacy and involvement in children’s school readiness
(2016) Amosun, M. D.; Bankole, O. T.
Readiness for school is a developmental task that involves adaptation for both parent and child which is being undertaken unconsciously. The ability of a child to cope and be competent at the point of school entry is embedded in early developmental experiences he/she is exposed to at home, and in the preschool environment. Lack of school readiness in preschool children is often identified as a cause of early academic failure and school misbehaviour, and it has been found to strongly predict employability difficulties, criminality and psychological morbidity as well as short-term academic problems. It is no gain saying that pre-school experience has positive impact on children's achievement in primary school. In addition to child readiness, good preschool programmes may also intentionally improve parental readiness for school through different teachers’ strategies as there is a controversy over how school readiness is being defined; that it cannot be defined as something which only resides in the child but also in the parents. How parents perceive themselves as capable enough to help their child’s readiness for school will determine how involved they would be in their child’s academic pursuit, thereby meeting the needs of the whole child. Research indicates that, some forms of parental involvement have a positive impact on children's academic success and teachers’ strategies are essential to the promotion of parent’s involvement.
Teachers’ and parents' knowledge and attitudes toward effective assessment process in Nigerian’s preschool system
(Department of Teacher Education Faculty of Education, University of Ibadan, 2016) Amosun, M. D.; Olatujayan, E. A.
The astute role of religion as a tool for sustainable national development through social studies education in Nigeria
(Constelations Books, Mokola, Ibadan, 2017) Amosun, M. D.; Opoola, A. F.
Parents’ preference for medium of instruction and social interaction of their children in Ibadan North Local Government
(Ibadan University Press, Publishing House, University of Ibadan, Ibadan, Nigeria, 2017) Amosun, M. D.; Oluwole, J. A.
Effect of friendship status on primary school pupils’ attitude towards schooling and academic achievement in Oyo state, Nigeria
(Centre for Democracy, Research and Development (CEDRED), Nairobi, Kenya, 2017) Amosun, M. D.
The importance of both attractive school and classroom contexts as social environment and optimum conditions for effective learning is acknowledged by all educators. The reason is that classroom interaction plays vital roles in the social and academic development of primary school pupils through formation of friends which is common among them. However, literature has shown that lack of positive peer interaction among primary school pupils is prevalent in Nigeria primary schools and this problem has been hindering positive peer relationship like friendship which is capable of enhancing social, attitudinal, emotional and academic development of the pupils. In fact, it has been observed that for pupils who are not acknowledged by their peers for being friendly, sociable, kind, competent, willing to help and supportive as they do to popular and friendly pupils, school can be a very unpleasant place because friendship continues to impact pupils’ attitude towards schooling and academic achievement throughout childhood. Thus, a single friendship in the classroom can be sufficient to contribute to the pupils’ overall well-being in school as well as future, lifelong development of the pupils and the society. This study therefore investigated the effect of friendship status on primary school pupils’ attitude towards schooling and academic achievement. The study design is survey research of the ex-post facto type. Five hundred and eighty seven (587) public primary school pupils randomly sampled from fourteen primary schools participated in the study. One research question was raised and answered. Four instruments were developed and validated to gather the data. Data collected were analyzed using Analysis of Variance (ANOVA). The results showed significant difference in the attitude of pupils towards schooling. The researcher concluded that friendship status is an essential determinant of pupils’ attitude towards schooling and recommendations were made that could promote pupils’ attitude towards schooling and academic achievement and by extension societal development.
Pre-school teachers’ knowledge of early childhood assessment and domains of learning commonly assessed in Ondo West Local Government Area, Ondo State, Nigeria
(2018) Amosun, M. D.; Ayoola, N. O.
Children have unique nature and characteristics. Because of this, regular and holistic assessment of their learning and development is necessary. This could be done through observation, administration of standardized and teacher-made assessment instrument and children work. For assessment of pre-school children to be done effectively, teachers at this level of education need to have good knowledge of what early childhood assessment is all about. This study, therefore, examined pre-school teachers’ knowledge of early childhood assessment and domains commonly assessed in early childhood education centres in Ondo West Local Government Area of Ondo State. The study adopted descriptive survey design. The sample for the study comprised one hundred preprimary school teachers selected from both public and private schools through the use of purposive sampling. "Test on Teachers’ Knowledge of Early Childhood Assessment” (r=0.79) and “Checklist on Domains Commonly Assessed by Pre-school Teachers” (r=0.80) were instruments used for the study. Data collected were analysed using percentage, mean and standard deviation. Findings from the study revealed that the pre- primary school teachers’ level of knowledge on early childhood assessment in Ondo West Local Government Area was low (x = 38.71; SD = 16.31). Cognitive domain was the one most commonly assessed by the pre-primary school teachers (x = 3.40); with less emphasis on the assessment of other developmental domains which are the physical (x=1.58), social (x=1.60) and emotional (x=1.46). The implication is that, since the pre-schoolers are not properly assessed in all the domains of development through the use of appropriate assessment tools, they will not have the advantage of experiencing holistic development. It was, therefore, recommended that Pre-service ECE teacher education programmes should be reviewed such that teachers-in-training can acquire appropriate knowledge and skills in ECE assessment. School heads and owners should alsoorganize in-service training, seminars and workshops on assessment in early childhood education periodically so as to train and expose the pre-primary school teachers to contemporary assessment practices in early childhood education.
Pre-school teachers’ knowledge of early childhood assessment and domains of learning commonly assessed in Ondo West Local Government Area, Ondo State, Nigeria
(2018) Amosun, M. D.; Olabisi, T. B.
Children have unique nature and characteristics. Because of this, regular and holistic assessment of their learning and development is necessary. This could be done through observation, administration of standardized and teacher-made assessment instrument and children work. For assessment of pre-school children to be done effectively, teachers at this level of education need to have good knowledge of what early childhood assessment is all about. This study, therefore, examined pre-school teachers’ knowledge of early childhood assessment and domains commonly assessed in early childhood education centres in Ondo West Local Government Area of Ondo State. The study adopted descriptive survey design. The sample for the study comprised one hundred preprimary school teachers selected from both public and private schools through the use of purposive sampling. "Test on Teachers’ Knowledge of Early Childhood Assessment” (r=0.79) and “Checklist on Domains Commonly Assessed by Pre-school Teachers” (r=0.80) were instruments used for the study. Data collected were analysed using percentage, mean and standard deviation. Findings from the study revealed that the pre- primary school teachers’ level of knowledge on early childhood assessment in Ondo West Local Government Area was low (x = 38.71; SD = 16.31). Cognitive domain was the one most commonly assessed by the pre-primary school teachers (x = 3.40); with less emphasis on the assessment of other developmental domains which are the physical (x=1.58), social (x=1.60) and emotional (x=1.46). The implication is that, since the pre-schoolers are not properly assessed in all the domains of development through the use of appropriate assessment tools, they will not have the advantage of experiencing holistic development. It was, therefore, recommended that Pre-service ECE teacher education programmes should be reviewed such that teachers-in-training can acquire appropriate knowledge and skills in ECE assessment. School heads and owners should also organize in-service training, seminars and workshops on assessment in early childhood education periodically so as to train and expose the pre-primary school teachers to contemporary assessment practices in early childhood education.
Influence of home environment on preschool children's cognitive development in Lagelu Local Government Area of Oyo State, Nigeria
(2018-06) Amosun, M. D.; Olatunji, O. O.
The home environment has been a very important factor in the upbringing of a child. Most children in pre-school age need an environment that is comfortable and stimulating to enhance their learning skills necessary for their development. Without a good home, it is likely that these children will not develop to their maximum capacity, especially in the area of cognitive development. Therefore, this study investigated the influence of home environment on preschool children’s cognitive development in Lagelu Local Government of Oyo State. The study adopted a descriptive survey design. The sample of the study consisted of two hundred and forty-five (245) parents and their children in the nursery sections of public and private schools in Lagelu Local Government Area of Oyo State. Two instruments were used for data collection; Parents’ Assessment Questionnaire (PAQ) and Preschool Children’s Emergent Literacy Assessment (PCELA). The two instruments were validated. A Cronbach’s Alpha reliability coefficient of 0.899 and Guttman Split- half coefficient of 0.572 was obtained, respectively. The data collected were analyzed using frequency counts and percentages; simple regression test was used to answer the research questions. The findings of the study showed that there was a significant joint influence of the four variables used (parents’ education, motivation, style, and adequacy of educational materials) on the cognitive development of children. Parents’ education and motivation were the only home environment factors that significantly influenced the cognitive development of preschool children; while parenting style and adequacy of educational materials did not. Only parents’ education and motivation predicted preschool children’s cognitive development. Based on the findings of the study, relevant conclusions were drawn. It was recommended that educational materials should be made available in the home. Parents should also try as much as possible to show positive attitude towards their children. Parents should always find time to visit their children at school at least on open days so as to know all the developmental aspects of their children.
Preschool teachers’ awareness, content knowledge, pedagogical skills and children’s emergent literacy in Ibadan, Oyo State
(Department of Special Education, University of Ibadan, 2018-07) Amosun, M. D.; Olabisi, T. B.
The primary function of language is communication. Learning about literacy begins long before children can read and write in the conventional sense. Most children at risk of school failure benefit more from high quality experiences as effective instruction in the early years can have a great impact on children's language and literacy development. In the absence of such effective instruction, differences in children understanding and use of language may vary greatly by age three. Reading skills provide a solid foundation for children's academic success. Children who read well tend to read more and, as a result, acquire more knowledge in many content domains. Although, many children learn to read without significant problem, but so many are having serious difficulty in reading which stems from lack of basic skills in emergent literacy. This study adopted a survey design of the correlational type. Random sampling technique was used to select three local government areas in Ibadan metropolis. Purposive sampling technique was used to select 10 participating preschools from each local government area with thirty (30) preschool teachers and (302) preschool children in all. Two validated instruments were adapted namely Preschool Teachers' Awareness, Knowledge of and Pedagogical Skills in Emergent Literacy Questionnaire (Pre-TAKE) and Preschool Children's Emergent literacy Assessment (PCELA) with reliability coefficient at (a = .89) and (r = .51) respectively. The data collected were analysed using multiple regression analysis to test the hypotheses. The findings revealed a significant relationship between teachers' awareness (r = 0.047; p < 0.05), content knowledge (r = 0.000; p<0.05) and the level of children's emergent literacy respectively, but there was no significant relationship between teachers' pedagogical skills (r = 0.91 ;p>0. 05) and the level of children's emergent literacy in Ibadan metropolis. In view of these findings, it was recommended that preschool teachers should be aware of children's emergent literacy and equipped with an extensive content knowledge, a repertoire of effective teaching strategies and decision making and problem solving skills to cater for children's needs. Through proper training and support, preschool teachers can acquire the expertise in literacy instruction and thus be successful in promoting literacy skills and motivation of preschool children.
Pre-school teacher’s perceived self-efficacy on implementation of national early childhood curriculum: implications for the achievement of sustainable development goal on education in Nigeria
(2019) Ayoola, N. O.; Amosun, M. D.; Ojoko, B. A.
The early years are critical in the life of every child as experiences gained during the period can have lasting effects on the child. For this reason, programmes aimed atfostering proper stimulations and holistic development ofthe child are usually put in place. One of such programmes is Early Childhood Education (ECE) which is guided by a curriculum in order to achieve the set objectives of the programme. For this reason, the Nigerian Government developed the National Early Childhood Education Curriculum for Ages 0-5 years. It is however not known whether pre-school teachers have the self- efficacy to effectively implement this curriculum. This study thus investigated Pre-School Teachers Perceived Self- Efficacy on Implementation of the National Early Childhood Education Curriculum for Ages 0-5 years in Ondo West Local Government Area of Ondo State. The study adopted survey research design. Purposive sampling technique was used in selecting twenty five (25) public and thirty five (35) private primary schools'in the study area making a total ofsixty (60) primary schools. “Questionnaire on Pre-school Teachers' Perceived Self-efficacy on Implementation ofthe National Early Childhood Curriculum (QPTPSNECC) ” was the instrument used. Data collected were analysed using percentage, mean and standard deviation while T-test was used to test the hypothesis raised. Findings revealed that pre-service teachers self- efficacy on the implementation Childhood Curriculum for Ages 0-5 years was average. These findings have serious implications for the country's attainment of Sustainable Development Goal 4.2. It was recommended that pre-school teachers should be made to regularly attend trainings that will enable them acquire necessary skills for effective implementation of the curriculum.