DEPARTMENT OF EARLY CHILDHOOD AND EDUCATIONAL FOUNDATIONS
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Item 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.Item 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.Item 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.Item 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.Item 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.Item 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.Item 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.Item 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.Item 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.Item 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.