A SURVEY OF THE USE OF LOCALLY MADE MATERIALS IN THE TEACHING OF NURSERY SCHOOL CHILDREN
CHAPTER ONE
INTRODUCTION
1.1 The Study’s Background
History is unclear as to when man first began to inhabit this planet, but some accounts suggest that man arrived on the planet in much the same way as wild animals around him, without weapons, houses, or language. Man learned about his surroundings, which enabled him to decide what to eat and what not to eat. At the time, educational activities were simple but functional in the sense that students were taught to contribute to society’s needs.
The preceding analysis reveals that, while early man was not as developed as we are today, he had a great capacity dictated by circumstances to learn a great deal for his survival and the good of his environment. As a result, man is fundamentally a learning animal, and education must provide him with the necessary learning challenges.
It stands to reason that education and human beings are inextricably linked. The word education comes from the Latin word educate, which means “to draw out.” As a result, education can be defined as a process of identifying and developing an individual’s potential.
To put it another way, education is a systematic process in which an individual is exposed to and provided with opportunities for acquiring knowledge, skills, values, and attitudes that develop cumulatively with the goal of:
1. Properly preparing him so that he can successfully integrate into society;
2. Begin a career; and
3. Strengthen his desire for lifelong learning. Lucy Ekwueme’s (2001)
Education serves several functions. It paves the way for economic, social, cultural, political, and scientific advancement. Education is more than just passing on knowledge and cultural heritage from one generation to the next; it is also about equipping people with the skills to analyze, diagnose, perform, question, and think.
According to the World Forum on Education (2001), industrialization, migration, and urbanization have had a significant impact on the field of early education.
These effects include changes in the structure and composition of the family, as well as a decline in infant motility, necessitating attention to the education and development of children who now survive but may be in behaviors that negatively affect development.
No nation can afford to ignore its children’s education because children are the future asserts of their various societies. According to Wheeler (1967), every society educates its own children in order to make them fit into that society.
Stenhouse (1976) also asserts that the content and standards of education are determined by society. Such education begins in childhood, with the underlying goals derived from society’s desire to support, stimulate, and guide the child’s developmental processes in the direction of competence.
Nigeria educators have recognized that laying a solid foundation for children in their early years of life is critical to the future of the Nigerian society. It is therefore critical that appropriate and meaningful early educational experiences are provided to children.
Early childhood education, like the other systems of education in this country, is a legacy of the colonial masters. It takes place within the four walls or no educational institution. The years 1842-1848 saw a surge in missionary activity. When the colonial masters first arrived, they left their wives at home.
The wives gradually came to join their husbands. The requirement for their children to attend school. The first school in Nigeria, established in the 1840s by missionaries in Badagry, was known as the “nursery of the infant church.” The school, however, was a primary school, despite its name. The colonial master at the time paid no attention to pre-primary school education.
Every primary school had a nursery attached to it. The nursery classes that had already been established were saved as feeder schools.
The education of children aged 3 to 5 years old was mentioned for the first time at the 1969 national curriculum conferences.
The daycare center, which provides care for children as a substitute for that of the home where they or their parents are considered to be in special need of such help, is one of the three basic dimensions of pre-primary education. The kindergarten is designed for children aged three to four.
While the nursery school accepts children between the ages of four and six years old and prepares them for primary school by developing their linguistic and mathematical abilities, it also serves other purposes such as serving children whose homes are socially or educationally unsatisfactory; serving children whose mothers must work; and serving as a place where early diagnosis of individual handicaps can be made and paper remedial treatment gi
Nursery education originated in the Western world, and was exclusively for the infants of wealthy parents until the masses had a breakthrough government pronouncement to make kindergarten or nursery school compulsory and free in many parts of developed countries.
The declaration signed by 38 African countries in 1990 at the World Conference on Education for All (EFA) in Jomtien and the EFA summit in New Delhi (1993) recognized the importance of early childhood development. It saw basic education as the foundation for lifelong learning and human development, on which a country could build further levels and types of education and training systematically.
It thus strongly recommended that early childhood development activities be expanded, as well as the exploration of all available instruments of information, communication, and social action, in order to assist people in acquiring the minimum basic learning required for a better life.
The ultimate goal of effective teaching is to facilitate learning in the learner. “Change in behavior” is the learning outcome symbol. This explains why learning is frequently defined as any “change in behavior as a result of or as a result of experience” (Akande, 1985).
A man of great learning is a man of comprehension, and thus an educated man. Teaching, on the other hand, is a collection of actions and expressions that occur in a classroom and involve the exchange of ideas and materials between a teacher and students with the goal of developing cognitive, psychomotor, affective, and aesthetic goals in the students.
According to Lucy Ekwueme (2001), it is the teacher’s responsibility to provide experiences that support, stimulate, and structure children’s learning in order to achieve a progression or understanding that is appropriate to the child’s needs and abilities.
As a result, it is critical for teachers to use teaching materials and aids to make teaching and learning simple, interesting, systematic, positively interactive, and meaningful educational experiences.
The importance of teaching materials or educational aids cannot be overstated. The use of locally made materials has been shown to benefit the development of nursery children. Although these materials may be available, they may not be used effectively by the teacher, or the teacher lacks the necessary skills to use them, or they are not available.
During the process of educating the child’s senses, the child acquires experiences that serve as the foundation for knowledge. The more senses you appeal to in a lesson, the richer the experience and knowledge that Akande, M.O. will provide (2002).
Educational activities are intended to assist the child in becoming aware of his human nature, to provide him with knowledge elements, and to provide a link between the child and nature. According to UNICEF (1980),
“That concern for comprehensive child development naturally includes concern for the survival, health care, and growth monitoring of children, as well as attention to the learning and stimulation required to help them realize their full potential, the child’s intellectual, social, and emotional development.”
Systematic attention should be paid to creating a stimulating environment for the young child’s psychosocial development. Activities should be tailored to the local context, with the goal of drawing on and strengthening the resources available in the family and community.
Particular attention should be paid to the needs of mothers during pregnancy and children from birth to two years of age, as well as ensuring that programs for children aged three to six years address a wide range of urgent developmental needs, particularly those of children living in poverty and negatively impacted by forces or social-economic change.”
In this phenomenon, the environment has a direct or indirect influence on man in a given location. The environment includes humans, human behaviors, societal law, values and customs, natural and physical features, and the current socio-political situation. All of these environmental factors influence what, when, how, and where we teach.
Some scholars (Smith, Stanley, and Shore) correctly emphasize the importance of the environment when they state that “the curriculum is interwoven with the social fabric that sustains it.” The environment in this context is the society.
The social fabric is a network of interdependent variables that have a direct or indirect impact on educational activities in a given location. The problems and opportunities that exist in a given environment are the basis for educational activities.
The environment provides teaching materials in the form of learning experiences and audio-visual aids. Educationists have also discovered a subtle relationship between the effect of the environment on children and the study of the environment by children.
Aside from the social environment, context and content are both important in education because they determine what is important in school. The school is an important part of the social environment. When students learn about the environment, they also learn about themselves.
Taking all of the preceding into account, teaching and learning aids/materials should be used to make teaching and learning simple, interesting, systematic, positively interactive, and meaningful educational experiences.
1.2 Problem Description
The purpose of this study is to uncover the lack of availability and adequate skills to use locally made instructional materials for effective teaching/learning by children in nursery schools.
1.3 The Study’s Purpose
The overall goal of the study is to evaluate the locally made instructional materials used in the teaching of nursery school children in the Apapa local government area.
The study is specifically designed with the following goals in mind.
– To ascertain the use of locally produced instructional materials in nursery schools.
– To assess the usefulness of locally produced instructional materials in the effective teaching of nursery school children.
1.4 Research Issue
The following research questions were posed to guide the study in order to achieve the desired objectives.
– To what extent are instructional materials available in Lagos state to educate nursery school children?
– To what extent is adequate initialization of instructional made materials used for effective nursery school children education implementation in Lagos state?
1.5 Hypotheses for Research
The following null hypotheses were developed in order to provide answers to the above-mentioned question:
There is no statistically significant relationship between the availability of locally produced instructional materials and the effective implementation of nursery school children education.
There is no significant relationship between the adequate utilization of locally made nursery school instructional materials.
1.6 The Study’s Importance
The purpose of this study is to determine whether the use of locally made materials in the teaching of nursery school children is a distinguishing factor for school effectiveness and efficiency. However, a critical analysis or this study will enable school proprietors and
school heads such as head Masters/ Mistresses, head teachers, and so on to understand that the use of locally made materials is a significant factor if the school is to achieve its goal of producing and breeding individuals who will be useful to themselves and to society at large.
Furthermore, this research will help the government understand the importance of using locally made materials in the teaching of nursery school children in order to achieve the desired learning outcomes in individuals.
1.7 Study Scope/Limitations
This study only looked at the Apapa local education district. The nursery schools were chosen at random from this area.
The study was hampered by a number of factors, including a transportation problem within the state, a financial problem, and a time constraint.
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A SURVEY OF THE USE OF LOCALLY MADE MATERIALS IN THE TEACHING OF NURSERY SCHOOL CHILDREN
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