Teacher’s Creativity on Early Childhood Development in Mushin Lga
CHAPTER ONE
Objective of Study
In order to fulfil its purpose, the study was guided by the following research objectives:
- To establish the effectiveness of concrete experience on early childhood development in mushin LGA, Lagos state: Nigeria
- To examine how reflective observation influence early childhood development in mushin LGA, Lagos state: Nigeria
- To determine the effectiveness of active experimentation on early childhood development in mushin LGA, Lagos state
- To establish the effectiveness of abstract conceptualization on early childhood development in mushin LGA, Lagos state
CHAPTER TWO
LITERATURE REVIEW
Concept of Experiential Learning
Experiential learning is the type of learning where the students manage their own learning rather than being told to do and when to do it (Kolb D.A,2005) The teacher therefore passes much responsibility on the student. In this type of learning, the learners are able to identify the knowledge they require and then acquire it themselves, reflecting on their know learning as they move along other levels of education (Moon, 2004).
Experiential learners are able to reason out their views and state their stand on the choices made (Gunstone R.F 2000) it therefore becomes necessary for their teachers to provide tasks that are learner centred and hands on to help them solve problems relevant to their lives (Wurdinger 2010). This should be done by letting the learners inquire a problem and then find the solution.
Drama and Child development
Basom (2005) defines drama as the art form that explores human conflict and tension that it generally takes the form of a story presented to an audience through dialogue or action. Drama has an emotional and intellectual impact on both the participants and audience as it holds up a mirror for us to examine ourselves, deepening our understanding of human motivation and behaviour.
Evidence from many studies makes it clear that many students are not learning scientific process skills as they need or are exempted to learn it. Chuang (2002). Generally drama refers to the use of drama process as a way to teach variety of subjects or to supplement a school‟s curriculum. Bolton (1995). Drama is no longer considered simply as another branch of art education but as a unique teaching tool vital for language development and invaluable as a method in the exploring of other subject areas such as science (Balton 1995).
When early childhood education children get involved in drama they get the chance to construct knowledge in their minds through meaningful activities children are able to simulate real life situations and experiences as they think that the learning atmosphere is familiar.
Cottrell (2003). Social constructivism sees knowledge as a product of social interaction mediated by activities and cultural tools, Vygotsky (1978). Drama also involves social interaction which is enhanced as the learners perform different scientific activities that provides active communication among them and between students and teachers thus higher achievement in science.
Reflective Observation and Child development
According to Hillier Y. (2005), reflective observation is a meaning – making process that moves a learner from one experience into the next with deeper understanding of its relationships with and connections to other experiences and ideas. He further emphasize that it is the threat that makes continuity of learning possible and ensures the progress of the individual and ultimately, society, Kolb (1984) states that, reflective observation means watching others or developing observations about own experience.
Science education should begin during the early years of schooling. (Eschach and Fried 2005). This is because children have a natural tendency to enjoy observing and thinking about nature,Ramey – Gassert (1997). Young children are motivated to explore the world around them and early science experiences can capitalize on this inclination. (French, 2004).
When children are engaged in science learning experiences that are developmentally appropriate to them, they understand the world, collect and organize information and apply science education reform efforts call for science for al students‟ to bridge Child development gaps.
CHAPTER THREE
RESEARCH METHODOLOGY
Research Design
The research design used in this study was correlation research design which is a method of collecting information without manipulating the environment and also to demonstrate the association between the variables. The decision to adopt this design was guided by (Creswell, 2008) who stated that causality cannot be inferred. In this study the relationship between teaching styles and early childhood development in science was examined.
Target Population
Target population is the group of elements to which the researcher wants to make inference (Mugenda, 1999) defined target population as a complete set of individual cases or objects with common observable characteristics. According to the data from District Education Officer (2015), Lagos State has 32 registered public early childhood educations having 32 head teachers and 122 early childhood education teachers.
Sample size and sampling technique
The study respondents were 96 of which 32 were head teachers, and 64 early childhood education teachers, the sampling of the early childhood education teachers will be based on census given that it is attractive for small populations necessary for precision, confidence level and variability. The sample for the head teachers and early childhood education teachers will be based on Kombo and Tromp (2006) study that state that 30% is adequate representation of the entire population. This method will assist the researcher to apply inferential statistics to data and provide opportunities for the action of each early childhood educations in the State.
The study will adopt simple random sampling technique of probability sampling. This will help in ensuring that each early childhood education gets an equal and independent chance of being selected.
CHAPTER FOUR
DATA ANALYSIS, PRESENTATION, INTERPRETATION AND DISCUSION
Background information of the respondents
Distribution of respondents by gender
The head teachers and early childhood education teachers were asked to indicate their gender. This information was useful in showing gender distribution in the schools under study. This will indicate whether there is gender balance or imbalance in the schools under study.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Summary of the Study
The purpose of this study was to investigate the effectiveness of teacher’s creativity on early childhood development in mushin LGA, Lagos state: Nigeria. The study aimed to answer four research objectives that were: to establish the effectiveness of concrete experience on early childhood development in Lagos Centre State; to examine how reflective observation influence early childhood development in mushin LGA, Lagos state; to determine the effectiveness of active experimentation on early childhood development in mushin LGA, Lagos state Nigeria, lastly to establish the effectiveness of abstract conceptualization on early childhood developmentes in mushin LGA, Lagos state; Nigeria. The study adopted descriptive research design. The target population for the study was 32 public schools in Lagos State. The schools had 32 head teachers and 122 early childhood education teachers. 32 Head teachers from 32 schools and 52 early childhood education teachers participated in the study. Three head teachers and 20 early childhood education teachers were used for piloting. Data was collected by researcher using self- administered questionnaires for head teachers and early childhood education teachers. A correlation coefficient of the research instrument was found to be 0.88 and 0.92 for head teachers and teachers respectively. The questionnaires were therefore considered reliable, statistical package for social sciences was used to tabulate code and process data into a database because it is able to handle large amounts of data.
Summary of Research Findings
The study sought to establish the effectiveness of concrete experience on early childhood development in Lagos Centre State. It was established that concrete experience influenced learners‟ achievement in science class positively. Findings articulated from the study showed that teachers agreed that simulation helped the learnerslearn to express themselves and gain confidence while tackling scientific activities and this enables them to record high achievement in the science class through knowledge retention. Further analysis revealed that even though small group discussion weren‟t used so much at the preschool level due to the short attention span of the learners, positive results have been achieved in class as the children are able to learn a lot from one another through discussion. These findings lend credence to arguments held by Rendelet al. (1992) who claimed that the positive results obtained for retention over time favours the use of simulation.
Conclusions
Concrete experience have influence on leaners achievement in science class. Simulation helped the learners learn to express themselves and gain confidence while tackling scientific activities and this enables them to record high achievement in the science class through knowledge retention. Small group discussion enabled the children to learn a lot from one another. Simulation was established to have more influence followed by small group discussion then drama.
Active experimentation have influence on learners‟ achievement in science class. Reflective essay gave the learners a chance to recall whatever they’ve been taught and put it into practice thus boosting their achievement in Science. Moreover personal journals helped in keeping records of the learners and compare their achievement trend and this improves their achievement especially in Science. The use of questions was found to have more influence followed by the use of games then lastly the use of project
Reflective observation have influence on learners‟ achievement in science class as it promotes high retention of knowledge hence improving their achievement in science class. The use of thought questions was found to have more influence followed by reflective essay and lastly personal journals.
Abstract conceptualization have influence on learners‟ achievement in science class. Theory construction was found to have the most influence then analogies.
Recommendations
Based on the findings and conclusions of the study the following recommendations were made:
For Policy
- Teaching styles should be built on early childhood development curriculum as it yields important dividends for any sector of education; it helps the learner to develop spartial thinking which is important for the success of Science.
- The study also recommends that the early childhood education teachers be trained on the use of teaching styles as some of them didn‟t use in
The study also recommends that the head teachers should ensure application of these learning styles as some of them were not even aware of it
For research
The findings indicated that indeed teaching styles influence achievement of early childhood education learners in science class. Although this is the case it was not fully being utilised by most teachers as they were just but using it occasionally. The study therefore recommends that early childhood education teachers use this more often in teaching their students.
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