Investigation Into The Opinion Of Some Selected Nursery And Primary School Teachers On The Roles Of Child Up Bringing Practice On Early Childhood Education

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Investigation Into The Opinion Of Some Selected Nursery And Primary School Teachers On The Roles Of Child Up Bringing Practice On Early Childhood Education

Abstract

The purpose of this study was to find out influence of child upbringing practice on academic performance of early childhood education Epe L.G.A. Lagos state, Nigeria. The study’s objectives were to establish the influence of parental perceptions of upbringing practice on academic performance of early childhood education, to examine the influence of parental types of upbringing practice on their children’s academic performance, to find out the influence of parental role of upbringing practice on the early childhood education academic performance, to determine the influence of parental initiative of upbringing practice on early childhood education academic performance and to establish the influence of parental time of upbringing practice on academic performance of early childhood education. The study employed the use of descriptive research design whereby the data collected was not manipulated by the researcher in any way. The researcher targeted children, teachers and parents of early childhood education in Epe L.G.A.. The study adopted both simple random sampling techniques. The sample size comprised of 17 teachers in Epe L.G.A.. Documentary analysis was provided by the teachers showing children performance in school. Questionnaire for the teachers was used for data collection. Reliability was ensured by test and retest method and validity was tested through pilot study. The questionnaire was adjusted appropriately. The research utilised descriptive analysis and data was presented in form of tables. From the data analysed, the study noted the following findings; majority of the respondents had good initiative towards their children’s performance. Early childhood education from parents with good initiative performed better. A majority of the respondents sometimes communicate with their early childhood education about their school progress. It was showed that children whose parents communicate with them perform better in academics than those who do not. The study concluded that only a few parents’ respondents have high aspiration on their children’s academic achievement. Thus the study recommends that the parents should ‘be sensitized on the importance of early childhood education education so as to understand their role and upbringing practice in the children’s academic performance,., Every school should be mandated to organize general parent meetings to enable the parents to meet teachers and discuss problem affecting their children academic performance. These parents should be advised on the need to motivate their children to work harder. There should be a research on the effect of teachers’ upbringing practice and its effect on academic performance of the early childhood education. Research findings is valuable to educationalists by helping them come up with better practices for incorporating child upbringing practice in academic affairs of early childhood education. Parents, teachers and all scholars interested in education and factors affecting performance of early childhood education get to understand the influence of child upbringing practice on academic performance of early childhood education.

Chapter One

Introduction

1.1 Background to the Study

Child up-bringing practices and early childhood education are usually tied to the beliefs about what life is all about and how to sustain it in the society. This is not peculiar to Africa alone, as it is common to all races, there is a greater percentage of influence which child upbringing practices have over early childhood education. Babajire (2000). According to a biblical expression that says teach your child the way to go, so that when he grows up, he will not depart from it”. This expression agrees with the provision in National Policy on Education (2013) which highlights purpose of early childhood education as provision of the necessary stimulation and opportunities of the right level and development of the child.

For years, anthropologists, sociologist and psychologists have been providing descriptions of how children are raised within cultures around the world, including the beliefs and practices surrounding pregnancy, child birth and treatment of young children. According to UN1CEF consultative group report on early childhood care and development (1993), child upbringing practices are enabled in the culture and determine to a large extent, the behaviour and expectations surrounding child’s birth and infancy. This also influences the early childhood, adolescence and the way these children bring up their own children in future. Furthermore, the submission of the anthropologists, sociologists, and psychologists suggest that child up-bringing consists of practices, which are grounded in cultural practices pattern and beliefs, these include breast feeding and weaning, toilet training, language development, social and emotional development. All these have impacts on the early childhood education of individual.

Maduewesi (2007) defines early childhood education or pre-school education as a semi – formal education arrangement, usually outside the home where by young children from about the age of three to five are exposed through play like activities in a group setting to social and physical learning which are proportionate to their development, until the mandatory age of government approved formal schooling.

National Policy on Education, the following are highlighted as the objectives of early childhood/pre-school education: To effect a smooth transition from home to school. To prepare the child for the primary level of education. To provide adequate care and supervision for the children while their parents are at work (on the farm, in the market, offices etc.) To inculcate social norms. To inculcate in the child, the spirit of enquiry and creativity through the exploration of nature, the environment, art music and playing toys. To develop a sense of cooperation and team work To learn good habit, especially good health habits. To teach the rudiments of numbers letters, colours, shape, forms and through play. Thus since the education of the child starts right from home being the first place he interacts with, the kind of up-bringing practices employed by parents or guardian has lots to do in the education of children in the early years. In other words, there is significant relationship between the transit from home to the school and the objectives of early childhood education as stated in the National Policy on Education.

1.2 Statement of the Problem

Series of problems have been identified by scholars in the social sciences which are affecting the early childhood education among which are environment heredity and so on. These identified factors tend to indicate the rate at which children in the pre- school centers learn, interact and explore. To investigate into child up-bringing practices and it’s implication on early childhood education.

1.3 Purpose of the Study

The purpose of this study is to investigate the opinion of some selected nursery and primary school teachers, on the roles of child up-bringing practice on early childhood education in Epe local Government Area of Lagos State.

Specifically the study sets to achieve

  1. Find out if child up-bringing practice have impact on early childhood education?
  2. Find out if child up-bringing practice have any negative effect on childhood education?
  3. Find out if child up-bringing practice have any implication on the behavior and future of child?

1.4 Research Questions

Answers will be sought to the following research questions

  1. Does child up-bringing practice have impact on early childhood education?
  2. Does child up-bringing practice have any negative effect on childhood education?
  3. Does child up-bringing practice have any implication on the behavior and future of a child?

1.5 Research Hypotheses

  1. There is a relationship between child up-bringing practice and benefit of early childhood education?
  2. There is a relationship between child up-bringing practice and any negative effect on childhood education?
  3. There is a relationship between child up-bringing practice and any implication on the behavior and future of child?
  4. There is a relationship between child up-bringing practice and school environment?

1.6 Scope of the Study

This study is limited to the nursery and primary schools teacher in Epe Local Government Area of Lagos State. Such nursery and primary schools include: Jolayemi Nursery and Primary School. St. Michael Primary School. Christ the redeemer Nursery and primary. Christ Church Nursery and primary. Luyepo primary school. Lupetoro primary school. Faith foundation Nursery and primary school. Rosenik Nursery and primary school. St-Theresa Nursery and primary school. St-Theresa primary school.

1.7 Significance of the Study

The outcome of the study would help to determine the various child up-bringing practices employed by parent and the importance of this practices on the early childhood education. Also parent will be able to admit the fact that the child up-bringing practices which ever one is employed by the parent affect the education of their wards. The study identify deficiencies in the use of child up-bringing practices in relation to early childhood education and offer useful suggestion to parent on the right choice of child up-bringing practices. The result of the study also identify and acknowledge the implication of child up-bringing practices which ever employed on the behavior and future of a child and also offer useful suggestions on why parent should take time in the use of parenting styles.

1.8 Limitation of the Study

The time frame for this study has made it impossible for the researcher to sample a larger population because it has to be conducted and submitted within a stipulated time. This is the reason why the study was limited to primary school teachers, parent, and guardian in Epe Local Government Area of Lagos State.

1.9 Definition of Terms

Child:

A young person who is not yet an adult.

Child up Bring:

Is the process of promoting and supporting the physical, emotional, social, financial, and intellectual development of a child from infancy to adulthood.

Education:

It is the process of teaching and learning usually at school.

Parenting:

Activity of looking after children Practices:- They are method or custom in doing things.

Style:

The way in which a person or group of people typically does something.

Child up bring:

Is the process of promoting and supporting the physical, emotional, social, financial, and intellectual development of a child from infancy to adulthood.

1.10 Organization of the Study

The study comprises of five chapters.

  • Chapter one consists of the background to the study, statement of the problem, purpose of the study, objectives, research questions, significance, limitation of the study, delimitation of the study, basic assumptions, definitions of key terms and organization of the study.
  • Chapter two comprises of literature review theoretical and conceptual frameworks.
  • Chapter three deals with research methodology, covering research sampling, procedures, research instruments and their validity and reliability, procedures for data collection and data analysis.
  • Chapter four comprises of findings and discussions which were generated by the study.
  • Chapter five presents summary, conclusions and recommendations.

Chapter Five

Summary, Conclusions and Recommendations

5.1 Summary

The study aimed to find out the influence of child upbringing practice on academic performance of early childhood education in Epe L.G.A., Epe L.G.A. Lagos state, Nigeria. The researcher singled out five child upbringing practices that she deemed are the ones influencing the academic performance of early childhood education in Epe L.G.A.
This studyon influence of parental perceptions of upbringing practice on academic performance of early childhood education found that 58% (n = 10) of the respondents had good initiative towards their children’s performance. Their children performed better as a result of their parent’s initiative. They are followed by 18% (n = 3) who had a bad initiative towards their children performance and thus makes them to perform dismally. A majority of the respondents 59% (n = 10) communicate with their early childhood education about their school progress sometimes. The other 18% (n = 3) do not communicate while only 23% (n = 4) communicate with their early childhood education about their school activities. It is also shows that the children whose parents communicate with them perform better in academics than those who do not. The study also found out that only 29% (n = 5) of the parents respondents have high aspiration on their children’s academic achievement. A large percentage of 47% (n = 8) have low aspiration for their children. This affects the performance of the children such that the parents with high aspirations for their children support them to perform even better. This is shown from the document analysis of the early childhood education performance.

This study showed 45% (n = 12) of the respondents do not discipline their early childhood education. Those who do it rarely make 29% (n = 8) while those that discipline them make only 26% (n =7) of the total respondents. The performance of the children is also affected as a result of this. The ones that are disciplined perform better than the undisciplined. It was revealed that majority 65% (n = 11) are not seriously involved in helping their children to do their homework. This shows that they are either busy doing some other chores or the parents are not doing their duty of guidance and counseling well. A few 35% of the parents said they help their children do their homework at home. There must be a problem in handling of children’s school work at home as shown by the findings. This results to poor performance of the children whose parents do not help them. About 41% (n = 7) of the parents always motivate their children. The performance of such children is also reflected to be better than those parents’ children who are not motivated at all. Insufficient motivation of children affects their performance since they are not encouraged to work hard and concentrate more on their studies.

This study indicated that a majority 59% (n = 10) of the parents have good relationship with their early childhood education. This has caused their children to perform well in school academically as shown by the document analysis. The parents that have a bad relationship with their children make them perform badly in school. Majority 71% (n =12) of the parents find their role played on their children regarding early childhood education as being efficient. The efficiency of the role played affects the academic performance of the early childhood education. Children whose parents are efficient in playing their roles perform better academically than the others.

This study showed that a majority 53% quite often monitor their children’s school progress. This has affected their school academic performance negatively. The children whose school work is monitored often perform well in school. Majority 53% (n = 9) of the parents said they sometimes supervise their children academic progress. This has resulted into better academic performance by their early childhood education. They however didn’t perform better than the children whose parents always supervise their children’s academic progress. Majority of the parents are sometimes active in school activities. This results to the average performance of their early childhood education. The 24% (n = 4) who are always active in school activities have their children perform better as shown by the document analysis.

This study revealed that a lot of the parents are not serious with attending school meeting. The parents 47% (n = 8) do not attend school meetings. This has caused them to be unaware of their,children’s’ academic progress and thus results to poor academic performance. The few 24% (n =4) of the parents who always attend the school meetings, have their early childhood education performing well. The study showed that 47% (n = 8) of the parents sometimes supervise their children as they do their homework. The 29% (n = 5) of the respondents supervise their children as they do their homework. The academic performance of such children is good as shown from the document analysis. The few who did not supervise their children had them perform poorly academically. It was shown that a majority 59% (n = 10) of the parents sometimes communicate to their children about school activities. Their children’s academic performance is not as good as those 29% (n = 5) who always communicate to their children about school activities. The study showed that 48% (n = 8) of the parents sometimes get involved in their children’s school homework. This has been of benefit in improving the early childhood education academic performance but to as much as those who are always involved in the children’s homework.

5.2 Conclusions

In the study of influence of parental perceptions of upbringing practice on academic performance of early childhood education, it can be concluded that majority of the respondents had good initiative towards their children’s performance. Their early childhood education from parents with good initiative performed better as a result of their parent’s initiative. A majority of the respondents communicate with their early childhood education about their school progress sometimes. It showed that the children whose parents communicate with them perform better in academics than those who do not. The study concludes that only a few parents’ respondents have high aspiration on their children’s academic achievement. This affects the performance of the children such that the parents with high aspirations for their children support them to perform even better. This is shown from the document analysis of the early childhood education performance. The parents therefore should be enlightened on the importance of taking the initiative on their children education. This can be done through parents meetings with the teachers.

Parental types of upbringing practice and its influence on academic performance showed that the parent respondents do not discipline their children. The performance of the children is affected by lack of discipline. The ones that are disciplined perform better than the undisciplined. It was revealed that majority of parents are not seriously involved in helping their children to do their homework. This shows that they are either busy doing some other chores or the parents are not doing their duty of guidance and counseling well. A few of the parents said they help their children do their homework at home. This results to poor performance of the early childhood education whose parents do not help them. Some of the parents always motivate their early childhood education. The performance of such children is also reflected to be better than those parents’ children who are not motivated at all. Insufficient motivation of children affects their performance since they are not encouraged to work hard and concentrate more on their studies. The education stakeholders like the DEO’s and DIECECE officers should sensitize parents on the benefits of motivating their early childhood education.

Parental role of upbringing practice influence on academic performance shows that a majority of the parents have good relationship with their early childhood education. This has caused their children to perform well in school academically as shown by the document analysis. The parents that have a bad relationship with their children make them perform badly in school. Majority of the parents find their role played on their children regarding early childhood education as being efficient. The efficiency of the role played affects the academic performance of the early childhood education. Children whose parents are efficient in playing their roles perform better academically than the others. The education stakeholders should therefore take the initiative of educating the parents of their role in their early childhood education; this can be done through meetings.

Parental initiative of upbringing practice and its influence on academic performance study showed that a majority quite often monitor their children’s school progress. This has affected their school academic performance negatively. The children whose school work is monitored often perform well in school. Majority of the parents said they sometimes supervise their children academic progress. This has resulted into better academic performance by their early childhood education. They however didn’t perform better than the children whose parents always supervise their children’s academic progress. Majority of the parents are sometimes active in school activities. This results to the average performance of their early childhood education. The parents therefore should take initiative in educating their early childhood education. The children need motivation and constant monitoring for better performance.

Parental time of upbringing practice and its influence on academic performance revealed that a lot of the parents are not serious with attending school meeting. Some of the parents do not attend school meetings. This has caused them to be unaware of their children’s’ academic progress and thus results to poor academic performance. The few of the parents who always attend the school meetings, have their children performing well. The study showed that about a half of the parents sometimes supervise their children as they do their homework. A few of the respondents supervise their children as they do their homework. The academic performance of such children is good as shown from the document analysis. The few who did not supervise their children had them perform poorly academically. It was shown that a majority of the parents sometimes communicate to their children about school activities. Their children’s academic performance is not as good as a few who always communicate to their children about school activities. The study showed that about a half of the parents sometimes get involved in their children’s school homework. This has been of benefit in improving the early childhood education academic performance but tt> as much as those who are always involved in the children’s homework. The parents therefore should be encouraged to get involved more in their children academics for better performance as they are key players in their children’s academic performance.

5.3 Recommendations

Having carried out a descriptive research study on parental upbringing practice and its influence on academic performance of early childhood education in Epe L.G.A., Epe L.G.A. Lagos state. The parents should be sensitized on the importance of early childhood education education so as to understand their role and upbringing practice in their children’s academic performance Nyakwara (2009).

Every school should be mandated to organize general parent meetings to enable the parents to meet teachers and discuss problems affecting their children academic performance. These parents should be advised on the need to motivate their children to work harder.

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