ABSTRACT
This impact of nursery
education on the performance of pupils in some selected primary school in Egor
Local Government Area was studied. About five head masters and headmistresses,
teachers of both nursery and primary schools participated I the study and the
result was analysed using the T-test statistics. The test and variance result
indicated that age is a prerequisite in nursery school, education and that;
there is a great different between nursery education and performance of pupils
in primary schools. Acquisition of special skills by their teachers is a strong
factor. And socio-economic status is not a strong factor. Based on these, it
was recommended that (a) nursery education is given much attention in the
6-3-3-4 system of education. (b) nursery school teachers should be given
special training to enable them handle the pupils more effectively and (c)
government should make possible and effective supervision of nursery schools to
ensure stipulated standard that will benefit
all.
TABLE OF CONTENT
Chapter One
Introduction
Background of the study
Statement of the problem
Purpose of the study
Significance of the
study
Research question
Scope of the study
Limitations of study
Definition of study
Chapter Two
Literature Review
Chapter Three
Research
methodology
Population and sample
Source of data
collection
Sample and sampling
method
Sampling
design/procedure
Validity of instrument
Reliability of the
instrument
Analysis of data
Chapter Four
Analysis of data
Chapter Five
Summary, Conclusion and
Recommendations
Conclusion
Recommendations
Suggestions for further
studies
REFERENCES
QUESTIONNAIRES
CHAPTER ONE
INTRODUCTION
1. BACKGROUND TO THE STUDY
The history of education in Nigeria which back
to the 19th century has its root of emergence with the coming
and introduction of the ancestral world with its effect of civilization. This
is witnessed in the last two decades in Nigeria and to formalize a great
upsurge of interest in the pre-primary institution both at the government and
the private sector. Hence the ancient development of pre-primary education has
important intoxication in the transformation of this stage of educational
levels this witnessed in the hours of 1970s with subsequent education reforms as
at that time which gave result of basic and strong recommendation like the fare
report commission of 1971 by UNESCO, based on the realization that the child
need basic skills on the realization that the child need basic skills to
achieve success in learning and thus the best time to acquire these skill as
early childhood. This hardly and this demand that childhood formal education is
best time to acquire these skill as early childhood. This hardly and this
demand that childhood. This hardly and this demand that childhood formal
education is best attained in the nursery academic level.
In the same vein the national policy on
education (2004) section 2 which defines “nursery education some as the
education activities where varieties of material are used to prepare the child
for a better educational orientation. Children here have often fall between the
age of 2-6 or 3-6 years of which are always on the guide of a teacher qualified
in the field of early childhood education. Here the children are provided with
items always from home. where they can begin to learn and cope with their
feeling alone. This nursery education is a period looked upon as a period of
careful preparation for a happy and fruitful social integration into a primary
school. Here the school seeks to explore learning experience along. Its usually
modern times that will form a strong and sound base for a more formal
education.
In like manner the cognitive theory of Piaget
stated that thinking begins with the formation of cognitive schematics. The acquisition
of language which frees children from the need to manipulate raw reality in
order to form cognitive schematics Paige’s postulation on cognitive development
has its substantially enriched educational practices and principles more often
than any other theory. Hence this theory tend to examine on the importance of
interaction in early childhood education with the enabling environment
providing the child every basic opportunity to experience assimilation and
accommodation
To achieve these free styled experiments in
childhood learning fast in assimilation and accommodation, the government or
the private individuals should thus enrich the nursery education with wide
varieties of objects materials and the equipments for these children to always play
tough, feel, manipulate and solve problems to enhance adequate learning
proceedings. Subsequently, some educationist, psychologist even sociologist
believe that early childhood education is very essential, since the child’s
basic personality and mental capacity in which he will function depends on
levels. This nursery education which is the level. This nursery education which
is the pre-primary education is careful p[planned to encourage children to
learn through exploration, experimentation and discovery hence this programme
is specially designed to help pr-school children open up to facilities and
coordinate the workings of their inner self. This is helping children to
develop their potentials.
In the attempts made to lay a much better
phenomena towards the childhood education, Pestalozzi (1971) constructor
division of knowledge from numbers and words. While preserving the importance
of sensory experience and activity in early education. He believed that nature
must be organized for the child, so that he can benefit from his sensory
impressions. Montessori (1907) continue this trend of education the young child
by regulating his sensory motor interaction with selected objects in the
environment. The central piece about this approach is that the child inactive
inquisitive organism who can discover knowledge through guided exercise of his
senses and his body the nursery education help the children to enter this
period with the ability to use language and symbols to represents objects events
and ideas with fully development concept of object performances. This is
virtually ego ostracism which characterizes, the child cognitive level. In
children especially, there are three major kinds of development. These are the
physical, intellectual and social development. These are development tend to
unfolds as the child group children development do not unfold rather they need
experience to enable them make satisfactory visual and moral discrimination and
to acquire suitable motto skills. Hence this stage in learning is referred to
as beginning of through which is the transition period from sensory motor to
the pre-operational period of cognitive development, where the child begins to
use symbols to represent objects. Here the child starts to thing in advance for
actions. This significant of motor development during infancy or nursery
education vital and basic prerequisite to child development
1. STATEMENT OF THE PROBLEM
The nursery education did not virtually come
immediately as at introduction of western education in to be west coast of
Africa especially Nigeria is relatively a new phenomenon in the Nigeria
education which tends to show or bring out the impressionable character of the
child in its early or infancy stage is recognized with virtually the kind of
brilliants of the performances which it has gained its infant stage. Thus the
federal government of Nigeria recognizes its important, but the
responsibility so assumed is fearless than expected in another level of
education which expected in another level of education which has also been
converted to the national policy on education, wishing the private agencies to
invest in this level and stage of education background. Today, it is seen that
from the number of parents whether educated or not but which incessantly
struggle to secure a lace for their children in the nursery schools. In the
best attempts to observe this problem in infancy education on inclined to
acceptance even as level has gained under acceptance even as these parents as
so doing. There are too many issues which teachers, parents, and the society at
large need clarification to an extent.
With these events, the late academic performance
of children be the appropriate and comprehensive age of entering into nursery
schools. This shows that the ages of a child affect active participation and
assimilation in learning and teaching situation which seems to be a waste of
funds and resources by so many parents often illiterates. All from these
illiterate parents having it that such as child will not have that ability
ready enough to capture. The essence of learning at such eliminatory stage.
These are still contradictory especially with serves of systematic
investigation as appraisable to knows the effect of contributions made on the
part of the child with the introduction of the first early childhood education
as regard to the nursery participation of every child.
It is often cleared and understood that the
basic phenomenon required by the child will best entice to the cognitive issues
of elementary education, this most child do not have access to and contrarily
are not been able to know on time like other child that was exposed to symbol
as preparatory entry into able primary education system. One is this the
primary education system. One is this able to verily say that, the pre-primary
education is one that every child should and must attend because he has gained
a wide range in facilitating must as better understanding hence their sensory
motor has already been development. This help to fasten every level of
understanding as the primary child his primary toward education achievement
with a much brighter hope and feature to live and dwell.
1. RESEARCH QUESTIONS
In an attempt for the research to be able to be
have further clarification about the impact of nursery education on the
performance of pupils in some selected primary schools, in Egor Local
Government Area, Edo State. Thus, the researcher carefully formulated and
postulated the research question for this purpose as follows: Is there any
relationship of the following in the performance of pupils in some selected
primary school in Egor Local Government Area of Edo State. The age and
admission into nursery education and the performance at pupils in nursery
school. The accession of special skill by teacher and effective teaching in
nursery school. The social economy status of parent and their determination to
send children to nursery school.
The researcher as for the purpose of this study
postulates or as formulated the following answers. There is no relationship
between the attendance, the age and the admission, the acquisition of special
skill the social economy status of parents and their determination to send
their children to nursery school.
1. PURPOSE OF THE STUDY
The purpose of the study as to examine the
impact of nursery education on pupil’s performance in some selected schools in
Egor Local Government Area of Edo State. Hence the specific objective of the
study were to find out the age which the child normally begin nursery
education. Still in same vein, the researcher went ahead to inquire if the
exposure of the nursery education has or had impact development difference
between the children from the primary and those pre-primary or the nursery
education as a first hand.
1. SIGNIFICANCE OF THE STUDY
In the light of this work, the research is with
full autism that parents will be all informed or being introduced to the
benefit of sending their children or wards to the nursery school. Also having
in mind that the ministry of education to realize the importance of pre-primary
institution into the organization chart of child academic. This research work
mostly believe that the work will go a long way by helping to prepare their
bodies in knowing the best formal to be involved in the child curriculum activities
for the earlier child education.
Hence, the researcher is also of the opinion
that teachers will benefit and appreciate through this work and what kind of
methods of teaching that would be effective in teaching and what level of
institutional materials that would best be used at different stage, level and
age.
1. SCOPE OF THE STUDY
The scope of this research work is centred in
some selected schools that is, the nursery and primary schools in Egor Local
Government Area of Edo State. Here the researcher based and focused in the
elementary education background of the early childhood institutional upbringing
showing the tendencies of the early deviational frontline of children in
respect to acquisition of the cognitive attitude and effects on the early child
which has provided a positive education reform policy in the administration of
the child’s behavioural attitude and performance in learning contingencies.
1. DEFINITION OF TERMS
Nursery Education: This is virtually the first and basic step of
knowledge acquired by the early child at a tender age before the primary
education.
Phenomenon: This illustrates the processes or continue that is administered
in the procedures taken to prepare the early child’s programme.
Intuitive Standard: This explain the rigours steps taken to bring
out the best form in the teaching processes of this group of pupils that are
still under the primary education age.
Society: This debate the immediate environment of study where the
research work is been carried out.
Primary Education: This is referred to as the basic stage
of educational qualification where the child is virtually of age to acquire the
basic educational qualities and knowledge.
Cognitive Schematic: This is a form of tart that is believed to
come portent through gradual development of the child from infancy which is
this developed with the ability of the child to respond to series of learning
from the introduction of early nursery education.
Accommodation: This is a process of learning and assimilation of the early
child from the importance of interaction between peers.
Department | Education |
Project ID Code | EDU0080 |
Chapters | 5 Chapters |
No of Pages | 59 pages |
Reference | YES |
Format | Microsoft Word |
Price | ₦4000, $15 |
|
|
Contact Us On | +2347043069458 |