DEPARTMENT OF EARLY CHILDHOOD AND EDUCATIONAL FOUNDATIONS

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Education, work and value
(Philosophy of education association of Nigeria, 2006) Meroyi, S. I.
Educational reforms and social harmony: Nigeria's perspective
(Saniez Books, 2007) Meroyi, S. I.
The teacher, school and leadership responsibilities towards learners
(Philosophy of education association of Nigeria, 2009) Meroyi, S. I.
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.
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.
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.
Logical consistencies and contradictions in the policies of self-reliance and contemporary practices of education in Nigeria
(Constellation Books, 2017) Meroyi, S. I.