Knowledge And Attitude Of Early Childhood Care Education Students Towards The Study Of Early Child Education As A Course In Colben

Project and Seminar Material for Sociology

Knowledge And Attitude Of Early Childhood Care Education Students Towards The Study Of Early Child Education As A Course In Colben


Abstract


This study examined child labour in Edo State with focus on Benin City. This was examined on their everyday activities on the major streets and especially in the social-cultural settings in which they grew up. Oral interviews were conducted on children randomly drawn from two (2) Local Governments’ Areas in Benin City, (i.e. Oredo and IkpobaOkha) as the sample for the study. The total number of children in the two (2) Local Government were thirty six (36) five (5) experts and adults were also interviewed. The names of the markets are Oliha market in Oredo Local Government and Oka Market in Ikpoba Okha Local Government. The research instrument used as an unstructured interview. The questions sought personal data such as name, age, home address, school etc. it also examined various aspects of the children. The findings show that many of the children suffer a lot of hardship in order to survive. The findings further reveal that majority of the children engage in hawking on the major roads, working as bus conductors, as “any work” and pushing wheel barrows I the market places.


Table Of Content


Preliminary Page(s)

  • Title page
  • Approval page
  • Dedication
  • Acknowledgment
  • Abstract
  • Table of content

Chapter One

1.0 Introduction

  • 1.1 Background of the study
  • 1.2 Statement of problem
  • 1.3 Objective of the study
  • 1.4 Research Hypotheses
  • 1.5 Significance of the study
  • 1.6 Scope and limitation of the study
  • 1.7 Definition of terms
  • 1.8 Organization of the study

Chapter Two

2.0 Literature Review


Chapter Three

3.0 Research methodology

  • 3.1 sources of data collection
  • 3.3 Population of the study
  • 3.4 Sampling and sampling distribution
  • 3.5 Validation of research instrument
  • 3.6 Method of data analysis

Chapter Four

4.0 Data Presentation And Analysis And Interpretation

  • 4.1 Introductions
  • 4.2 Data analysis

Chapter Five

5.0 Summary, Conclusion and Recommendation

  • 5.1 Introduction
  • 5.2 Summary
  • 5.3 Conclusion
  • 5.4 Recommendation
  • Appendix

Chapter One


Introduction

1.1 Background To The Study

Generally, the term ‘early childhood education’ could be used to describe the care and education of children from birth to about seven years of age. It is in light of this that Caldwell (2009) coined the term “educare”, to help widen the scope described. The new expansion of childhood now includes child minding centres for infants, kindergarten and nursery schools. Let us take our minds back to the word, ‘Kindergarten’. Can you remember? We first saw that word in our discussion on the historical background on the concept and practice of early childhood. Then we saw the word was actually coined by the German educator, Friedrich Froebel. In his conception, “kindergarten” literally means. “Child’s garden”. Internationally, “educare” or childcare in a group setting could be offered in a crèche, day-care or childcare centres, nursery and kindergarten schools. However, as previously noted, the usage of these terms varies from country to country, depending too on their philosophical inclination for the custodial nature of monitorial infant education. Importantly, early childhood education especially kindergarten or nursery goes beyond mere provision of childhood services; it also improves the general welfare of the child. It also improves the general welfare of the child. It is also in line with this that we will in this unit look at the place of child welfare in early childhood education, as well as parental role.

Early childhood education in most nations is also offered in day care centres, nursery and kindergarten schools. Until recently, with increasing modernity, there were two types of nursery schools in Nigeria. These are the “Akara” school and the traditional Western-type nursery and day care centres. The first was typical of low-income families. The “Akara’ school was usually poorly organised and often run by unqualified teachers. However, in more recent times, it is fast disappearing, even though there are yet in existence, sub-standard nursery schools. Formal education for the Nigerian child actually begins in nursery school or kindergarten. Formal nursery education is described by the Nigerian National Policy on Education, (NPE, 1998:11), as that school-like activity given in an institution for children aged three to five. This is with an aim to promoting school readiness. Basically, the programmes of Nigerian early childhood education could be said to provide socialization and custodial roles, and, as most parents believe, they actually aim at giving the child a head-start in formal school, the expectation is a smooth transition to the primary stage of learning. Generally, early childhood education or pre-education in the Nigerian context includes the crèche, the nursery and the kindergarten.


1.2 Statement Of Problem

The research which deals with the knowledge and attitude of early childhood education students towards the study of early child education as a course of study in Colben is relatively a new department in the Nigeria educational system hence there was the problem of insufficient materials in the field.

Also, another problem of the study is the poor attention giving to early child education in Nigeria by the government as early childcare education is left in the hands of the private individuals in the country. Lack of adequate funding, infrastructure is another problem of early childcare education in Nigeria.


1.3 Purpose Of The Study

The objective of the study is to find out the knowledge and attitude of early childhood education students towards the study of early child education in Colben in Ovia North East Local Government Area, Edo State.

The specific objective includes;

  1. The concept of early childhood education.
  2. The importance of early childhood education Nigerian.
  3. The role of parents in early childhood education.

1.4 Research Questions

  1. Does students have positive attitude towards the study of early childhood education in College of Education, Ekiadolor –Benin in Ovia North East Local Government Area?
  2. Are the students aware of the importance of early childhood education?
  3. Does lack of adequate facilities affect early childhood education among Colben Students?
  4. Does government help to finance early childhood education in Nigeria?
  5. Does early child education enhance the cognitive development of the child?

1.5 Significance Of The Study

The study of early childhood education differ from country to country. Essentially, day care and crèches provide supervision and care for infants and young ones during the day time so that their parents can hold their jobs. This first phase of childcare and education is from birth or 3 months to 3 years. The first idea of day care centres were warm, safe environments where children could be cared for. It was also aimed at creating opportunities for these young toddlers to interact. In other words, besides the custodial roles played by day care centres and day nursery, there has been increasing evidence that young children in such centres can benefit substantially from involvement in some form of playful learning activities.

Early childhood education is also important in fostering children’s cognitive and physical development. This is outside the expected custodial roles. In the same vein, the aim of childcare from birth till 3 years in Argentina centres on social and psycho-emotional development. On the other hand, Nursery schools or kindergarten actually known as Maternal Schools are designed to promote intellectual and social experiences for children. Like it is with the case in day care or day nursery, the objectives of nursery school also emphasizes social skills and at other times, there is focus on intellectual development. Significantly, for Nursery schools that follow the Montessorian ideal, the objective is to employ a carefully designed set of materials, so as to create an environment that fosters sensory, motor and language development.


1.6 Scope Of The Study

The study is set out to determine the attitude and knowledge of students towards the study of early childhood education in College of education, Ekiadolor-Benin, Edo State. Therefore, the study is restricted only to Colben student in Ovia North East Local Government Area, Edo State.


1.7 Definition Of Terms

Abuse:

Any violation of a child’s right or anything contrary to what principals of 417 and 9 of the un-declaration of 1`959 on children is more or less child abuse.

Any Work:

A slang given to children running errands in the University Benin Campus for gratification.

Conductor:

A person who calls for the passengers and collect fares on bus.

Networking:

Is a process of fishing out organizations working in any area of child abuse and neglect and child welfare and linking up one another. Data is also provided to needful organizations in terms of opportunities, seminars source of funds and what areas are open for new initiatives for the promotions of the rights of children.

Pidgin:

An English variant widely spoken among Nigerians, especially I the southern part of the country.

Tukituki:

A ten seater commuters bus used as a means of transportation in Benin City.

Under Age:

Refers to a person under the age of fourteen (14) years or person who has attained the age of fourteen (1`4) years and is under the age of eighteen (18) years.

Union Dues:

It is a daily contribution pay by the drivers to the various association controlling the motor park and the local government authority.


1.8 Organization Of The Study

This research work is organized in five chapters, for easy understanding, as follows

  • Chapter one is concern with the introduction, which consist of the (overview, of the study), historical background, statement of problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms and historical background of the study.
  • Chapter two highlights the theoretical framework on which the study is based, thus the review of related literature.
  • Chapter three deals on the research design and methodology adopted in the study.
  • Chapter four concentrate on the data collection and analysis and presentation of finding.
  • Chapter five gives summary, conclusion, and recommendations made of the study

Chapter Five


Summary, Conclusion And Recommendation

5.1 Introduction

It is important to ascertain that the objective of this study was on knowledge and attitude of early childhood care education students towards the study of early child education as a course.

In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of knowledge and attitude of early childhood care education students towards the study of early child education as a course.


5.2 Summary

This paper contributes to the sparse literature regarding the beliefs of early childhood pre-service teachers. The following five themes emerged from students discussions of their beliefs surrounding early childhood education:

  1. Children’s Learning and Development;
  2. Working with Groups of Children;
  3. Relationships;
  4. Inclusion; and
  5. Professional Issues in Early Childhood Education.

Students m the three groups demonstrated differences in their beliefs surrounding strategies to facilitate young children’s learning. Curriculum and planning for individual children, relationships with parents, and the practice and implementation of inclusion. Understanding early childhood pre-service teacher’s beliefs and influences on the development of those beliefs has important implications for early childhood teacher education programs.


5.3 Conclusion

The importance of a solid foundation in education is obvious. Early Childhood education is where the foundation is laid. Poor performance in the other levels of academic can be traced to this foundation level. So a thorough knowledge of what, and how education is been handled at this level is imperative. Therefore, government needs iron determination to implement the strategies that will necessarily enhance quality and quality development of early childhood/pre-primary education in Nigeria.


5.4 Recommendations

There is need for state ministry of education officials to enforce the regulations laid down by the Federal Ministry of Education in regard to the provisions of early Childhood Education. Effective quality monitoring units should be set up by ministries of education and provide with necessary logistic support to ensure that minimum standards are maintained in both public and private preprimary institutions. Government should regulate salary of all teachers in early childhood education as well as school fees. The poor salary solely determined by respective exploiters of Early Childhood schools owners scare away many parents in sending their children. Poor salary denies such schools of professional or qualified and dedicated teachers hence children are denied quality education. Respective state ministries of education under National supervision should handle the issue of orthographies.

Decentralization will be more helpful as respective states will know the mother tongues or the language of immediate environment. More so, Local Government Education Authorities (LGEA) rather than states should assist in the production of textbooks in the spoken language in the area. Regular supervision and monitoring with stiff penalties for offenders will help to maintain the teacher-pupil ratio. This will also help teacher to supervise the learning experience of the play method. Effective measures should be ensured in the training of early childhood/pre-primary teachers through adequate scholarships, approving the mounting of such programs in all Universities, Institutes of Education and College of Education. More so, if Nigeria wants to achieve the objectives of education for all, then, there is need for Early Childhood Development to cover children of 0- 3years.


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