Review of Empirical Studies on Early Childhood Education
Many empirical studies have been conducted in the area of early childhood care and Education in and outside Nigeria. Some of the studies reports are presented as follows:
Ibiam (2011) carried out a study to determine the ignored areas militating against the effective actualization of the goals of early childhood education in Ebonyi and Abia states of Nigeria. The study was a descriptive survey. A structured questionnaire developed by the researcher was used for data collection. The population of the study consisted of permanent secretaries and Directors of Education in the Ministries of Education and Teachers in ECE Schools in Ebonyi and Abia states. The instrument was face validated by specialists in Early Childhood Education and Curriculum Studies. Mean and standard deviation were used in data analysis. The results show that there are many ignored areas militating against the actualization of the objectives of early childhood education among others. Based on the findings, it was recommended among others, that the government should ensure that pre-primary schools meet the minimum standard in terms of teachers. The present study is related to this study in terms of the method of data analysis used because the present study will use the same data analysis.
Also, Ugwu (2011) carried out a study to find out the extent of implementation of the policy on Early Childhood Education. The study employed the survey design and the sample comprised of 96 head teachers randomly selected using simple random sampling technique.
Ibiam (2011) carried out a study to determine the ignored areas militating against the effective actualization of the goals of early childhood education in Ebonyi and Abia states of Nigeria. The study was a descriptive survey. A structured questionnaire developed by the researcher was used for data collection. The population of the study consisted of permanent secretaries and Directors of Education in the Ministries of Education and Teachers in ECE Schools in Ebonyi and Abia states. The instrument was face validated by specialists in Early Childhood Education and Curriculum Studies. Mean and standard deviation were used in data analysis. The results show that there are many ignored areas militating against the actualization of the objectives of early childhood education among others. Based on the findings, it was recommended among others, that the government should ensure that pre-primary schools meet the minimum standard in terms of teachers. The present study is related to this study in terms of the method of data analysis used because the present study will use the same data analysis.
Also, Ugwu (2011) carried out a study to find out the extent of implementation of the policy on Early Childhood Education. The study employed the survey design and the sample comprised of 96 head teachers randomly selected using simple random sampling technique.
The area of study was Isi-Uzo Local Government Area of Enugu state. A 17-Item questionnaire with a reliability index of 0.62, face validated by experts in Childhood Education, Library and Information Science and Education Administration was used for data collection. Mean and standard deviation were used in data analysis. The findings showed that apart from encouraging private individuals’ efforts in the provision of pre-primary education, the government has not made remarkable strides in childhood education development. It was recommended, among others, that the government and all stakeholders should ensure the effective implementation of the policy by providing all that is needed for the policy to work. The present study will utilize mean and standard deviation in data analysis just as was done in this study being reported. However, only five of the guidelines on the operation of child friendly schools in Enugu state will be examined in this study.
In another study, Ekanem, Essien and Ekanem (2011) investigated play facilities, socio-motor skills development of pre-primary and primary school pupils in Akwa Ibom state. The research design was survey. The population of the study consisted of teachers of nursery two and primary one in 324 public and 185 private schools. A sample of 660 (400 public and 260 private) primary school teachers were used. Questionnaire was used in data collection. The reliability of the instrument was 0.82. Data were analyzed using pearson product moment correlation. The findings showed that no public school employed play facilities in teaching while the private schools that utilized play facilities lack play space. It was recommended that both private and public schools should employ play facilities and provide play space in teaching/learning. The main difference between the reported study and the present one is that teachers in ECCE schools will be used as the population instead of primary school teachers.
In another study, Ekanem, Essien and Ekanem (2011) investigated play facilities, socio-motor skills development of pre-primary and primary school pupils in Akwa Ibom state. The research design was survey. The population of the study consisted of teachers of nursery two and primary one in 324 public and 185 private schools. A sample of 660 (400 public and 260 private) primary school teachers were used. Questionnaire was used in data collection. The reliability of the instrument was 0.82. Data were analyzed using pearson product moment correlation. The findings showed that no public school employed play facilities in teaching while the private schools that utilized play facilities lack play space. It was recommended that both private and public schools should employ play facilities and provide play space in teaching/learning. The main difference between the reported study and the present one is that teachers in ECCE schools will be used as the population instead of primary school teachers.
This study is related to the present study in terms of the design of the study and method of data analyses but differ because the present study seeks to appraise the implementation of the early childhood curriculum and in terms of the study area.
In another study, Mtakabna and Rao (2009) conducted a study, which examined the relationship between pre-primary educational policy and actual practice in Tanzania. Policies relevant to pre-primary education were analyzed and 15-pre-primary lessons from two unban and two rural schools were videotaped. Three-research questions and three hypotheses guided the study. The study employed a descriptive survey design. Mean and standard deviation were used to analyse the research questions while ANOVA was used to test the hypotheses at 0.05 level of significance. The result of the study revealed that, although the National Educational on Policy specified the same standard for pre-primary education regardless of location, there were considerable differences across schools. Compared to urban classes, rural ones had considerable less space, large group size, less favourable teacher-pupil ratio, fewer instructional resources and less qualified teachers. Teacher professional qualifications appeared to influence the quality of classroom interactions more than the physical setting and resources. This study is related to the present study in terms of the subjects used for the study and in terms of the design of study and method of data collection. Nevertheless, it differs in terms of the location where the study was carried out.
Shim, Hestenes and Cassidy (2004) conducted a study on ‘teacher structure and child centre quality in pre-school classrooms’. The study adopted a descriptive survey design and 72 teachers formed the sample for the study. Four research questions guided the study. Mean and standard deviation were used for data analyses.
In another study, Mtakabna and Rao (2009) conducted a study, which examined the relationship between pre-primary educational policy and actual practice in Tanzania. Policies relevant to pre-primary education were analyzed and 15-pre-primary lessons from two unban and two rural schools were videotaped. Three-research questions and three hypotheses guided the study. The study employed a descriptive survey design. Mean and standard deviation were used to analyse the research questions while ANOVA was used to test the hypotheses at 0.05 level of significance. The result of the study revealed that, although the National Educational on Policy specified the same standard for pre-primary education regardless of location, there were considerable differences across schools. Compared to urban classes, rural ones had considerable less space, large group size, less favourable teacher-pupil ratio, fewer instructional resources and less qualified teachers. Teacher professional qualifications appeared to influence the quality of classroom interactions more than the physical setting and resources. This study is related to the present study in terms of the subjects used for the study and in terms of the design of study and method of data collection. Nevertheless, it differs in terms of the location where the study was carried out.
Shim, Hestenes and Cassidy (2004) conducted a study on ‘teacher structure and child centre quality in pre-school classrooms’. The study adopted a descriptive survey design and 72 teachers formed the sample for the study. Four research questions guided the study. Mean and standard deviation were used for data analyses.
The result of the study showed that co-teacher structure was associated with higher quality childcare and more positive teacher behaviour than a hierarchical two-teacher structure of a single-teacher structure. This study is related to the present study in terms of the design of the study and the subjects used for the study but differ in terms of the purpose of the study and the location where the study was carried out.
Enueme (2004) evaluated the management of primary schools in Delta state using UNICEF recommendations for child friendly Environment. The design of the study was a survey design. The area of the study was Delta state and the population of the study consisted of all the Headmasters and teachers in all the public and private primary schools in Delta state. Multistage sampling procedure was adopted in selecting the sample for the study. Questionnaire was the instrument for data collection and experts in Educational Administration and Educational Measurement and Evaluation validated it. The reliability of the instrument was 0.92. Data collected was analyzed using mean, standard deviation and t-test. The results of the study indicate that facilities like electricity, water, library, medical and games facilities were not available while some that were avertable were not adequate. Based on these findings, it were recommended that government should endeavour to provide the necessary facilities for ECCE schools. The study is relevant to the present study because it will involve an appraisal of the implementation of early childhood care and Education programme in schools in Enugu state based on the UNICEF guidelines. Similar methods of data analysis will be adopted in the present study.
Enueme (2004) evaluated the management of primary schools in Delta state using UNICEF recommendations for child friendly Environment. The design of the study was a survey design. The area of the study was Delta state and the population of the study consisted of all the Headmasters and teachers in all the public and private primary schools in Delta state. Multistage sampling procedure was adopted in selecting the sample for the study. Questionnaire was the instrument for data collection and experts in Educational Administration and Educational Measurement and Evaluation validated it. The reliability of the instrument was 0.92. Data collected was analyzed using mean, standard deviation and t-test. The results of the study indicate that facilities like electricity, water, library, medical and games facilities were not available while some that were avertable were not adequate. Based on these findings, it were recommended that government should endeavour to provide the necessary facilities for ECCE schools. The study is relevant to the present study because it will involve an appraisal of the implementation of early childhood care and Education programme in schools in Enugu state based on the UNICEF guidelines. Similar methods of data analysis will be adopted in the present study.
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