Teachers’ Attitude on Academic Performance of Pupils in Early Childhood Education
Chapter One
PURPOSE OF THE STUDY
The purpose of this study is to find out teachers’ attitudes toward the academic performance of pupils in early childhood education in Ikeja Local Government Area of Lagos State.
Other specific objectives of the study are:
- To identify the effects of teachers’ personality on academic performance
- To identify basic teachers’ attitudes that enhance academic performance.
- To identify the areas of teachers’ personality that need to be improved upon.
- To identify the aspects of teachers’ attitudes that are detrimental to pupils’ academic performance.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Introduction
Previous studies, observations, opinions, and comments related to the problem under investigation will be identified and evaluated. More so, the future of any country and mankind depends solely on the children. In order to achieve this, there must be emphasis laid on the issue of the role of parents in early childhood education. Children’s rights have been argued about for centuries, and the concept touches raw nerves when adult decisions and actions are put to the test (Stainton Rogers, 2004). ‘Rights are entitlements, valuable commodities’ which we ‘do not have to grovel or beg to get’, according to Freeman (1996, p. 70). Children’s rights do not receive widespread public or political support in New Zealand, and perhaps even less so in Australia. Children’s rights have often been perceived as ‘a political hot potato’, which, rather than advancing children’s interests, jeopardize them (Melton, 2005, p. 655). This is a disturbing state of affairs, which one would like academics and professionals working on children’s issues to fight. There is a responsibility for education about children’s rights to be implemented in countries which have ratified the United Nations Convention on the Rights of the Child (the Convention). Article 42 obliges the state ‘to make the principles and provisions of the Convention widely known, by appropriate and active means, to adults and children alike’. It is particularly important, therefore, for early childhood teacher education and professional development programs to ensure that the principles of the Convention are understood and implemented in early childhood services. Professionals working with children have an important role in advocating for them: by taking a proactive approach towards recognising the rights of all children; and responding by trying to change systems, policies and individuals. Child advocacy involves raising the status of children, increasing their self-determination and the responsiveness and accountability of institutions affecting them (Melton, 1987). Professionals should be educating government and local agencies about the Convention and using it to provide a common basis for understanding, and a framework to plan and operate services for children. Child advocacy is not about undermining the role of parents, families or teachers, nor is it about denying children their childhood. The Convention provides legal and ethical grounds on which to argue for changes to policy in favour of children’s rights. Greater collaboration between agencies concerned with the rights of children in different spheres, and even between different countries, could do much to speed implementation. The Convention is a powerful international treaty, ratified by all but two countries in the world (US and Somalia), which is being used proactively in many countries to persuade governments and communities to support better policies for children. Even if countries do not fully comply with the Convention, ratification of it signals an intention for them to progressively implement it and incorporate it into their domestic law, policies and practice (Ludbrook, 2000). The Convention provides an internationally accepted standard to be applied to basic human rights affecting children. Freeman (1995) argues that, while the Convention is not the final word on children’s rights (because it is a result of international compromise);
CHAPTER THREE
RESEARCH METHODOLOGY
RESEARCH DESIGN
The researcher used descriptive research survey design in building up this project work the choice of this research design was considered appropriate because of its advantages of identifying attributes of a large population from a group of individuals. The design was suitable for the study as the study sought to examine teacher’s attitude on academic performance of pupil in early childhood education.
SOURCES OF DATA COLLECTION
Data were collected from two main sources namely:
(i)Primary source and
(ii)Secondary source
Primary source:
These are materials of statistical investigation which were collected by the research for a particular purpose. They can be obtained through a survey, observation questionnaire or as experiment; the researcher has adopted the questionnaire method for this study.
Secondary source:
These are data from textbook Journal handset etc. they arise as byproducts of the same other purposes. Example administration, various other unpublished works and write ups were also used.
POPULATION OF THE STUDY
Population of a study is a group of persons or aggregate items, things the researcher is interested in getting information for the study teacher’s attitude on academic performance of pupil in early childhood education. 200 staff ministry education and women affairs was selected as the population of the study.
CHAPTER FOUR
PRESENTATION ANALYSIS INTERPRETATION OF DATA
Introduction
Efforts will be made at this stage to present, analyze and interpret the data collected during the field survey. This presentation will be based on the responses from the completed questionnaires. The result of this exercise will be summarized in tabular forms for easy references and analysis. It will also show answers to questions relating to the research questions for this research study. The researcher employed simple percentage in the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to examine teachers attitude on academic performance of early childhood educational program.
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 parent and teachers attitude towards early childhood care.
Summary
Early childhood education has a significant role to play in perpetuating the desirable changes in society. Preschool is the Childs first step towards organized care and learning in the larger society. It provides a major influence on the development of Childs intellectual capacities, interpersonal skills, social behavior and personality of children. Early child hood education in its wider sense implies not only on acquisition of knowledge but also the development of abilities, skills and qualities of character(Shabnam 2003).Findings of the present study indicate significant differences in the opinion of parents regarding early childhood education. Majority of parent’s visualized preschool education is a combination of concepts. It is the initial preparatory step towards primary schooling. They felt that when children receive education at an early age in an interactive and learning manner they are better equipped to handle schools in later years. Majority of parents thought that children get multiple benefits from early childhood education.25% of parents emphasis on the need to develop concepts related to color, shape, texture, number, alphabetical, counting etc.Most of the parents felt that when children attend preschool centre they learn to discover new things by exploring the environment For some, children develop ability to communicate, when they get al.ong with others and express their views and ideas with each other’s.
Conclusion
The study concluded that parenting should be enhanced because it nurtures the preschools children through, providing housing for the children, health care, nutrition, clothing, and safety, and creating home conditions that support children’s learning such as purchasing necessary books and other school supply, providing a place to study would 58 create a conducive learning environment for children and enhance teaching and learning process and eventually promoting socialization of the children. The respondents also indicated that parent involvement through attending school meeting, assisting children doing their homework, allow children to have time for the school work, motivate children to work hard, and support school programs will influence children retain what they were taught and performs better in schools. The study also concluded that communication between the parents and teachers is important because it helps in establishing how their children are doing academically and in other school activities and seek better measure to improve on their socialization.
Recommendations
The study recommends that parental communication should be enhanced in preschool as this will involve parents in reading with their children, supporting their work on homework assignments, or tutoring them, using materials and instructions provided by teachers, show particularly impressive socialization The study recommends that parenting children help all families establish home environments to support children to learn and improve their socialization. The study recommends that teachers and parents communication from home to school and school to home about school programs and student progress should be made effective as it hasten decision making process and taking of measures to improve children socialization in preschools.
Reference
- Baker, D., Goesling, B., & Letendre, G. (2002). Socioeconomic status, school quality, and national economic development: A crossnational analysis of the “Heyneman-Loxley Effect” on mathematics and science achievement. Comparative Education Review, 46(3), 291-313.
- Bauer, A., & Barnett, D. (2001). Infants at risk: Marker variables related to the early lives of children. Journal of Children & Poverty, 7, 121- 134.
- Berger, E. (2000). Family involvement: Essential for a child’s development. In Berger, E.H., Parents as Partners in Education. Upper Saddle River, NJ: Prentice-Hall.
- Boshier, P. F. (2005). The Care of Children Act: Does it enhance children’s participation and protection rights? Childrenz Issues, 8(2), 7-19
- Boss, P., Doherty, W., LaRossa, R., Schumm, W., Steinmetz, S. (1993). Sourcebook of family theories and methods: A contextual approach. New York, New York: Plenum press.
