KNOWLEDGE AND ATTITUDE OF EARLY CHILDHOOD CARE EDUCATION STUDENTS TOWARDS THE STUDY OF EARLY CHILD EDUCATION AS A COURSE
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KNOWLEDGE AND ATTITUDE OF EARLY
CHILDHOOD CARE EDUCATION STUDENTS TOWARDS THE STUDY OF EARLY CHILD EDUCATION AS
A COURSE
CHAPTER ONE
INTRODUCTION
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.
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.
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.
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?
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.
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.
CHILD
LABOUR: A CASE STUDY OF CHILDREN IN BENIN CITY
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 Ikpoba Okha) 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
Chapter
one
Introduction
Background
of the study
Research
question
Purpose of
study
Significance
of the study
Scope of
study
Limitation
of the study
Definition
of terms
Chapter
two
Literature
review
Summary
Chapter
three
Methodology
Population
of the study
Sampling
techniques
Research
instrument
Validity of
instrument
Procedure
for data collection
Method of
data analysis
Chapter
four
Analysis of
data
Chapter
five
Summary,
Conclusion and Recommendation
Suggestion
for further research
Reference
Questionnaire
CHAPTER ONE
INTRODUCTION
BACKGROUND
TO THE STUDY
A case of
child labour in societies today is not a new phenomenon as some might have
argued. According to a school of thought, child labour is not alien to our
cultural values. It is part of our traditional culture whereby a child is
expected to help the parents in augmenting the meager income or resources by
selling or hawking farm produce like pepper, tomatoes, okro, vegetables etc on
the street or in the nieighbourhood. This practice is to train child, the
ability to be self sufficient and helping in giving him courage to face future
challenges in marriage either as a woman or man (Adamson, 1993).
Even though
this line of argument is not generally acceptable among the scholar, it was
however acknowledge that child labour if there has been any benefit derived by
the child morally, has become a monster threatening the lives of this
vulnerable, Nigerian child in the contemporary time of ours (Bouhdiba, 1982).
Increased incidences of child labour in urban and metropolitan cities across
Nigerian in recent times has received a lot of attention from the press,
Non-governmental organization (NGO) poets, musicians, visual artist and
researcher in our higher institution of learning. One of the major factors
responsible for the increase according to Gwon (1991) is the distmalling of the
traditional culture which by extended family system regards child care as a
community responsibility but has been destroyed by capitalistic culture or
orientation of our modern times. In Benin City a capital of Edo State, child
labour has significantly increased from insignificantly number, it was soe
years back to a worrisome state which deserves a drastic and urgent attention
from all the stakeholders in child development – the parents, government and the
society. Though there are no statistical figures to backup the increase, the
number of children seen daily on the streets in Benin metropolis as petty
hawkers, touts, bus conductors, car washers, wheel barrow pushers etc is a
clear indication that the menace of child labour is gradually becoming a
complex and intricate problem. It is on this basic that this project will
attempt to study the daily life of children in Benin City and the traumatic
experiences they pass through daily.
PURPOSE OF
THE STUDY
The purpose
of this study is to investigate the daily harrowing life experiences of the
children on the street of Benin City trying to eke out a living. This study was
also carried out to know the extent the environment, which the children lives
contributed to his predicament in terms of his psychological and personality
development. It is a known fact that most parents has adjusted their
responsibilities to the children hence they took the streets to fend for
themselves.
This study
hoped to bring to the force the health hazards inherent in this act thereby
enlighten the parents not to just bring the children but also make appropriates
provision for their well being. Finally, the study hoped to assist the
appropriate authority responsible for children welfare, to see to it that most
of the identified problems are addressed thereby making the child truly a
future leader responsible and capable of occupying the position the future has
for him.
SCOPE OF THE
STUDY
Child labour
is common in most part of the state capital Benin City which comprises three
(3) Local Government Areas. But for the purpose of this project, two (2) Local
Government Areas namely; Oredo and Ikpoba Okha Local government Area will be
focused on, due to its prevalence in these areas.
SIGNIFICANT
OF THE STUDY
Child they
say are the hope of tomorrow. It is therefore important and necessary to engage
in efforts that will enhance their well being by drawing to their present
predicaments; thereby helping the government to form formulates policies that
will protect the rights of these weak members of the society in order to
guarantee a better future.
This project
will go a long way in creating awareness among the populace of the needs to
take adequate care of their children and expose the danger inherent in the
works these children engaged in. it will also help in changing the perspective
of some of the parent who believed that nothing is wrong in child labour since
they are in support of the family or train the child to be independent.
Equally too, it will go a long way in
documenting the types of child labour prevalent in Benin City and help the
child welfare ministry to find appropriates solutions that will discourage the
children in engaging in this act. Finally, it will serve as a document for
future researchers who might be interested in the activities of the children in
Benin City or other parts of the state.
DEFINITION
OF TERMS
Abuse: Any
violation of a child’s right or anything contrary to what principals of 417 and
9 of the undeclaration 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.
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