scholarly works in early childhood and educational foundation

Permanent URI for this collectionhttps://repository.ui.edu.ng/handle/123456789/8548

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Start date: 2010End date: 2019

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    Existential philosophical idea of choice in education: implications for educational practices in Nigeria
    (2019) Meroyi, S. I.
    This paper attempted an examination of the importance of choice in educational theory and practice. Using the philosophical method, the paper critically analysed the concept of choice in the existentialist philosophy with particular reference to the practice of education as well as the shortcomings of the school of thought. The paper established that a System of education based on the existentialist concept of choice will make learners realise that their choices make them creators of their own world; they will be able to engage in prior deliberations to make meaningful decisions, it will encourage the spirit of self-reliance through personal involvement in practices, and develop ability to apply critical thinking. It was suggested that in order to achieve liberal education, critical pedagogy should be employed by teachers as well as other agents of education to ensure that learners make informed and valuable choices in life
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    Existential philosophical idea of choice in education: implications for educational practices in Nigeria
    (2019) Meroyi, S. I.
    This paper attempted an examination of the importance of choice in educational theory and practice. Using the philosophical method, the paper critically analysed the concept of choice in the existentialist philosophy with particular reference to the practice of education as well as the shortcomings of the school of thought. The paper established that a System of education based on the existentialist concept of choice will make learners realise that their choices make them creators of their own world; they will be able to engage in prior deliberations to make meaningful decisions, it will encourage the spirit of self-reliance through personal involvement in practices, and develop ability to apply critical thinking. It was suggested that in order to achieve liberal education, critical pedagogy should be employed by teachers as well as other agents of education to ensure that learners make informed and valuable choices in life
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    Education in Nigeria beyond the twenty first century: knowledge, intelligence and sustainable development
    (The Department of Teacher Education Faculty of Education, University of Ibadan, 2016) Meroyi, S. I.
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    EVOLUTION, PRACTICES AND CHALLENGES OF THE UNDERGRADUATE DISTANCE EDUCATION PROGRAMMES IN DUAL-MODE FEDERAL UNIVERSITIES IN SOUTH-WESTERN NIGERIA, 1974-2014
    (2019-03) OYESOMI, T.A
    Distance Education Programme (DEP) was introduced in the 1970s by some Nigerian universities as an alternative mode to the conventional delivery. However, reports have shown that the programme has been bedevilled by low quality learning, unethical practices and mismatch between policy and practice. Previous studies focused on enrolment, retention and analyses of some factors for motivating distance learners with less attention paid to evolution, practices and challenges of the programmes. Therefore, this study was designed to investigate the evolution, practices and challenges of the undergraduate DEP in dual-mode federal universities in South-Western Nigeria, 1974-2014. Cognitive Dissonance, Independent Study and Transactional Distance Learning theories provided the framework, while historical and descriptive survey methods were adopted. The DEP of the three accredited dual-mode federal universities in South-Western Nigeria were enumerated, namely University of Lagos Distance Learning Institute (DLI), University of Ibadan Distance Learning Centre (DLC) and the Obafemi Awolowo University Centre for Distance Learning (CDL), Ile-Ife. Primary data included oral interviews with the centre / institute directors and archival materials of the National Universities Commission (NUC) and sampled institutions, while secondary sources included relevant textbooks, journal articles, bulletins, periodicals and unpublished Ph.D theses. Questionnaires were administered to the 77 tutors, 102 administrative staff and 959 distance learning students that were purposively selected based on their experience. Historical and descriptive methods were employed for data analyses The DEP began in 1974 with the establishment of the University of Lagos Correspondence and Open Studies Unit which eventually transmuted to DLI in 1997. The University of Ibadan External Studies Programme later changed to the Centre for External Studies in 1988 and became DLC in 2002, the same year the CDL was established in Ile-Ife. Although the institutions ran DEP on part-time basis between 2002-2009, accreditation of courses by the NUC in 2011 transited the programmes to full-fledged practice. The period 2009-2014 featured improved institutional commitment, better compliance with the NUC guidelines, general increase in enrolment and a reduction of face-to-face interactions. The DLI, DLC and CDL organised orientation programmes for new students and packaged instructions into tablets, but conducted interactive sessions respectively at weekends, week days and two weeks to examinations. The weighted mean across the centres / institute was high against > 2.50 threshold in term of Capacity Development (CD), Learner Support Services (LSS) and Quality Assurance (QA) respectively. The mean values of DLI, DLC and CDL on CD, LSS and QA are (2.98 + 0.75; 2.84 + 0.85; 3.35 + 0.83), (3.10 + 0.75; 2.89 + 0.74; 3.35 + 0.50 and (3.08 + 0.85; 2.92 + 0.87 3.41 + 0.90) respectively. Despite constraints of low internet bandwidths and erratic power supply in the Universities, the undergraduate DEP had transformed from correspondence to a technologically-driven mode. Within the four decades of existence, the undergraduate Distance Education Programmes in dual-mode federal universities in South-Western Nigeria had witnessed better regulatory framework and improved productivity in spite of infrastructural constraints. To enhance better practice of the programmes, all stakeholders should be more committed.
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    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.
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    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.