UNIVERSITY OF IBADAN LIBRARY KIU JOURNAL OF EDUCATION ISSN 1821-8202 VOLUME 4, OCTOBER, 2011 UNIVERSITY OF IBADAN LIBRARY ii KIU Journal of Education - V ̂olume 4, October. 2011. * * EDITORIAL b o a r d Editor-In-Chief: Martins Babatunde Fabunmi Dean, Faculty of Education Kampala International University College Dar es Salaam, Tanzania Editor: Margaret W. Njeru Faculty of Education Kampala International University College Dar es Salaam, Tanzania Con >i Iting Editors 1) Samuel Olajide Owolabi Faculty of Education Kampala International University College Dar es Salaam, Tanzania 2) Josephine Nassimbwa Faculty of Education Kampala International University College Dar es Salaam, Tanzania 3) Abu Bashir Tumwebaze Faculty of Education Kampala International University College Dar es Salaam, Tanzania 4) Hasting Rutindangyezi Faculty of Education Kampala International University College Dar es Salaam, Tanzania UNIVERSITY OF IBADAN LIBRARY KIU Journal o f Education - Volume 4, October. 2011 5) Hassan Wekesa* Department of Computer Science Kampala International University College Dar es Salaam, Tanzania 6) Martin Oreilly Kampala International University College Dar es Salaam, Tanzania 7) Yacoub Ssebandeke Kampala International University College Dar es Salaam, Tanzania 8) Adaku Vivien Iwueke Kampala International University College Dar es Salaam, Tanzania Technical Editor Elibariki Mushi Kampala International University College Dar es Salaam, Tanzania International Editorial Board Joel Babatunde Babalola Department of Educational Management University of Ibadan, Nigeria. Anthony Denkyira Southern Illinois University Edwardsville United States of America UNIVERSITY OF IBADAN LIBRARY IV KIU Journal of Education - Volume 4, October. 2011 Table of Content An Assessment of Conflict Behaviour In Public Secondary Schools in Adamawa State, ENvigaeluriaat iNo. nC hoifn Cyuerreri cAulilmumba A&s pMecatrst inosf EFaabrluyn mi..........................1 - 1 7Childhood Education Programme in Nigeria OIndcilunskiove, MEdounciactaio Nng Porzoig.r..a..m....m....e.. .i.n... .E..a...r.l..y.. ..................................... 19 - 36Childhooo: A Missing Gap in Nigerian ERdefuleccattiioonn System Esther Universitys Eodnu tchaeti oSnix tiyn- TNhigr Ae.e O Ydeuarosl oowf u.................................... 37 - 51eria JPousphilu Vaa 0ri. aOblnesi. .a..s.. ..C..o..r.................. .........Children's Acquisitionr oefla Stoems eo fS Roecfiu ..............................................53 - 72 alg eSetudies Skills AAdkainpbtiontge R, 0A.E '&S OTrluaiwnainsakiii B. 1........Skills Acquisition Progragm Mmoedse lI nfo Nr iugs .. ee .. .i.n... ................................... 7 3 -8 2ria AThyeo tRuonled eo fA tdhee bNaigyeo...........................................................................8 3 -9 7tRhees eFaorrcmh ualnadti oDne voef lEordpiaumnc eaEntidto unCc oaPutoinolcincilay l (iNn eNrdigce)r iina AOdkmedinijiis,t rHaatinvnea Sht rAatdeegbieosla Aderonke.....................Uof i n Sivtuerdseintitess Uinn rCeesnt tmra lS eUlge cautnseeddda Pinu bthliec Manadn aPgrievmateen t . ................99 -115 Olupot Ezekiel Eliko....................... .................................. 117 -135 UNIVERSITY OF IBADAN LIBRARY Evaluation of Curriculum Aspects of Early Childhood Education Programme in Nigeria Odinko, Monica Ngozi Institution of Education, University of Ibadan, Nigeria. moniquenaozi&vahoo.com Abstract This paper examined the curriculum contents of early childhood education programme in Nigeria. Areas focused on were the curriculum contents, implementation strategies, materials putin place for implementing the curriculum and transition rate of Nigeria children from nursery classes to primary school. Issues that centred on discrepancies between curriculum recommendation and level of implementation were looked into. The paper also considered it necessary to shed light on the key concepts used in this study such as evaluation, curriculum, as well as early childhood education programme. Classroom Interaction Instrument (CII], interview schedules, documentary analysis and observation technique were used to generate information. Two hundred and fifty early teachers and 35 head teachers provided information needed for the study. Data analysis involved the use of qualitative method. The result revealed that learning is integrated across the development needs, however, with less emphasis on learning experiences (without recognizing differences in individual children's learning styles), prior experiences and different development rates. The curriculum implementers are expected to help as much as possible, ensure that children’s individual differences are considered during teaching-learning processes. Material provision should be central to early childhood classroom activities. Further, the use of play and not lecture method should be the prevailing teaching strategy used. Keywords: curriculum, preschool, instructional methods, teaching aids, discrepancy evaluation. UNIVERSITY OF IBADAN LIBRARY 20 Evaluation o f Curriculum Aspects o f . . . aICncuttroductionpbonela h ririnvaniv cteii uoelum indus o rrw gchuhic iadh an negl dee e as du b ryni ca nethr s tti hoaen e scrh e syste o leeoaxl.rp nSo ms ecdo groups of learners or individualue rcle.h a T mtop trhisaets caolul ldte alecahdin tgo- ledaersniriendg sccuhrorioclu. luItm is einx ppelcatceed ttho atd ein a tearnmyi need utcharen chteeirvssei,t iienassc itcdioveui tloider sbo eu atcrsaeird reui esoduf aotlhuleyt specdrhouovcoiadlt eiorcn ho ilfdp trrheaanct t iscsheersov uilcbdee awrreiofnluld adh tion setting, there should be method, conducive environmegec nt itn,t hmem eirpne tom. iTnhime ucmu aterdri inaclbi peplsretos vpiosrif r resiactraulnacticelon, chy ud macr hdfiol dre hvpoeroredy­ slliehvaoer uninlidn a ger,e v oaalmveo ncgo nostihdeerrsin. gT hthea tp rcohciledsrse no f curriculum d se ivlde(teachinand the environm elocneptn mtthreeend gt y tsinahksotiurnulgdc ti H icn o oat w nroar lywe vaoeyurs,t cdnhuearenidnggin gs.uch changes in curriculum, stakeholders stehaocuhlidn go ffemr l, cone otlehbaoje sicdtievreast,i olaenssrning conat er etnshisenm g eleenatr noefr 'tsh ei mwmoeudldia-btee ebnevnierfoicnimareienst,, teox pbeer nts a iienntecgersa taendd adecsxr poestcso t ethdee mldepaervloneyilno, nxdp eleraiernncinesg tmhea tsecrhiaolosl tpor ougsrea, mbmeset ecoxpgnerizieannccees ,o af nleda drnevere'lso pinmdividual gp mooreugntactnoaimls naetesie.o dnL eaornf intgh eis elxepaernctiendg differences, l continuuTmhe fNorig leerairanni npgr ein-s tcehhneot oapllr icrmautraerrsiyc, ualelmuvmoenl gias n oedth ese aorrsfn- .tinheg cshtyillde,s ,t apkriinogr lseitxtaetrrrtaai-cncygu, ronrfiufc mtuhleiasrr acy and social life skills, and al x sbpoee ycetomendpd h tfaoos cpisur osoivnnig dt eoh nea pe2nh0sy0us4ri)ce.a lT,a hlleu msr, oottuhinoe lae vceteailv iotfie esd usicnacteio nth e(Fsed enald relayvn edcl hosiplodhood cur rdaiecrrueal lup mRare tpsshu oobulfi lctdh oebf eoN bipgjleeacrntiianv,e es of curriculum content that imsc ieanclo t nnoteefe dtsh)e. ENmigpehraiasn child (cognit dFiR vteNo, eeFxvepedrleiyrcdaitlal yy Glloievvceeosrg nnomifz eetn htet’shs ee Nciamhtiiplodonrraetlna n. e mRdeupfcooarrtamirosyn , ance of int rionpdtor dios d uschocenodun leduc tnebddee row ntih thea sMDcehinvoieosltlo rpycm hioeldf ulci ntE toCd oueucaanrtcliyiol ny( eNkaErnRso DweCnd, u2caa0st 0i2oNn)a .t wiAoan spa ale rsaEtsadtbualctia c ain ylt ig (FRN oo nfN atlih gee , Rr eFiae 2 d0pe04)shed to catseera rr rcefoahrl ­ UNIVERSITY OF IBADAN LIBRARY Odinko, Monica Ngozi 21 ilcisoksneu ees npveirrotanimnienngt ,t ow whhoe ns hNoiugerTphroisvc eidroenrd ga anfnodirs awtyhiooanut nkwgin adcsh oilsfd eretex ld npu e ira child should be exposed to school­ globally acceptable and also pien biee re tnces s pcohnilsdirbelen wfoirl l nsNou irgeee nristahu araetr est uhincah t linteh tebxe h eeir c pw e ereiitx x ehp p n e aorrsieee dna cnteods uniform acros what is . hgoanvdersn mToehf ne tp erns st asbchlioshoml types and locations. ces are lraewspso nrseilbaitliinty iovowaft etr aekgieng to theus de ipnvaitd rotu fai npls r iets-a pnprdrimo vagirsryioo unspc h aonaodl lo insis e s.n aodT dlhonger in the irrespective of this fac lta,et istnhtageb,r lreviewing and enforcing leee ddu Nwcaiigttheior nitahanel uamnnadrje oagrciisttytive iroteifed s s pucrcaehr- rsiacechdtoi vooilut itien s(s Otiadt eiu sthhiaomsne sbn etto ednoa fyu pswusuicthrhg evs cinh otohles . nuHmowbeerv eor,f organised for cus inko, Williams, and include: Day care tcoednitarness , fcuhnilcrdtei omcnlisan.s dsTerhroseo, mvpal-arbyiao sguersdo , a Drwoiakindhn n sinl ce,e s2a 0 i0nf 9enw)a. meups, K iinnd eexrgisatre T tna h ecr ees e Ndi n, idismi uffnf res pfee re lrev ereny, emnr ti et nc atototeem r ma m tatip mleenotentilgoy n ps (Monteru berutso-esc hao ofle wpr. on. Pre-schor oitalh npa tr ootrgw rFo o Igt mroprerabem- ay not be e iasmcnhe)o so airln e c Neining terfr ai ammes are provideaeds sa y d beefoscrca ruiosbneee to private institutions. This usually involves a one-year c'p ti rned -pisfufcebhrleicn do nine 'fkivined-yeeragra-rotledns', fporlloogwraemd mbye a foorn et hyreeaer- t'por efpoaurr a-tyoerayr -ofoldrs f oourr -tfoooo ufl ta' noidnr yWoepiaelrl -olds or five-to six-year-olds as th r-to provriaaidnmedrsis,; . t2h0u0s6, )t. heT hneereed teton de vtaol uabtee dt ehi fecf earaseecn mceasy ibne t(hOedirin k ive- Evaluation is a process of generating itnivfoitriems atoiof nt,h ea sss meoro vadinucdes nponuu mmatktsiiu enrcgicngh . t a Iih l nn efv mo alues anr myin aotto i otiorgann tsni(e u zur c aps h tur ioae i nlt nlayfbo lrrem, th f aotrimons, aannda lypzaisnsgin sgu vcahl uine fojurdmgiagmtnieoinnngt, uwdpiist. chTr ehthpeera ena ccaytru eea vul aspluuraaoltgliyro antme mnmdoeed neoclui e eesf retehr raaetrd ew tbhoaa stai sci s doeabxtjpae)ec ttiov egsu fiodre sdeettciinsgio int involved comparing tcomes. For this stu plans or intentions a nwdh aactt usahlo wpuraldos gubrsaeem d(m.e Uaers lioynp gce htrhailitds dc etyev, daP lrumoaavtyiuo snn o (m1t tally iohood 971) ns, stparnodgarradm oamdnedel UNIVERSITY OF IBADAN LIBRARY 22 Evaluation o f Curriculum Aspects o f . . . opedbr jectives and goals set by the Nigerian government for this level of sltahtiae oucd v oi adbtjeieorn) with on icsdt eivoneft sitf hyaiins w dsh eartv iisc,e f oarng r eth me ep ndard for impleddmeemmenaantnidndsgs ootfhf teth euetr ipncougsr erui pcof ascertaining whether the hec ocmurproic nuu w elul iumthntms. , tThowh e requirements f uitseh,a rerlemys ppchehacitsl distho owsoae o ds f lcNeuigrreirciualnu mpr ( t e foar rnaindgjEu evsftafilinuc - gi i aes np tcnihc uoyto,on i dln p , impra p ot rhrooicsge rlseasvm, elma noedf eindo uuoctrpadtutav ignegnerated couldi etor)n by service providers of objectives of the curriculu pr .toov iidme ptrhoev ee mtepaircihcianl gb aasnidc trsoee leafnitn edads ionau ftop rirmfo ctahetesios neo,x pfc oealcsltececedtr mtao. irTn hinudiscaing andgs , athenve r adlaiung some specific/general such programme) did occu rc,h athneg eps re(aasleiymnz raeintaigso n in this study will be recommended standard in different aspectst s/l oeob i(nofobrjemctaitvioesn) ,g esenleercattiendg simecpornodv ianigm otrh ecnh ains gtior p v lga ssos mvael uaes pjuecdtgsm oefn tth we ipthrf ej etlh ctoivf easc hof setting a ievement uopf ccoumrrpiclueltuem d eav ogr eva iepmwrmo tgeor atcmhoarmtr eeac.r teTin higne, pestaruardlcyty i tcitohhnialedt rhswo nihadat ipso onnl iocfrtioe bsm ea etrnhee l oosbtoaekyneedddards. How much of these laudable down rules booydu .lp drT ohevevi adlfeuorarste ego oft ihnpeg un idonret roas dcbhoyer erNeddi g tethorei a junnd eirecediso eutaosr lcyfh obecyrus st hinea ques21t.. i onWWs hhsaauttc hisi sat sh teth hgee osvaeec wrtunialmll beenp trp r relo-esvvciehdloe odof compliance with the laid government with respec’s p l services. Thus, evaluation ot gtoroalmicmy eoa nn rseewacreolryms c mthoei:lnddhaotoiodn? by the iiiiii... bapvarialnailnca : ivv.. tteeaacchhi cpbeli elaistc yru oonsfds Ee tarhpreliy nc nChildhooiinng methods to u uirnsrgeic; uthlue mc du; crurircruicluumlu;m provision; vviviiiii... gafogrroupiix. hoewm o scf h t nrgga anmisdefs; x. nature oiofldf a rrseescne etshrs od wtmioth e ;c nostpm, epcuord keepiniga lls onrey; e desd uacrae tiidoenn; tified; UNIVERSITY OF IBADAN LIBRARY Odinko, Monica Ngozi 23 xxiii.. quality assurance funding and teacher-pupil ratio]; and3. Aprroe gtrhae treea cdhiesrc qumme opreerp aalnifcicatiationise?s obne;tween the intended and the actual Methodology PTtoho ep5 u+tal, atiOyo anrrgdee otn p oapnudl aStaiomnp cleo (Nursery sK1ida, idnugn ain) tahned tch murerpreer inssetelldye cNetenigdreria pre-school children aged 3 cporinvsaistete ds erov2fi, c37e)2 , pthpreoriveris dccehlarossos lsitn e arucahrnbedarosnm oaslnltedad tes scin h oopfo rlt ehhsece hacodoosu.ln Ttinrhyse t i(stEuantmiugu,ly selected from public oapnnldes sc(rthates. From each heeoapdsre etnes aetcnoht iepnragsr tceiocanicpshat school selecte da, ndth rreuer al prloecsations in these ittpeu.r teeIsndc hatholleo, ls2 t1gur6da yde eas)ar lmya npcdlhe .itldhhe ohoeda dte c hatecoahocel hrset reasa ncwdh ee7rr2es Ins lCienlaasrts trsruomomen tsI LEe ru CsCsnDoen crstsiE c , o u w nal riernirtcee ndrtevelirievawectr iyos nbc heehIdanuvsliteorsuu mrsfoe anr nt d (CII) was used to record individual priuv laoutbmes e s(rcNvheEodRo lDsfoC, r,t e2tah0c0ihr2ety;r FmR i s' liN n en afuoctrteivities of teachers and the of work used by the teachers were ans,a s2loy0 ms0.a 4tE)i,oxins tinogn dtohceu mteeancthse rosn. ecosteafbfilciisehnint gfo rthe r n n mulae ealilas zed o. t Taehss ,e w dmeialelr tyah sao tndhd ou sssece hdfer omfomer Onocha (1995). The reliabob ilkiiltniytoy w eensst tiaimms aaStteceo rtatw'nsg aepsdi e ttoch ie.t8e 8d S ticono .t9Ot3'sk pa(l1a9 a5n5d) TDreoac toaem sCtmaobelllneisdchtai toiwonnh P etrrhoeecqreu ditruherede patrnhoadvt i Adntealysisgoinebtnseeerrrvvaieatewti o dnat teaao cfho netr esda ecthaaininldsg -loeafan rainmliynpzgele hrmes earnretesa etiaaordnchh eetrhri nrogwu ogtouh l dts hyesn teepemodl aicttyioc, vcuisrirteicdu launm in use, lesson notes, am proce d information generated fr oonmdgo ooctufhm sesre sn)ti.n sT htu(hssec, hsoccohlloa ssroomficial documents. oFldsu irawtrheier sse,, er, UNIVERSITY OF IBADAN LIBRARY 24 Evaluation o f Curriculum Aspects o f . . . ictneuvacof roir hilcving-learning anfouerldum mtah tei owunsa es g oefni nq cttivities were obserueaartlpeitrdae ttieevader liyna dncidche ilsd.i m eArspv leaedhood mr ee tsoednu tleta,d sv.cerucat ieornDb tain how the prevailing reporting format. aatftaoim rm arenedap loytrshtiess Results TeIndhe Goin sutNictaiugtteio vreionina r, n itse m arvelinye tw cPolicyo Nigeehrdiial dn a se on Early Childhood cdhtuihcation also referred to as pre-primary piennrtoteeclreleisncstg u atohlf e h gpeiravidminstagar rytN . sicTghehoreio al l.de rTehenids u cation given in an educational education according to Nignoe rbijaecnch tiil fldreorvemenl obirth to 5+ prior to their smooth transition from home to thegv oesv eornf wf emeiset dthna uitbn ca l i tsithohnis is avgiee wberda caks eat efonrq tuhier yp rainmda rcyr eleavtievli toyf ethducation; to inc rough the s eicnhxcpouloollcr,a aptteri oespnoa croiai lniungdg eN :ti hgtieosr iaelenfvf eecclh ti lodaf lceooscplaoelu crieasn,l lvysi hrgoaonpomeds e,h neftao;l rtmhto sh , atbethaitrc, ohau mgthe rudi l norms, ho ngp loatyh; emraenndt st oo ft ena fc unhma btgueorroesd s (FRN 2004, p. 11, aslnpeditrt iettr hose,f ne1d3o uramc-aeat)li. o sPncr hewo-ophlriicinmhg a berevyge e habits, irndys u.Ncaigtieornia ins ncohwild f rseheo aunldd ap acossm tphurlosuogryh , lsebeveceftoli oronef The actual programme recommendations by the government with respect to: bTIsah stehe sdet ruedo aynn r eefvarly chialamnogunagg oet hsetrusdo e )ui ale eensxd, da Nttist.i i holdanth Poger lr oeead-r Snccuihnrogro ilc uacrulueramrsic ?ul(ulamn gguuaigdee l primary level since thTehyi sira ea fillmaencstg auotna pg trehose,v icsdocinnietgne cbneat, s oiscf o tfhcoieua l i nsseksi wnd lls- hEicnhg laisrhe tchoem pponriemnatsr com atutpidooinen sef,on rta str htosef, loceunar rtrhniceinu pglur mino cu yt( ctoesmaccehhool curriculum, in conjunction with other gipuliedse loins i)enf e.s g aTmsh early cew thods, lear h ailskd ehoyob osdec rocvmue ndpin oginn e ptnrhtoissc essotsufes, asrriculum whi dchyth aaecr seek p snrsoemt- sent of nowlbecdahsgoeeodsl UNIVERSITY OF IBADAN LIBRARY Odinko, Monica Ngozi 25 tpehe individadxsypvcieshreioedln otcgoei cssa, u t lra a uns lity cdtta uttrehe,e oitrf c thh esekiirri hl ildderveen lop wmiethn t, rtehgeairrd famtoi ly thaenidr cuunltiuqruael benuvlkir oofn tFmhueer nttehtsae crbh, uiitns gistu aweisda sst haonab lmss aeatrnevdrei ainlst eornest. For instance, teachers are and cultural contexts; builddt irnbegof repd dree arrn th t c a noe t en mftoharetee ibrgianas limss of their immediate planning, collaborating with childr rscehhnipi, lsd r(peiannr’ uass teeirndid,ailvs idformed the professionals}; establishing a flexible learnveionnlgtvs i ng acnh udaenviirl d l rseoontch ieianrl tm(apkaroinclekune vr iddesi.n i : nTtgoh eca hlceocaiocreun,ni nptg ro bevyxi pdpeinrraigec nati csreienss got utrecaec hqeurasl itays inwteerlla c onment unhdee pr rew-shcichho olNeirgse wr e atriseo net hxwep eorpseeo dlni cotoyt ■ Micdhaeilntandd hem trhifeeinc ati iga htito,a cal S nrce o omf pen kills axurpmiosboseendr osfy tmvoo bloulmcso, eu,c nowtming marketing, simple addition and subtracetpiigaohrni isaoonfn ponrfe ul-mesncbhgeotrhossl, soythmebrso;ls, writing of numbers, days of the i nuwgs,ei nepgkl ,a nyauimnmgob neagrt ■ Cddrrreaaamwticollagia v en, e Arts in wsg,M aapnkidci tnpugar ient htin hich th painting, ibno ggo,s k sssh,u acdbhi en roag cs, ospninatgepinentrgs , b dionaacntlscu,i dnbege aasndcdsribbling, Constructi oms, drama, mats, b , asbismkoeapttlsse,, cartoons, entcmg. oatdnhedinl igLnseg a rfrnoianmngd s bolnodcgkrsa,s w,d aipnnlgca,is ntigc Sss,it myslpetislce;k s, dbroaxmeas,, ■ Sasircmeie pntlaetui fegixchp tae: nridlmiv Reinnegftls e,a cmntidav cehn iTonnhe-isln]i;vkiinngg itnh iwnghsi,c ht ythpee sf ololof wsionilg, ■ Lcrhoayrnnmgeuersa, ge andscribblinragen cdaon gsdno it ioCommunic skills, reading sknmigla n ls,k , wirn a reg n ic d toip gamnttiang seti akotininon Skills- Play atrnsg of colours and o bhj kills ,; alnisdt etnriancgin sgk iollfs ,a lsppheaab oeecmkinttss e g,, UNIVERSITY OF IBADAN LIBRARY 26 Evaluation o f Curriculum Aspects o f . .. ■ Sadnoredcsi aosilnn eNgs o'h rfaambmisti sliy, n,i n wLearning to take stceh hroaiocchlt,i oclneua ltwrunirtiahnl g pd esaeonrccsieal habiturns; learning to u, ssk, ens ooswnog t cisn s, T ia gal na oilet and expressions are taught; ad bc ogcuaetmp steeesdl,f ■ PPhhyyssiiccaal l exaenrdci seH, eGarlothss SEkdiullsc,a Gtiooond hSeimalpthle h ahbeiatslth habits, SrIteu fwbejraersec tdos b tOos eblrasvneegrdvu eatgdhe ai tna Schools TEisn gsluisbhd, ivgirdaed into sn iendv escrommar, news, oa mml em csspeecu cinhmioceao tlTiso,a nbE lsnekgsillilssh, wlahnegrueaags ei ns tsuodmiees , iist wMMhaathematics is referred to as ohnm,u pmdornbaeemnrsta s, :i nw prshiotominnegic ,s, literature in by titlhheee omgtohavteiercr ssn uminbe jeoncttth.se rasr;e saosc iraelf enrorremd st oi si nr ethfeer rreedc otmo ma ssaec mshoooconilagsl saotntuhdde ireasss. nded subjects TDphriosecg urcaosmnsitmoenwell, any nNetissg eilnrisi atNed signify that perhaps, if the organizers of ECCE oanbuoltresm idtaoel eosxcf hhtihobeoi tlic nshu nci ghce hrbiieladh sawtvrhiuoocu trupsra esa sste hsbe e tiphnrrgogramme of activities very express themselvgiel dsi 'nsc lhetaeorrmlmye,s . rFeoucfri ttaehd erjruh, sytthineg o uegmho ptiroen-ascllhyo porl esphaorueldd fboer wupit hthine irt hoewirn csotomrpieest eanncde bwe haebnl e atso c k epmdr.eo svI,in htaoiln ddar enrnoe ttshehlelo rs utleodnr vibeiesr ,o anmbmlaeek nteot­ siidnhetoenurtleidfsy alelstote rbse oaf bthlee ato us d ea dandsitwioenr,s tthoe qucheisltdiorenns dfrieffeelrye ntu tpiian t teol o aoenkadicn hgi d acehtn it lpplidfi hy'cs t a u ebr writing pieectt uibnro ebosok, tsh t aosnomdls and materials correctly, recognize number symbols.l eAvleslo , otfh oeabyb jieslic a tlsnl, aand capital forms, show social halits of the society including obehtdyo ua rssrh aawtpinegs, wcohlaotu rtsh,e yc osuenet, tahnedy ftaairk ep lially b, kefnoorwe nhoorwm taol uscshe otohlei ntgo ibleet, an ld be ginsid ea nkt cnaeog, e klailn bdlaens etsobs e,a hdaojbunlseet s tttooy jtuhdesicei oluasuldya bbyle t hceu rprriaccutliutimon earnsd hpaso lnicies are obey wee sdwi xhat to do when ot been looked in.ot orH obawyd h Nmeirgueecdrh i atonof UNIVERSITY OF IBADAN LIBRARY Odinko, Monica Ngozi 27 rttohe esfe olaacriudcsh deaor wss tniun dr ueyal ertshly ab tcy h spihlrdoohuvoliddo eder.v sTa ohlufe ap tfreoe r-teshgceho iolneogvl eusle nrodvfei crcesoscm.orpelisa nthcee nweiethd yTNehe Bolidag resar iraa anhlae ncee eaxcdhp iool daf cross thse rtdehn e tiora rmeexa ete uCupexrrpiiteo ryrns. e icdu lum mcoenatnetn tfor 5 years old are usce Iedns o tomth curricularby ee4ar nywte oafrrodsr s ,o 5c hycioel nteld). daTrrhesu n n s o twsld h w, edo(u hia.ce irca.e h t 4eyaxrrtess ratherlating tional to eeaarcesh foiero fta ot thie e kxcnhpoielwcd s trl stage is org eeeddn g'tsoe dite(evsmeulibozjepe mc atsen)ni.zed aroundve spec ti. fTiLche eoa rbnjpeincretgi- si sc ahreas of experience areas to e ve t dohioveliy d eienddt euinncdtao t loesrapsre nceaifrriesc tahceqyu iartet aTdihn n aees d futt r er ymep aet bshetaein otfr g yteh exoe x pf c p eeh o rai s iclehd ed n rcne etnoesw dae uring the first three yea r ee n xrx y particular topic in any subject to th p ipveeec the optimum benefit or that initiarl ees pyeeeacrhs ) dienvcelulodpem theonst e (othf opsus goyhfc hth r ote i me eidrn cotd eoe.fv o or, eNclioogerian children to sothciearls, . pThhyes isceacl,o enmd osttiaognea l( nduervseelroipesm 2e ntsto o (n3r)ge sas dtrianensgds, pm ensrt rho eylnm to (wrtih f tien gein,s f )rth,o ema mbboiordntyhg, lcaihcsqteunisinitgio) n d tseplleeacktiunagl,, wthaeisl d c'olsab sismseermsv ee oedfvi aehtleao bpcimotsme nmtht uanto ifta yr pea onasdict ctivehepe t Naabignleed r itaosn ta tshboleec iemstyeem laf-sbi mear awsg heoo fland into subject uadsr eetdhas a.bt etchaeursee w oafs fraa fgomrmenatl attiimone taobf llee afornr itnhgi se sxtpaegrei einn et hec.a eIlstl TTtohh ee e gPnerineducatainboelre ca ipn la N lpedirg sine Urciinapdnlee rapt easuc phniidnldenrripennign ntwhis Cily in schionhogol -t lh uwer rciucruik r liucumlum compulsory primary level and beeey roene ndv.e ixrpoGonesmne rde ctoom mpreensdcehdo oisl piinnrttoeeglglrreaacmtteumes are planned to reflect c ent during the recognizeda li,na cdrsiovosicdsia usla,u l bcejhemcilotd,t riwoennit'ahsl o lueaatn rfdnle ixnpigbh lsyets yillc haill drneene'esd rsa. li pre-school deferring rates of development. In the eeap, rrpneripinoagrr aeetxxoppre nLrtieeearnercnsetis n gta hnaidst compulsory year before the start of primary education)ye, rthiyeeen acfore csu (astnh ides UNIVERSITY OF IBADAN LIBRARY 28 Evaluation o f Curriculum Aspects o f . . . stookn i lttlhhse e cpohvriielmdraraelrln yd ecbvurerirlnoicgpu ment of the cmathematics, physical sltukomi ll,.s acLhneodao rpln eirn hgi lde xapnedr itehnec ecsu rriculum is linked for primary level of education asnodn ala rseo cibaul islkt il alarsre oi nub napdsre edpl iatorenar taitcohyne, Teaching■ MetDhoemd oRnesctroamtimone,ndedinclude thdera umsae, ofd:pictures ofi raencitm atlesa, cb hirindogsb saesr vraetivoenaled by the documents ,, inasleloctws ianng, d fcdishihsil.cdursesni ont,o sciomllpeclet TTprheieam craheringwlehsso su olen y ltc sMl aosesft rhtohooed moss bO sbetersnveadrt vioetond ss rpeevneda l at hlaatr tgeearc hpeerrsc einn tNaiggee roiafn tphreeir­ goloinvw ilneerga cdtliaimrsesec st( iev.(ge4.s 4,w .4dr%iitsit]nr interacting (prompting learning) with the (e.g. wrhpnoeirlnecg ec-nlfaatascsgil eirt eaoctfii nttihgne gib louentsi sntohge chalkboard, explaining, questioning, and identifying) and on g a, ocgtniivviint n tteixmtue a(l1/w7.2ri%tin agn dm a1t3e.r1i%als) .)w awsh sepreeanst cinoduinvtiidnuga, l wcrhitilidn g rea adgiivnegn, cceol-apt ioge- soc hntoeh/raut centred on groups of pupils respective ying fr inosdm ri vesitdphueoa nlsc ehp,a urlpkeibal doaiacnrtgdiv,, ictorieeusan dt(iienn.ggg,., bp(2eu4hp.ai0lvs%i o)u wrw ly(ae)s.. Hork, g .s ptuee owever, a gsoso sanicnthg e orn n teatglekaaitncivhgee m r/ dts atsupkde with the teacher monitoring instructici.il m orseti no ref cntehtn et natoigmne- e sof,a fp the lesson time (1.3%) was sp forcement, t ceuilanitciahsthiinninggg , lwgeraiatrhdnoiinnuggt tcweoaamnchmdeeurrn itniocg a gtriooanuim eanltete srsoialnyl s, )c onwchfhuiilsdliero entn h e(e r during teaching from.fg i emaining of the lesson time direction of co t .g ehactlcaihnsegsr) . dtoi spTouhrgpea ilnsi dz(e4ird3e,.c 6t ci%honi lf drroemonf t3coo6tm.a8lm% u (ncgoircmoautmipou ntno pm ani ctmaetau d s repioc n hi1ec8a.t4io%n frfroomm t epaucphiel r ttoo tineadcivhiedru aalc cpouupniltse)d. Tfhoer ns m(foert hiondst aanndce u vseis oitfo irnssr, tetrs r e,n 2twe1dh.1 e%tree aaacsnh,d e rp lucepossiml to teacher, 15.7%) of the euaccthioenras l amnadt epruiaplisls w fmero tuhmnai ncoa tthioe1nr. 0% of the re minimascl llwya siustshees d)o.. thPelarys UNIVERSITY OF IBADAN LIBRARY Odinko, Monica Ngozi 29 ltcihlvaisnsgif ic How ings, aaantnidod n e, venirdo,e teachers are expected to collect specimens of Tacecaocrhdeirnsg atrote o c aoslhlsoo nnw-lti ivfriiecnsagut ilotsn t ohifon egs for observation, discussion, games, ou resx panecdt esdh atpoe f xteptahecerh im ccehhnaitlrdsa rcaetnned r ihseotxiwcs of non-living tracing, s; provide objects pfo lart oinc o stuoonr ttc ihnoiglbd;j eruecsntes. mfmameaariksliueatrr e s odlnreagnwsg itanhng d a anrndhd ymes that encourage the counting; encourage identifyiiznsegh octphopelo inucgrh si,l dcoor ehwneriting of numbers; encourage children to dances, songs, and gbranjmee igrw hittish; aNsikg erqiuaens tions of how many/much; exhibit the behaviours; ceetnss;,c nlc ertttehearetse coolfap stpsourage childh creou orarmlepn;h cayab;se stpi;s rtte epacachrheil dcaru elngtuo roaidnl jstieoglusl answdtos-r,p itueaszl,kz li about things, conve orretnu ntiot:i esli stfeonr tcoh ilddirffeenr ento tools, left-toed-,er nimgthify na t patterns, write lowatt ecrho ar m niseh e dna st, asso upapetpi/oeonrb rcjseiaect tews iptwhic ittpuher eernss a,w mpieathsr, t wiccoioprnadttsre,o ipnl adyr ama, , catsoep l-etott-ebrost, taommo nogrientati with others.ol n,w rfiotirnmg TTdhueerai cnrhi■eg s niunglst Tt A hra iuldses cots i oRcrhen e ova c oel o la d mleemgdlrio v etehnradyt eund ,w t dheserc eite:enacceh ecro arindesr retoc ombem esntodcekde dfor use ■ sCpheacritms, enps of animals with nmuamtcbheers srctoaicvrkdidss,e, s erbeeedaasld , lpiflea notsb, birds, insects, fish.s, bea ■ Picture-matching , ccoaurndtsi n djeg c stfsrti,a cmkssce,i sew, nocboeod/tn tclaeut buerteso, p ecsto, cr.nuesresd, wcmoaarttreheres,pm soaantndidces,n bscaoewo, kdmsu, esnta,us muchrbianrgts ,t adpiaegs s,rh aobmwusci,n kgce atsle, ncduaoprnsse,, -stboiom-wopnllsee, ■ psNhaueirnlsltses,ry rhyme books, pic etur rcea rbdoso, ketc , epgegn csihles,l lsc,h agllkuse,, ldarrugme , wgaolnl gpsis, c, . tchalkboard, crayons, jmewetehloledr yr, hsyhmoeess , abnadg sj,i negtlce;s ;b optictlteusr,e rtaa udmrieobss,o, ubtraeipandees s,r, ecowries frieze, picturec cloborotdhoeeksrs,, UNIVERSITY OF IBADAN LIBRARY 30 Evaluation o f Curriculum Aspects o f . . . gwfoailmtkhleo scr,ae pws,t rioiftnoinlsk,g t lamalbeaest,les which cpeople to talk/tea rclihoa clsa,lc phsuiloz hz displays. Out-door play equdipnrmg liee lsdns, r ;, e vg naa prm c rie a ent; tooe nt ijls id ey,c ett o s d fe , a npntlacifeyys ,m , laainntegvruiitaainglseg, Dnsins, soap, towel, etc. wanads hipnrga chtaicnadl TTclheaeas scirnhosiontrmgsyllabuseu Aids ss/c tcuiuosrne adObsericl uwmlaeat revreiadls that featured most prominently in all the wccaoorurdnkstb ino(go2 k7fs.r7 a%(m8)8e, s.8 2%r0e.)s8 rrw e chalkboard (100%), followed by the official classrooms used had p reeh (ha9id4le .4 ao%lnp)lh ya ab3ne7d. 5a%va oilfa bthileit yc laosfs rpouopmils, text ctiv s had fl aansdh al liefely o, bwjehcettrs e aabnslod co IknCslT,y mg9e.a4ot%mer eiaatrlnsidc p 4rsoh.1va%ipde esod f. atnhde Types of teaching Aids Observed ■ official syllabuses/curricular ■i chalkboardpupils text and workbooks ■ flash cards ■ alphabet blocks ■ geometric shapes ■ real life objects « ICT materials Figure 1: Types of Teaching Aids Observed NIItn acwtluuasrsie vo eof Groupclassroomb se)e druvwceadats io t inhnag t( Cinlhecaillrdrp ne erns daruer ignr activities, children arrea cntoiustde igdnr. go ucFphueirlddt hrre gon ue pawecidhth Sa secpccotirodning to their ages. was predominantly used by the teacheearrts,h eordb ustherreinv gw e chiaotlel ean cechleaidns sgi n-tl eeraaecrghnuiilnnaggr ed. - ATthhgeee pCcoohmliilcdp,rur elisnso raayrt eaa gtgere a fnsoisrx f.te rrFaronersd fem troo t soCt opcmrhiipmlduarlresyno ,rs cyth hEoedo uln, cuaarsts iesotrniym ourla tinedfa nint UNIVERSITY OF IBADAN LIBRARY Odinko, Monica Ngozi 31 stahcgheero eooblf y t hepreschooseilx n yc oauttreangdinegd sism uosoutha lltyr atnhse e it piornim toa rpy rsimchaoroyl ethdeuyc aptiroonc eaetd t htoe ochbisledrrveend p rt . hdAautdc amission to primary education is automatic. Prior oceeditn ito on sp oisrm imae raersqycuh loiervoeelmsl be(neeftos fproeer c aaiagdelml ysi isxts.hioen .p Hriovwateev esrc, hito wolass] TTdhuhereir neFg o irtshm insso p ohnf Asseand is the resapastoieno. snCia sols nment Used.biliottiryn ufooofru mtsh aeal s issneydssistvemimdeu othis for his or her class. Assessment tneatcl f d caolasesssse, shtsoemwaceehnvete rrf o,t orta ksoteru gpdalenanicztep e s, oexhmbea astme seriv honda ianstti cioolunnd soe. f Tcineterviews wit and toohalislcd,h raeenrnsd birnye cteeoaarc h parents, dchh aisnscgshe osstosalmf fs, e tahths n e ique tw hdee ilrent in bal esa cstused dostshe and suqssumea eo s linf u ytrseint te gm ta tatcisvrteist eaa hntiidsc quantitative terms in pupils' report cards. rniad, TUinhsteeersg of the Asthoseer aiadtreeedn stiiifntiu ena stoeirosmnsments Identifiedd wer awel hrceelafresers rrceohdoil.mdr esne twtinitgh wspheecrieaal se dcuasceast ioanro nseee wdsh earree AThrrea inngfoements Made for Children Identified as Having Special Edduruicationcheielddnsrg e ntah rnmisa alttenpl ,Nth ioc eoendtsi withinans e e,a rra neiuqmousui rsteo, d f aolrblmo atly childhooywd itohne ta special educational needs, wh cahgield r eseasnce.hs semrEent, which takes place school, can be enrolled by who ar xetco e idipdentify any special However, gifted children wthitehirini cp hat hremanta taysg iebn e ms pbaeyec sisat etminotenitfa ielbldyy, aasN ishgpaeevrciiianangl l ed oedveu tart uucsaitnigo np srcimhoaorly. ttchhoreuoy rcu a a gls tliph oaen dtn dtth exoubein ts p early. Ile arp irmsopameroycit fil niec v aeldditon ael sve epd iuonca, tit rse, dependent on the how lm ra(ucuctpihs ohtneo,y ed ta m ihn a a mst y a isxa,i lso spend less time masteryo mofem t osu cmredu theh o cuoorlf) c .e tT wthohi es triculumyies iam, roe thes child displays. f UNIVERSITY OF IBADAN LIBRARY 32 Evaluation o f Curriculum Aspects o f . . . AUqussseaenss that ts oitmfa the Records Kepthe teicnvhteis ld t eaarmtt tesn.t hdTiesod ble t on Children achuitlodm saatitcisfie e . Scdh otohliss croemqpuali vpearlde m-sare recorded in qualitative and early years eretem ea n ictth,t eoadod l minmitsous first reposi pto rnbi met oas ruypb rmsimcihtatoerodyl. , sOecvnhicodert when a child arriveeo sl nt hciees tdqheurtaealeiita in Such l-ermd ti e po vre onerth releypd ourrecta taito nth esetting and produce both quantitative and recommendptesod r itn scispl pu oeda r cle t isf so,a ic w p erhnoicdvh ido eaf rdte h aest u tbethmrmei t. teTde atcoh ethrse pchroilddu’sc efa rmeigular pro description of th ly. A Thisg ries sas iosnin. gSleu crhe corerpdo wrtmhs iecahars euc orpenlsas ctietfduo tre osnf euent duc rhoei lfd ni'smu rpasrtetoarvyine mmedeeunnctta , tiaaonnndd. Tthhei sc dhoilcdu manedn tf o the c alllsoow rse choirmd so arn hye srp tehcriaolu agth t ethhnietsi oeondr hu ihcldae'rtsi osnpchaelro sorole nccaoal fi the child requirrrdee e l so e. .r.f AQlul aelaitryly A yssurancpSryg iv staetem, sh aaevnaedr stPo repos e rtcaoebvdliuidsrehe ma inen n ePtsu a slr alicyne for Funding yeuabidrjesa cntec edto u pcinraostivpoiendc etdiho anbv.ye S ithnhacede F2teo0d 0eb0rea, l y NeGiaogrevsria, whether government or establishments (Universal Basic arlEle dgeiusst e acrbnurriculum in line wterlement of Nigeria, a intdh catioisdnh maCse onomtfsfm ipciirsaosli voipndr ien-g(sU ce aatrhrleye 2000) which come under the auspices of compulsory education. BhoEoCl, lTSethvaeef lf rionefsg eu adltnu dcrea Rvtieaoatnli eoadss (dtthehateet rAmmvaienxreiamdg ubemy S tihtzee■ priv0a-3te sye a chaorso=ls20-25: one e cN ochfi the Group) ■ 3-5 years, 30-35: ar geeergr-icivahenirl d proaelnnicd y r aiant icolhsue dlfepo:err thiins ■ p(FrGiv3Na-5,t e 2y 0sec0ah4ros),.o 3ls5)-40: oonnee tteeaacchheerr a(innd s oomnee hpeulpbelirc (sicnh sooomlse) oTSbthasefe fr rQveeusdua lltif hiaacslas toi sopnree cOvieabalsilezeerddv etdheaatr lyn onceh ildohf otohde perdeu-csacthiooonl ttreaaicnhienrgs. UNIVERSITY OF IBADAN LIBRARY Odinko, Monica Ngozi 33 Hreocwomevmere,n adlal taioren .qualified to teach at this level based on the policy- DDiissccrreeppaannccyy t enbdest two eeexnis t itnh teh e tiynptended aPofr oogrgraanmizmineg Olepaerrnaitnionscertifying learning ougt csoimtueast io(lnesa, rnaninedg o pafr ntoedcx emtdsua, w ndh icht haer e uOsebds,erved afobro uthnedi ra nleda r rsnc st eesr yfo).r Daisfsfeersesnint g wt eaaxnytdss aFarhueer atahdse pro rfed sitsehcneut heaorgsoe.l sF oucfhr tothhoeesr e, lteshe one that they feel are of high quality sesdi oinn sT aobnl ea 1re. as oa rmwneeh ressrc, eh eodsopilssec cruieasplela ynt ecixinet ss ptwrhievarat etae r oebs csahe royvoeelasdr. Table 1: Programme Operations where Discrepancies were SO/bNserOPv1 Earp e roe d lygr r .aamCurricutliuo m mns eChildhood sNrceohctoo moalslml es Dcihsocorlepancy (Observed) schools unsoedbdes demr v se du. sed(7 American, Britisachku,e r Fruricosueblu 0tmhe re o%f o ) d coo m eliant, hMewro hntiytle nm oet ndheadv. e Sotmhee ontahtieorns.a lF ucrutrhreicrus luthme rbe uatr p we halos oa ltshoo se e ceso s s3o i0rmi%apn r, ooavmfi soethndeg- 2 Teaching Method fpPorlraaeyci tgicnwe a.osn esn. oVta ruiesteyd i mwbhion eh aivt ew tihthe 3 Teaching Aid tPeraecvhailnegn.t one used w. nsHteoawde voef uniformity was the THhoiws evwears, thues euds e boyf teaaasllc hthitneh gec mhta r, eal all takec rohirea rlw use ss hreiot de lbe b doiraerct the subject served d.. 4 Transfer paucity of rteasuoguhrtc ew apsr onvoisti opnr eivna leanll t. thTeh esrvceah nowto atloss 5 CERodemuccoparutdilo sKonereyp inPgrimar toy vapIt is tr two itgaersd.ritieo sobserved that all the schools had about 98% 6 Teacher Qualification bRNaeosp ioos nrft n s ciaaonrndd s td oeu aspthri.mary, The 2% less was due to that or every chpre - sqcueh aohloiafli sel edev aetrlh.ley ei dldc h.wildhhicoho da rter acinhianngg. eBs uot nh ayse aornlye 7 Class - Size wThhies was adhered m toto teach in a primary level or re the recommen.d eHdo wcleavsesr ,s itzhee rwe aws eerxec eceadseeds UNIVERSITY OF IBADAN LIBRARY 34 Evaluation o f Curriculum Aspects o f . . . t(h4e5 %pu bolfi ct hsceh socohlso.o__l_s_)_._ _T__h_e__s_e_ __s_c_h__o_o__l_s_ _w__e__r_e_ __m__a__i_n_l_y_ TTChhoenrcel uasrieo n aaNdigaeepsretie adon f fibcc chyi ua ill r nddrgricu uiRdlueemclion mgeusm iddeeenltiednraemsti iofnons exclusive curriincedunilv idtou aal ttascinh oaotl s a erg early year education inin igvteehnnee rsatfoal grmme.i antTiimohneu mgo ufsi tdatehnli dnNaeirsgd e rafioraer. to suit the needs eir own etthhdeeu cfocahctiuiolsdn ocafu ntrhdre i ctcuhu aorrrf i pctlhuaelnu ,m lewa hcroincnehtr esisn. tFf uirsro there contents are linkmoen d tth haeed anopvuted by class teachers numeracy, scienc to th erers aelrply rd imseevacertliyoo pnlmse ve(en1l t-3 oo)ff, wasmphpoiceohat rh a nctrokatn notsowi tlireoedn leu, mp. hLyesaicranli,n gp eerxspoenraiel nacneds asroec icaeln tsrkeidll otno lietenrsaucrye, leexaprenriin f egn. cTe hbeu tc uternrg l to the primary level. The curriculum guidelines teacher-centred a i eeccust l utthhmee ipisn rdsineivceiindp ulaeassl codofin fefseaisrretliynn cgce hsoi lfd aahnrodeo adcsh ocilufd r-lrecieacnruntlruinemdg wTcuehraarctihc uiwnlugam s m rseeutchboojmedcsmt csdt isbv i nt eenmedpi yontl og intoy i en dat enm ipnht ed byr obtdhyue tc aesise much on active learning but (FGN, 2004). Direct teaching with h egrFede a dtb t ee eeadfco hrwee asyc,h andral G ool aagles oo ft hsiex yacetaurasl. appeared Etoa rblye thceh ipldrhacotoicde . educatiomni nicmuarrl ict resoa vcuehsrienndmg edaniiddt sn opof rt oNrviegisfelieroicnat srfratirteuhncedtrul yrt oedw atorwd asrtdims utelaatcihnign ga csteipvaer aletea rsnuibnjge citns u caluanmpdt irvosathetio nluegla dra nnindnogtshould b c , hbibuldet acphnriadlcd tl iesdsisen eeo nncva ironments. At this level, teaching-learning experiences how to tevgae cleoha trrhrlieyeo drc yho.i ulAdt h mrouoolrdee stwheiaotcuhhl dee rmbs peb hiean ssritsei tqon hp cmhielndtr ecno wur uted isthe uire a dnd detosm oabnne deeixnxpgpe ortshieeandt c aetolsl tbher mouagdhe pfEorrfof ofseprstessc iioasnlhiazole/udilnd t- esae sirn v aitcsh ei ws tearlgalei n abisnr gam cckeoetuht.r oTsdehosil,s o Pgcariconav lbi seci ooonur rgssaehnsoi sueolddn taeondwdu caatrhtdieso nho.a thvOiennreg cbsuharosriuicclaudll luy cher b bm etw e awo ic mttuy sap dfor children with special needs.hr rei esc uoblufy mc u trhwreiic tuhgl uopmvree rfsnocrmr iebeanerdt to move specific teaching approla yc ahcch tii(vlGditriioeeens, UNIVERSITY OF IBADAN LIBRARY Odinko, Monica Ngozi 35 2owf0hf0eirl6es) . tmeAs Gioe hteachinga aicnnh yip nrigde--easapcs a s anndot ead, prescribed activity-oriented curriculum schuorruilcdu lbaer rsehmouinldd e phdrooco ot alh cash me etf rt ccttiuinvrgirtsiic.e uTsl ouf moprr aoycfotfeiusrnes g t ah ciphs hielidflforeescnot pivihn cideas and activities for teach y o lassroom, whereas that of presc om children's interest, needsi enalgyn-,da rtp epwarcaohyae crohsf taecaticvhitin culture, iegs- aaprep rmoaocsht mceuarrnirbiincegudfl-uualmc tt oiv blietyay r nspheicroksu.ilndg bea nidn cocrhpooorsaitnegd winhtoic ha RFeedfeerraeln EcCodR eusuencpubGioe, Cheri acMtili,o lLinc . (o.2 k0No o 0a f tioNni activities, acja6ti )v-. i tK g iE a ea el driuEa (FRNasr, lyn d ausc c pRh a eoi tlica , 20 dodhn,o . SoRhdee 04). National Policy on Downloaded from ial thtee sdecarch a c auh, rAinrbigcu.u j aalnu. dmN iDgceearvniea l.oinpvmoelvnt h2t L 0t1p1://www.isu inte SrUn et Agcentearet. National2C 0eEn0dt2ur)ec saN tiinaot niNoainlg aeR agcenter.com/en/family on December 3 lr eiasM.e iLanroickmhou jaamn - d KS tDaadenuvdenalaro dpRsmo afedon,r t S hCEeoadrulany,c AiClb, hu(iljNdaE. RCDarCe, . Odinko, Jin.MM P..N r(.e2 -a0Pn0d Williams, Interactior6inm)*. aVLraoynl .4gCu1laa s(g1se }r. M. (2006) Odinko M.N and Williams, Odinko, QuMa.lNif.i caWtiiollnia mansd, JI.n ) oo2of2 mI nss tirnu cNtiigoenr iaan, dj oIunrtenraal cotifo Cn laPsastrtoeronms sEcdhuocoalt iLoenv el 3i0n; Ni2ger M 30struc a-tn i3od2n . DDoenlinv, eryG . Mo(2d0e0s 9)a.t Ttheea chPerer­ Okpala NCGhr.Poi.lu daphn.odo Od nToecahcah eCr.O E. d i-au2. c4Jao6tu.oNrrnas.ta ilRosno ouaflt lEedaArgsleys, o CTchiaaiyltldioohrno aondod fT FeraEacnahrceliysr Provus SCtuMitrcl.i(hn1ag9n-7HordensConcepts, 1 1)a9. n7dD1 i. sTc rPeupba(ln1isc9hy9e 5rE)s.v (TEencchyncilqoupeesdiaa N fol ouiogal.t)s Lfotdr Eduo . pp.r f EiovEanld uu. actBaine cr1atiotigok 3 ne 8 Ealle -n1ya3, l9 CR. aelsifeia, rMche. TMruarinpihnyg (Eds), jPorsosgerya -m Bmaesss . PuSbcliasrhveiras, . ASnadne Frrsdaou Evaluation. nncc,a istBicoaonl.l aanndd UNIVERSITY OF IBADAN LIBRARY 36 Evaluation o f Curriculum Aspects o f . .. Universa8Ql, u NaBorat. es2ri.cly jEoduurcnaatli oonf th(Ue BFEe)d, er(a2l0 0M0i)n. istErdyu ocaf tEiodnu caTtoiodna,y V. oAl. UNIVERSITY OF IBADAN LIBRARY