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Attitude of Students Towards the Study of Early Childhood Education in Federal College of Education (Technical) Umunze

Abstract

This study focused on students’ attitudes about studying early childhood education at the federal college of education (technical) umunze. Three goals were established:

to investigate the factors that contribute to premarital sex among female secondary school students, to investigate the effects of premarital sex on secondary school students’ academic performance, and to identify solutions to the factors that contribute to premarital sex among female secondary school students.

A total of 77 replies were collected and validated from enrolled participants, with all coming from the Federal College of Education (Technical) Umunze. The hypothesis was investigated using the Chi-Square statistical program (SPSS).

Chapter one

Introduction

Background of the study.

Students’ attitudes towards the study of Early Childhood Education (ECE) are varied and include a variety of personal ideas, views, and motives. Several factors influence students’ attitudes, and knowing them is critical for improving the quality of early childhood education programs.

This response will investigate many aspects of students’ views towards the subject of Early Childhood Education, accompanied by appropriate citations.

Students’ attitudes towards ECE study can be influenced by their beliefs about the value of early childhood education. Pianta and Barnett (2003) found that early learning experiences have a significant impact on a child’s cognitive and socioemotional development. Students who understand the critical function of ECE in building the groundwork for future learning may have a more favourable attitude towards studying the subject.

Students’ job objectives might have a considerable impact on their attitudes towards ECE. Those hoping to be educators or professionals dealing with young children may be more likely to see the value of studying ECE.

According to Ingersoll and Strong (2011), persons who see teaching as a long-term vocation tend to approach their educational preparation with a more optimistic attitude.

Experiential learning, particularly practicum experiences, has a significant impact on students’ attitudes. Whitebook et al. (2008) emphasise the value of hands-on experiences in ECE settings for obtaining a thorough understanding of the discipline.

Positive practicum experiences can help develop a more positive attitude towards the practical aspects of working with young children.

The material and pedagogical practices used in the ECE curriculum can influence students’ attitudes. According to Phillips and Muijs (2016), an engaging and well-structured curriculum, as well as effective teaching methods, can help students develop a favourable attitude towards ECE. In contrast, a badly planned curriculum may cause children to lose interest.

Societal attitudes regarding early childhood education can also influence students’ perspectives. If ECE is generally recognised and respected in society, students may be more likely to recognise the worth of studying it.

Bowman et al. (2001) emphasise the importance of public recognition and support for early childhood education in order to attract and retain committed professionals in the area.

Students’ attitudes towards Early Childhood Education are influenced by a variety of factors, including perceived relevance, career goals, experiential learning, curriculum quality, and societal expectations. Understanding and resolving these issues can help students develop a positive attitude, hence improving the success of ECE programs.

Statement of the Problem

Early Childhood Education (ECE) has a critical role in influencing early children’s cognitive, emotional, and social development.

Despite its significance, there is an urgent issue about students’ attitudes towards the study of Early Childhood Education.

There is a distinct dearth of knowledge among students about the importance of Early Childhood Education in building the groundwork for lifelong learning. Many students may underestimate the significance of early learning experiences in a child’s entire development.

A large number of students may not see Early Childhood Education as a feasible and enjoyable career choice. A lack of interest in pursuing a career in early childhood may lead to a lack of interest in studying the topic, impeding the development of a skilled and motivated workforce in this critical field.

The quality and quantity of actual learning opportunities, especially practicum experiences, may be insufficient. This lack of hands-on experience in real-world ECE settings may impair students’ capacity to combine theoretical knowledge with practical application, influencing their general attitude towards the study of ECE.

The current Early Childhood Education curriculum may confront issues in terms of relevancy, engagement, and compatibility with the field’s changing demands. A badly planned or out-of-date curriculum can lead to student disengagement and fail to sufficiently educate them for the complexity of dealing with young children.

Societal views regarding early childhood education may fail to recognise and acknowledge the field’s importance. The lack of societal recognition might have an impact on students’ willingness to pursue ECE degrees, as they may not see it as a respectable and esteemed job.

The objectives of the study

To assess students’ awareness of the value and influence of Early Childhood Education on the overall development of young children.

To identify factors that may affect or deter students from selecting ECE as a viable and fulfilling career option.

To evaluate the quality and quantity of practical experiences, particularly practicum assignments, in ECE programs.

Research Hypotheses

H1: pupils are unaware of the significance and impact of Early Childhood Education on the overall development of young children.

H2: There is no quality or quantity of practical experiences, notably through practicum assignments, in ECE programs.

Significance of the Study

The study of students’ attitudes towards the study of Early Childhood Education (ECE) is extremely important because of the possible impact on numerous stakeholders and components of the educational landscape. The relevance of this work can be summarised as follows:

The study’s findings can help educational institutions improve the design and delivery of early childhood education programs. Understanding students’ attitudes enables the identification of areas that need to be improved, as well as the development of strategies for creating more interesting and successful curriculum.

A good attitude among students towards the study of ECE is key for developing a trained and motivated workforce in this important sector. Addressing barriers to ECE career advancement can help to recruit and retain devoted workers, ultimately improving the quality of early childhood care and education.

The study can give light on how experiential learning, such as practicum experiences, influences students’ opinions. Understanding the value of hands-on experiences can help institutions optimise practicum assignments and better prepare students for the practical challenges of working with young children.

The study’s focus on social opinions of Early Childhood Education can help to raise awareness about the field’s importance. The findings may guide lobbying initiatives aiming at increasing social recognition and support for ECE, hence influencing public opinion and legislative decisions.

Scope of the Study

The focus of the study includes students’ attitudes regarding the study of early childhood education. The study will be limited to the federal college of education (technical) university.

Limitations of the study

While the research on students’ attitudes towards the study of Early Childhood Education (ECE) attempts to provide helpful insights, it is vital to recognise several limitations that may effect the scope and generalisability of the findings:

Sample Size and Demographics:

The study may be limited by the size and demographics of the participant sample. A limited or homogeneous sample can limit the findings’ generalisability to a larger population. Furthermore, the sample’s cultural, socioeconomic, and geographical diversity may have an impact on the results’ application.

Self-reporting Bias:

The reliance on self-reporting through surveys or interviews raises the possibility of response bias. Participants may provide socially desired responses or may not correctly represent their genuine attitudes towards the research of early childhood education, so affecting data validity.

The study is cross-sectional in nature.

The study’s cross-sectional approach, which focusses on attitudes at a single point in time, may limit the capacity to establish causal correlations or track changes in attitudes over time. A longitudinal approach would provide a more complete picture of the factors impacting attitudes towards ECE.

Definition of Terms

Early childhood education (ECE)

Early Childhood Education refers to official and informal educational programs and activities that promote the holistic development of children aged newborn to eight years old. These programs address the cognitive, social, emotional, and physical elements of early development.

Attitude:

Attitude is an individual’s evaluative and emotional reaction, propensity, or inclination towards a specific subject, object, person, or situation. In this study, attitude refers to students’ perceptions and attitudes about the study of Early Childhood Education.

Experiential learning:

Experiential learning is the process of learning by directly engaging and actively participating in real-world experiences. Experiential learning is frequently used in Early Childhood Education to describe practical training, fieldwork, and hands-on activities in educational contexts.

Practicum:

Practicum is a supervised and practical training component of an educational program that allows students to apply theoretical knowledge in real-world contexts. In the field of Early Childhood Education, practicum experiences entail working directly with young children under supervision.

Curriculum:

Curriculum refers to the planned and structured educational content, activities, and experiences that are designed to meet certain learning objectives. In Early Childhood Education, the curriculum encompasses the subjects, techniques, and pedagogical approaches used to educate young children.

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Associating Animation with Concrete Models in Reducing Vulnerability of Early Childhood Pupils to Environmental Hazards in Agege Lagos State

Chapter one

INTRODUCTION

1.1 Background of the Study.

The environment in which we live is fraught with danger and risk for both children and adults. Adults have a stronger immune system and a higher intellectual capacity, making them less exposed to these threats than youngsters. Children, on the other hand, are more vulnerable to environmental risks than adults because of their size, physiology, and temperament.

A hazard is a situation that provides a risk to life, health, property, or the environment. The term “environmental hazard” refers to a series of occurrences that have the potential to endanger the natural environment and harm people’s health. Hazards are classified into five types: chemical, physical, biological, psychological, and radiation (MacCollum 2006).

Children live in three different types of environments: physical, biological, and social. Each of these factors has an impact on their overall health. The physical environment refers to anything that comes into contact with the body. Air, for example, comes in continual touch with our lungs and skin and constitutes a significant portion of our physical environment.

To more precisely identify the physical environment, a big environment may need to be divided into smaller pieces known as microenvironments. For example, in a radon-contaminated room, the radon will not be equally distributed; air near the floor contains a higher radon concentration.

As a result, a preschooler playing on the floor would experience a very different world than an adult standing in the room. In many cases, the microenvironments of adults and preschoolers (children) differ dramatically.

The biological environment comprises of the body’s own physiological workings as it processes and reacts with the substances it comes into touch with.

The body uses specialised chemical pathways to digest, process, and eliminate chemicals found in air, food, and water. The various processes required for a hazardous hazard to have poor health effects demonstrate the biological environment’s complexity.

The social environment, which encompasses the day-to-day circumstances of living in a family or other settings, as well as the laws and their continuing growth, and their many physical and biological contexts

is a distinct group of individuals in connection to hazardous dangers. If laws, rules, policies, and conduct do not reflect this truth, children may be unintentionally exposed to environmental risks.

Children are more susceptible to environmental hazards than adults due to their size, physiology, and temperament. Children are more heavily exposed to toxins in proportion to their body weight, and they have more years of life to suffer long-term consequences from mere exposure.

Children (preschoolers) under the age of five breathe more air, drink more water, and eat more food per unit of body weight than adults, which means they may be more exposed to infections and contaminants.

Children of all ages, including the very young, are at a higher risk than adults. Common childhood actions, such as crawling and putting objects in one’s mouth, can significantly increase hazards.

Many preschoolers and lower primary school students attend school without sanitation facilities, increasing their risk of contracting numerous infections and decreasing their likelihood of attending preschool.

The method in which students are educated can lessen their susceptibility to environmental risks. Animation, in conjunction with tangible models led by a constructivist technique, is viewed as one of the ways for early childhood students to learn about the environment, hence reducing sensitivity to environmental risks.

This is because it allows students to be taught in a fun way, and animation is one of the most effective ways to do it. When paired with concrete models to describe the environment, it could significantly reduce their susceptibility to environmental risks. Animation offers a more positive view of learning than static images.

Hegarty (2005) describes the advantages of animations over static images. Animations, as opposed to static images and text, can more plainly provide procedural information (e.g., biochemical reaction steps, physiological systems) since they illustrate the steps in order. Hegarty (2005) stated that animation is used to directly describe mechanical motions, whereas static graphics can only display motions indirectly using arrows and phase diagrams.

Hegarty (2005: 451) argued that animations provide more accurate depictions of reality. Furthermore, we believe that animations allow for the portrayal of objects that are too small (e.g., viruses, nuclei) or even invisible to the naked eye (e.g., electricity current, magnetic force). Details can be examined from perspectives not possible in real life.

Several empirical research have shown that animations have positive effects on learning. Trevisan, Oki, and Senger (2009) compared two groups of students who used a video of a traditional lecture and an animation as learning materials. The learning topic was follicular dynamics, which is a physiology concept.

The individuals chosen for the study were from undergraduate reproductive physiology courses at six universities in the United States. The evaluation instrument was a one-time, instant test. Overall, individuals who employed animation as a learning medium received much higher marks.

Animations, as opposed to static images and text, can more plainly provide procedural information (e.g., biochemical reaction steps, physiological systems) since they illustrate the steps in order.

Hegarty (2005) stated that animation is used to directly describe mechanical motions, whereas static graphics can only display motions indirectly using arrows and phase diagrams.

Hegarty (2005: 451) argued that animations provide more accurate depictions of reality. Furthermore, we believe that animations allow for the portrayal of objects that are too small (e.g., viruses, nuclei) or even invisible to the naked eye (e.g., electricity current, magnetic force). Details can be examined from perspectives not possible in real life.

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STRATEGIES FOR IMPROVING EARLY CHILDHOOD EDUCATION PROGRAMME IN FEDERAL COLLEGE OF EDUCATION (TECHNICAL) UMUNZE. ANAMBRA STATE.

ABSTRACT

The research was conducted to identify ideas for strengthening the early childhood education programme at the Federal College of Education (Technical) Umunze in Anambra State. The study was led by four research questions. A survey was undertaken at the Department of Early Childhood Education at the Federal College of Education.

The study’s population consists of two hundred and eight (208) year two and year three NCE students, with a sample size of 208. The data was collected using 20-item surveys. The data were collected and analysed using the mean statistical tool.

Based on the findings, recommendations were given as follows: Strategies for strengthening the early childhood education program include organising workshops and seminars for teachers, asking the government to grant additional funds for program implementation, regular oversight by the government and ministry, and providing instructional facilities, equipment, and materials.

The impact of an insufficient number of qualified teachers on the effective implementation of early childhood education programs is as follows: lack of qualified teachers, insufficient number of teachers, lack of competent teachers, teachers of early childhood education are few in the institution, and the majority of the teachers are not specialists.

The effect of non-availability of early childhood equipment / materials on the improvement of early childhood education is that the equipment / materials used to improve the program are inadequate, there are insufficient classrooms and conducive environments, and the government assists the institution in providing equipment / materials.

The effect of poor government funding of early childhood in the tertiary level on the development of early childhood education programs is thus; government are expected to use motivating factors, lack of government interest in the implementation of early childhood education in all tertiary institutions, and poor funding by the government.

CHAPTER ONE: Introduction

Background of the Study

Education is a hinge on which each nation’s growth and development rests, hence every nation strives to educate its citizens, regardless of age. However, Eyetsemitan (2003) emphasised the importance of education in providing residents with a wide range of options for overall growth and efficiency.

Education, as an indispensable tool in nation building, is a process of systematic training and instruction designed to transmit knowledge and acquire skills, potentials, and abilities that will allow an individual to contribute effectively to the growth and development of his society and country.

According to Osakwe (2006), it entails an individual’s whole development, including physical, social, moral, intellectual, and mental growth.

As a result, early childhood education refers to the instruction that children get at an educational institution before entering primary school (FRN 2004). According to Mezieobi (2006), early childhood education is a formalised educational process that children aged two and a half to five years and older are subjected to in a designated pre-school institution.

Meanwhile, a child’s IQ, personality, and social conduct are most strongly influenced by his or her early years. The years before a child reaches kindergarten are among the most critical period in his or her life in terms of learning or assimilation of ideas, that is why modern societies show serious concern for the education of their young ones by providing needed support to prepare them to succeed later in school (Ejieh, 2006).

It is common practice in most societies to make provision for early childhood education programs of various kinds for children below the official school. (Obidike, 2012).

Meanwhile, the Nigerian federal government has highlighted one of the educational system’s activities in the National Policy on Education (FRN,2004) due to its importance in the child’s complete development. As a result, the federal government created a low-cost, community-based, and non-formal day care service.

Day care providers are introduced to locally sourced educational resources that promote the child’s cognitive, affective, and psychomotor development.(Zakariya 2012).

However, there is no doubt that the execution of early childhood education necessitates a collaborative effort or input from all stakeholders, including the government, parents and guardians, and school authorities. While the government is expected to provide enough teaching and learning resources.

According to Mahuta (2007), the goal of early childhood education is to foster children’s correct development, recognise and address their problems, support their potentials, shape their character, and promote personal, communal, and global development in all aspects of life.

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Level of Adequacy of Information and Communication Technology in Early Childhood Education Classrooms

Chapter one

Introduction

1.1 Background Of the study

Information and communication technology (ICT) has become an accepted part of everyone’s lives around the world, and it plays an important role in education. Similarly, the world today is experiencing technology breakthroughs in teaching and learning.

Because children live in a highly communicative environment, early childhood education does not fall behind. Information Communication Technology (ICT) is described as “anything that allows us to obtain information, communicate with one another

or have an impact on the environment using electronic or digital equipment” (Siraj-Blatchford & Siraj-Blatchford, 2003, p. 4). Some authors use the term “learning technologies,” while others simply refer to it as technology.

It can also be described as something that facilitates communication. It entails the use of electronic devices such as computers, phones, digital cameras, puppets, video discs, and electronic toys for communication.

Bolstard (2004) also argued that these technologies provide new chances to improve many elements of early childhood education. Siraj-Blatchford and Whitebread (2003) defined ICT as everything that allows an individual to exchange information, communicate with others, or have an impact on the environment using electronic equipment.

In early childhood education (ECE), the word ICT could include, but is not limited to, the following types of hardware and software gadgets:

(i) Computers (desktop, laptop, and handheld devices);

(ii) Digital cameras, digital video cameras;

(iii) Software for creativity and communication; the Internet;

(iv) Telephones, fax machines, cell phones, and tape recorders.

(v) Interactive tales, virtual settings, and computer games; programmable toys; and “control” technology.

(vi) Videoconferencing and closed-circuit television;

(vii) Data projectors, electronic whiteboards, and more.

All of these technologies, taken combined, play important roles in the education of young children in the twenty-first century. As a result, the researcher set out to assess its adequacy in early childhood education and nursery classrooms throughout Benin.

Meanwhile, early Childhood Education (ECE) refers to the type of education obtained by children aged 3 to 5 in a school setting. It is also known as nursery school or playgroup (Farrant, 1982).

The National Policy on Education (FRN, 2009) defines ECE as an educational institution for children before they enter primary school, in which children are left in the care of individuals or organisations.

It has recently been revealed that the use of ICT in early childhood education is extensively practised/advocated for. This is due to the numerous benefits that accrue from its incorporation into the teaching and learning process.

Benefits of integrating ICT into the teaching and learning process

The benefits of using ICT in early childhood education cannot be overstated. However, for the sake of this study, a number of these advantages have been stated as follows:

Speaking and Listening – In the classroom, ICT enables more prolonged kinds of communication, such as asking and answering questions. The use of webcams increases involvement and enables for immediate feedback and reflection on the processes involved in communication, both in groups and individually.

The interactive whiteboard (IWB) technology emphasises shared and public conversation, as well as student reactions. Details are difficult to retain in everyday conversation unless they are recorded in some way.

Sound recording has been around for a while, but portable sound recording devices (such as MP3 or MP4 formats) make it easier and promote listening.

Furthermore, digital cameras are likely to aid students’ abilities to evaluate and comment on their use of language, as gesture, posture, and facial expressions are all important components of speaking. In more formal settings, video presentations enable students to examine and review formal and informal presentations from their early years.

Early reading – With revived interest in phonics education, there is now a diverse selection of software available to promote early reading with synthetic phonics. The usage of ICT-based phonics books allows for explicit links between sounds and letters on a page.

Learning to read is a lengthy and arduous process, and many students struggle to concentrate when using books alone; enhancing concentration and attention time is a significant advantage of ICT.

Many students regard software differently from ICT, believing it is more fascinating. There are numerous audio-based reading methods available to schools today, many of which provide significant benefits over books.

For struggling readers, there are numerous software-based reading intervention programs available that can significantly enhance students’ achievement. Some include speech recognition software and integrated assessment for learning.

Vocabulary- Interactive dictionaries can be extremely useful in the classroom. The days of having to refer to a bulky tome in the corner of the classroom are over, and interactive materials make vocabulary learning easier.

Sentences – Information and communication technology facilitates word sequencing. There are numerous tools available to help students improve their sentence writing skills, such as Textease or Clicker, and many of them include speech features to help students verify their work.

Comprehension – The usage of ICT tools that incorporate aural and visual comprehension activities can significantly benefit a student’s growth. Pupils must learn to listen, which will be useful in all areas of the curriculum.

If kids simply hear the teacher’s voice, this can be challenging. Many products are available that combine paper-based comprehension activities with sound, animations, and video. These multimedia products provide students with a diverse range of experiences, allowing them to build key comprehension abilities without even realising it.

Presentational software and databases expand the possibilities for composition. Mixed-mode texts can be created on paper, but digital technology, with its ability to incorporate images and manipulate text, allows for a more varied presentation of writing, including design characteristics that paper-based writing does not.

Using word processors allows students to update material without having their changes shown on the page. They don’t have to worry about spelling or presentation and can instead focus on the substance. They can deliver information in a variety of ways and use spellcheck or thesaurus.

theatre – One advantage of adopting ICT-based theatre in literacy sessions is that it allows students to explore, reflect on their learning, and alter their ideas upon contemplation.

Digital cameras capable of capturing both moving and still images can substantially improve theatrical operations, notably dialogue development.

Capturing drama moments on camera utilising freeze-frame functions and showing the photographs on the IWB facilitates sharing, assessing, and expanding comprehension.

Roles and applications of ICT in early childhood education

The following are some of the identified roles and uses of ICT in early childhood education:

Children use ICT for play and learning (alone, with peers, or with adults). For example, children can use computers to play games, listen to stories, or draw images.

Children and practitioners use ICT to scaffold children’s learning.

Children’s enthusiasm in a specific topic or idea leads them to use the Internet to find information or resources.

Children and practitioners use ICT to document and reflect on children’s learning, as well as to share it with parents or other practitioners. For example, take digital images, films, or audio recordings of activities in an early childhood education environment and study them together or share them with parents.

Practitioners and children are using ICT to create portfolios of children’s work, which will be used to assess progress in their learning and development.

Practitioners who employ ICT for planning, administration, and information management.

Teachers use computer-based templates to design and document children’s learning, such as learning stories and TeWhāriki concepts.
Creating databases to record critical information about children and their families. etc

If utilised effectively and supported by a technician within the school, ICT can substantially boost accomplishment levels, spark innovative thinking, and encourage the development of skills that will be useful in the real world. We live in the age of computers, so the sooner students become acquainted with technology, the better.

1.2 Statement of the Problem

Given the numerous benefits associated with the use of ICT in the education of young children, as well as the fact that the world is gradually becoming a global village with all economies becoming digitised, it is cause for serious concern that the educational sector in this part of the world appears to be making little effort to maximise the numerous opportunities presented by this illustrious and reputable sector.

There is little doubt that no nation can ever make reasonable progress outside of its education sector; therefore, it is of crucial importance to always seek to find ways to strengthen the education sector for the overall benefit of the nation.

In light of the above realities, the researcher, having noticed the multiple benefits that come with the adoption of ICT in the teaching and learning process in the early childhood education classrooms, undertook to assess the level of it’s (ITC) adequacy in ECE classrooms in Oredo local government Edo State

where this research centres on, in order to help in creating awareness/sensitization on the need for more attention to be given to this aspect of the children’s education.

1.4 Research questions.

What is the availability of ICT in Early Childhood Education and Nursery Classrooms?

What is the level of adequacy in ICT provision in early childhood education and nursery classrooms in Oredo LGA, Edo State?

Is there a difference in the adequacy of ICT in early childhood education and nursery classrooms between rural and urban schools?

Is there a difference in the level of adequacy of ICT in early childhood education and nursery classrooms depending on school ownership (private or public)?

1.5. Scope and limitations of the study

This study looked at the suitability of ICT in early childhood education classrooms in the Oredo local government region of Edo State. This study’s ICT of interest comprises laptop or notebook computers, the internet, computer games, programmable toys, recording devices, and television. The study is limited to public and private nursery classrooms in Oredo local government area, Edo State.

1.8 Significance of the Study

This study is extremely important, particularly for parents and teachers of preschool students, because the findings will help to sensitise them to the numerous benefits that come with the use of ICT in the education of their children/wards, allowing them to become more involved with its provision.

When this is done, it will benefit the teachers by facilitating their work, resulting in increased proficiency/productivity. The outcomes of this study are also predicted to be beneficial to:

The Ministry of Education may use the findings of the study to develop policies that will improve early childhood education in the classroom.

Furthermore, the study will be used by the Ministry of Education and other government policymaking bodies, particularly in the measures they take to address the identified barriers to ICT adoption in early childhood education.

The study’s findings will also indicate the best strategies or steps to be implemented to improve the quality of early childhood education in Edo state through the use of ICT, which promotes teacher productivity and an effective school system as a whole.

It will also serve as a resource base for other scholars and researchers interested in conducting additional research in this sector, and if used, will go so far as to provide fresh explanations for the topic.

1.9 The operational definition of concepts

The following terminology were employed throughout this study, so it is necessary to clarify them in the context in which they were used.

Information: Things that are or can be known about a specific issue; transferable knowledge of something.

Communication is the concept or state of transferring data or information between parties.

ICT: An acronym for Information and Communication Technology. In this study, they include;

* A laptop computer, sometimes known as a notebook computer, is a tiny, portable personal computer (PC) equipped with a screen and an alphanumeric keyboard.

* The Internet: A network of computers that are connected together.

*Computer games are computer-controlled games in which players interact with items presented on a screen for amusement purposes.

* Programmable toys: These include toys like “Bee-bots,” Roamers, Pixes, and Robots, and are appropriate for children aged three and up.

* Recording Devices: These are devices that can be used to record or transfer audio or video.

* Television: A device featuring a screen and speakers that displays images and sounds.

Technology: All of the various and usable technologies developed by a culture or people.

Academic Performance: Also known as academic achievement, this is the extent to which a student, instructor, or institution has met their short and long-term educational objectives.

Preschool: Education provided to children from birth until the age of approximately eight years.

A school is an institution that provides learning spaces and conditions for the instruction of students under the supervision of teachers.

Learning Outcomes: Significant and vital learning that students have completed and can consistently demonstrate at the end of a course or program.

Infant/Toddler Education: This is a subset of early childhood education that refers to the education of children from birth to age two.

A classroom is a room where a group of learners or students are taught.

Childhood is the age range from birth to adolescence.

Education is the process of aiding learning, including the development of knowledge, skills, values, culture, and habits.

Urban Schools: These are schools that are housed within the local government buildings.

Rural schools are those that are located outside of the local government’s headquarters.

Public schools are government-managed institutions.

Private schools are those that are run by private entities, such as organisations or individuals.

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Effects of Information and Communication Technology (ICT) in Early Childhood Classroom

Chapter one

INTRODUCTION

1.1 Background Of the Study

Young children’s physical and social surroundings are increasingly dominated by information and communication technology. It is a vital component of most people’s personal and professional life, especially those who support young children’s learning and development, such as parents, family members, carers, and early childhood educators.

It is frequently suggested in the literature that children’s early childhood education experiences should mirror and relate to their experiences in the larger world.

As a result, information and communication technology is important in early childhood education because it has an impact on the people and environments that influence young children’s learning and well-being.

There is considerable consensus throughout the literature that it is timely to critically assess the role and possibilities of ICT for the early childhood education sector, to guide future development and decision-making in this field (Biddulph, Biddulph, & Biddulph, 2003).

The majority of the literature on ICT in early childhood education strongly supports the notion that technology should never drive ICT development in the sector (Downes and Fatouros, 1995).

Rather, all planning for the introduction and use of ICT by children and adults in early childhood education should be based on a thorough understanding of the program’s goals, practices, and social environment (Mitchell and Cubey, 2003).

Brooker (2003) suggests that, at least in the United Kingdom, early childhood education may be leading the way in developing best practices in the use of ICT to facilitate good learning experiences for children.

There is now a major emphasis on the creation of ICT policy and the integration of ICT into curriculum and practice throughout the education system. ICT and e-learning have become significant topics in primary, secondary, and university education. In most countries, policy and curriculum support for ICT development in early childhood education has lagged (Wylie and Thompson, 2014).

The situation is beginning to alter. Some countries, like Scotland, have lately created ICT plans for the early childhood education sector (Learning and Teaching Scotland, 2011).

Researchers, academics, and early childhood educators have also published books, articles, and guidelines that provide information and guidance about ICT in early childhood, with the goal of assisting early childhood education practitioners in making well-informed decisions and choices about ICT.

ICT technologies offer novel opportunities to improve many aspects of early childhood education practice, including children’s learning and play experiences, practitioners’ professional learning and development, and relationships and communication among early childhood centres, parents, and others (Aladejana, 2010).

There is widespread global support and interest in the development and integration of ICT into education policy, curriculum, and practice. Children today live in a highly communicative environment. Siray-Blatchford and Siraj-Blatchford (2012) report that people use a variety of electronic and digital communication tools in everyday life.

Children’s early literacy and play experiences are increasingly influenced by electronic media. To empower children to become competent and active participants in their environments, they must be given opportunities to develop technological literacy. This new form of literacy is increasingly considered an essential curriculum entitlement in any broad and balanced curriculum for the 21st century.

Today, there is widespread support and interest in the education sector for the development and integration of ICT into policy, curriculum, and practice. Some believe that, just as it is every child’s right to become literate, he or she should also have the right to become an expert user of ICT.

thers argue that youngsters should be exposed to ICT as a tool with several applications for communication and information retrieval/sharing. The UK Foundation Stage (3 to 5 years) curriculum specifies that as part of their early childhood education, children should learn about and understand the uses of daily technology, and they should have chances to use ICT to help their learning (Aladejana, 2012).

In most countries, policy and curriculum support for the growth of ICT in early childhood education is inadequate. However, in certain countries, such as the United Kingdom, early childhood education may be leading the way in developing best practices for using ICT to facilitate good learning experiences for children.

Similarly, Scotland recently created ICT solutions for early childhood education (Learning and Teaching Scotland, 2013). Researchers, academics, and early childhood education practitioners have also published books, articles, and guidelines that provide information and guidance about ICT in early childhood

with the goal of assisting early childhood education practitioners in making well-informed ICT decisions and choices (Siraj-Blatchford and Siraj-Blatchford 2013).

To guide future development and policymaking, the role and possibilities of ICT in early childhood education must be thoroughly examined. The adoption and application of ICT in this sector should take into consideration current knowledge of early childhood learning and development.

Technology should never be the sole driver of ICT development in the early childhood education sector. Rather, all planning for the introduction and use of ICT by children and adults in early childhood education should be founded on a thorough understanding of the program’s goals, practices, and social environment (O’Rourke and Harrison 2009).

1.2 Statement of Problem

The increasing use of ICT has prompted some parents, teachers, and children’s advocates to question its utility in meeting young children’s cognitive, emotional, social, and developmental requirements. The dispute is frequently focused on young children’s usage of computers and computer games, with questions made on both accounts.

Healey (2008) advised that computer use is detrimental to young children’s growth and learning. Young children require human support and verbal interaction.

Computers do not provide intersensory experiences to enhance learning, making them inappropriate as an educational resource for children under 7 years old. Using computers before this age “subtracts from important developmental tasks.” As a result of this background, the study intends to investigate the impact of information and communication technology in the Early Childhood Education classroom.

1.3 The purpose of the study

The study investigates the impact of ICT in the early childhood classroom. Specifically, the study aims to:

To assess the availability of ICT facilities in early childhood classrooms.

The purpose of this study is to look into how ICT affects children’s academic performance in early childhood education classrooms.

To investigate the perceived benefits of using ICT in early childhood schools. Education.

To identify the challenges of using ICT in early childhood classrooms.

1.4 Research Questions.

When assessing the purpose of the study, this research project answered the following questions:

The study was guided by the following research questions.

What is the availability of ICT facilities in early childhood classrooms?

How beneficial is ICT in improving the academic achievement of children in Early Childhood Education classrooms?

What are the perceived advantages of employing ICT in early childhood education?

What are the challenges of using ICT in early childhood classrooms?

1.5 Research Hypotheses.

The following hypotheses were generated for the study:

Ho1: There is no substantial association between ICT usage and early childhood classroom performance.

Ho2: There is no substantial association between availability of ICT facilities and early childhood classroom performance.

1.6 Scope of the Study

The scope of the study are: ICT and Early childhood education while the geographical scope of the study is limited to Private Nursery Schools in Yaba, Lagos

1.7 Significance of the Study

The significance of the study lies in the hope that the findings may be of value to:

The Ministry of education where the study may be used to understand the effect of ICT in early childhood classroom.

Again, it will help both public and private schools to be able to plan methodically for efficient employment of ICT in early childhood education. Other educational stakeholders (parents, students, professors, support staff, and donors) will utilise the study as a checkpoint to prevent such incidents in the future.

The study will allow the care-giver to decrease or closely monitored children exposure to ICT which could be adverse to their mind to avoid anti-social growth or behaviour.

1.8 Definition of Terms.

ICT (information and communications technology – or technologies) is a broad term that refers to any communication device or application, including radio, television, cellular phones, computer and network hardware and software, satellite systems, and so on, as well as various services and applications.

Early Childhood Education: Early childhood education (ECE) is a field of educational philosophy concerned with the formal and informal education of young children up to the age of eight. Infant/toddler education, a subcategory of early childhood education, refers to the education of children aged birth to two.

Electronic Devices: This refers to tiny and portable electronic devices, such as a laptop computer or a mobile phone.

A storage device is a piece of computer equipment that can store information.

A classroom is a room where a group of learners or students are taught.

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CAUSES AND EFFECTS OF MALNUTRITION IN CHILDREN

ABSTRACT
The study looked into the causes and effects of malnutrition in children in Ovia North East Local Government Area, with mothers and health workers as the population targets. The respondents were selected using a sampling procedure. The questionnaire methodology was utilised. Questions like this:

1. Is there knowledge or awareness of adequate nutritional practices among mothers?

2. Is the absence of nutrition education accountable for inadequate feeding?

3. Does starvation cause malnutrition?

An investigation indicated that malnutrition exists among youngsters in the Ovia North East Local Government Area, and it is caused by ignorance. In conclusion, recommendations were given based on the findings. Malnutrition is rooted in ignorance and poverty.

Poverty alleviation is something the government should be more interested in. Finally, there is little question that these projects will help raise mother’s awareness about the causes and consequences of malnutrition in Ovia North East Local Government, Edo State.
Chapter One: Introduction

BACKGROUND OF THE STUDY

Malnutrition is a concept that is unique to underdeveloped and developing countries.

Malnutrition has been described in several ways; for example, Marian Hill (1989) defines malnutrition as the lack of certain important food items in one’s diet.

According to Billies Nurses Dictionary (18th edition), malnutrition is a condition in which nourishment is inadequate in quantity.

Malnutrition is the condition that arises when a person’s body does not receive adequate nutrients. The condition could be caused by an unbalanced diet, digestive issues, absorption issues, or another medical condition.

Malnutrition is a broad term for a medical condition caused by an improper or insufficient diet. It most commonly refers to undernutrition caused by insufficient consumption or excessive nutrient loss, but it can also refer to overnutrition caused by overeating or excessive intake of specific nutrients.

Malnutrition occurs when an individual fails to ingest the appropriate number or quality of nutrients included in a healthy diet for an extended length of time.

Malnutrition occurs when people consume insufficient amounts of food. A condition characterised by a lack or excess of any of the necessary food groups, such as carbs, fat, protein, and so on. A bodily system need the six food classes in the proper proportions to produce growth, good health, and energy, as well as to regulate and avoid disease.

The absence of this will have a negative impact on the individual. Extended periods of malnutrition can lead to famine, sickness, and infection. According to Jean Ziegler (2007), malnutrition can be caused by a variety of factors. For starters, insufficient agricultural yield may make sufficient and proper food unavailable.

Malnutrition occurs when the body does not receive adequate amounts of vitamins, minerals, and other nutrients to maintain healthy tissues and organ function. Malnutrition may be moderate enough to produce no symptoms. However, in certain circumstances, the harm may be irreversible, even if the individual lives.

Malnutrition remains a major issue around the world, particularly among youngsters who are unable to support themselves. Poverty, natural calamities, political issues, and war all contribute to outbreaks of malnutrition and hunger.

This is not limited to underdeveloped countries; symptoms vary according to the individual malnutrition-related condition. However, some general symptoms include weariness, disorientation, weight loss, and a weakened immune system.

Malnourished people typically do not consume enough calories or eat a diet deficient in proteins, vitamins, and trace minerals. Medical disorders caused by malnutrition are generally referred to as deficiency diseases, such as kwashiokor, marasmus, and anaemia.

According to Nkeiruka Nwabah (2001), malnutrition is defined as a state of decreased functional capacity or insufficient structural integrity or development caused by a mismatch between the supply of vital nutrients to body tissues and the specific biological demand for them. The causes of malnutrition are as diverse as its clinical and subclinical forms.

Primary malnutrition is the result of insufficient intake of key nutrients due to a lack of food caused by crop failure, war or poverty, economic depression, and a variety of other reasons, many of which are related to the external environment.

Another element of malnutrition is the problem of “over nutrition” and excess food intake, which affects a huge part of the population and has resulted in obesity as well as other diseases connected with civilisation.

STATEMENT OF PROBLEMS

In recognition of the fact that malnutrition has been a concern among children in our culture, contributing to the high rate of stunted growth, which prevents children from growing correctly. The difficulties facing malnutrition or the causes of malnutrition are:

Loss of appetite: This occurs when a child refuses to eat, either because the infant is sick or the child dislikes that particular meal.
Poverty is one of the reasons of malnutrition in today’s culture;

it occurs when there is insufficient money to buy the necessary meals. According to Michael Wines, 10% of all low-income households do not always have enough nutritious food to consume; protein-energy malnutrition affects 50% of surgery patients and 48% of all other hospital patients.

Malnutrition can result from a lack of a single nutrient, or it might be caused by a person not eating enough.

Insufficient food supply: This occurs when people do not receive enough food, or when enough food is not supplied into the country.

Food taboos: These are foods that are forbidden by people for various reasons. For example, religious or cultural beliefs have no scientific basis and have been passed down from generation to generation. These prevent the individual from consuming a balanced diet.

PURPOSE OF THE STUDY.

The goal of this research is to investigate the causes and consequences of malnutrition in children. The work aims to cope with the following objectives.

To understand the causes and effects of malnutrition.

To understand malnutrition

To understand the difficulties associated with malnutrition and their prevention.

To educate individuals about the implications of starvation.

RESEARCH QUESTIONS:

Based on this study, the following research questions are developed for testing:

Is there awareness of adequate nutritional practices among mothers?

Do the child’s nutritional practices depend on his or her economical status?

Is poor feeding due to a lack of nutrition education?

Is starving the cause of malnutrition?

Are moms aware of the causes, symptoms, and treatment options for nutritional diseases?

HYPOTHESIS

There is no substantial association between awareness and nutritional behaviours of moms.

There is a strong link between socioeconomic status and nutritional practices for children.

There is a considerable link between nutrition education and inadequate feeding.

There is an important link between famine and malnutrition.

There is no substantial link between a mother’s understanding of the causes and symptoms of nutritional disorders.

Significance of the Study

This research teaches children and parents about malnutrition and its symptoms, as well as how to prevent it and care for individuals who are malnourished.

This study will assist parents/guardians understand the benefits of a healthy nutritional diet as well as the dangers of neglecting it.

This research will also help us understand the origins and problems of malnutrition in our society, as well as how to address them.

SCOPE OF THE STUDY:

This study is strictly limited to youngsters from Edo State’s Ovia North East Local Government Area.

DEFINITION OF TERMS

It would be useful at this point to clarify the meanings of several of the terms employed in this study.

Strange, unusual, and unique to a single person, location, or object.

Absorption is defined as taking in, combining into itself or oneself, or occupying the attention or interest.

Pathological: The study of disease.

Calorie: Unit of heat; unit of the energy generating value of food.

Typically: has the distinguishing characteristics of a specific sort of person or item

Extreme: Very great or intense, at the end (s), outermost, going to considerable extent in acts or viewpoints, extreme degree or act or condition.

Sufficient: When something is enough.

Term: A fixed or limited period of time, such as weeks, during which a law court or institution holds sessions.

Malnutrition: Malnutrition, malnourished, unwell people suffering from deficiencies.

Inadequate: Not adequate, not adequately

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Using Stories To Improve Pupils’ Listening Skills Among Kindergartens Two (K G 2) Pupils At Anglican Primary School.

Abstract

This study focused on using stories to improve listening skills in kindergarten two (K G 2) students at an Anglican primary school. The study’s overall population consists of 200 selected staff from selected primary schools in Accra, Ghana.

The researcher employed questionnaires to collect data. The descriptive survey research design was used for this investigation. The survey used 133 respondents, including headmasters, headmistresses, teachers, and junior staff. The acquired data were displayed in tables and analysed with simple percentages and frequencies.

Chapter one

Introduction

1.1 Background of the Study

Many Ghanaian children enter primary school by the age of six, and they are still in their early childhood years. According to the World Bank (2011), early childhood is the most rapid stage of human growth. Although each kid develops at their own rate, all children go through a predictable sequence of physical, cognitive, social, and emotional growth and change.

Physically, six-year-old children have improved their use of all body parts, resulting in improved gross and fine motor skills, as well as increased awareness of their body postures and motions. Socially, kids are particularly interested in their classmates’ opinions and talents, both for social comparison and to make new friends.

They also have strong emotional relationships to the most important persons in their lives, especially instructors. Emotionally, they are not adept in precisely understanding another person’s emotions, despite the fact that awareness of others’ emotions may contribute to a reduction in violent and disruptive actions among primary school children (Tornlinson, 2009).

Anthony (2014) observed that they are in the latter stages of Piaget’s preoperational period, which is when youngsters learn to utilise language.

Children’s thoughts and communications are usually egocentric (about oneself). Another important characteristic that children exhibit during this era is animism.

Animism is the concept that inanimate objects possess human emotions and intentions (McLeod, 2012). While part of this thinking truly sparks creativity, encouraging the development of a child’s schema (her foundation knowledge) surrounding animals and ecosystems is a good method to increase the child’s thinking and understanding of the world (Anthony, 2014).

Furthermore, because children in this age group are tangible learners (Thomlinson, 2009), learning should be supplemented with numerous pictures or real-world objects in the classroom. One of the goals of primary education in Ghana is to instill permanent literacy and effective communication skills (FGN, 2004).

Literacy builds a solid basis for a lifetime and opens up a world of possibilities. Primary school literacy entails improving oral and written communication throughout all academic areas. Primary school students can develop literacy skills through instruction and practice in speaking, reading, writing, and listening (Grayson, 2013).

Listening is the process of receiving information through the sense of hearing and making sense of what is heard. Listening comprehension helps early children develop later reading comprehension (Jalongo, 2008). This could be why Brown (2012) argued that it is critical for a child to establish appropriate listening skills in order to cope with academic expectations at school and obtain adequate literacy abilities.

Listening skills assist youngsters in guiding their self-inquiry and discovering their own capabilities. Children that actively listen can absorb what they hear into their knowledge framework faster than their passive counterparts.

Tramel (2011) observed that children can improve their concentration and memory by developing effective listening skills. Listening is critical because, of all the language skills that young infants learn, listening is the one that develops first and is used the most frequently (Roskos, Christie, and Richgels, 2003).

Studies on children’s listening, both in and out of school, have suggested that listening accounts for 50 to 90 percent of their communication time (Wolvin and Coakely 2000; Gilbert, 2005). Listening is essential for a child’s survival, social, and cognitive development. (Wolvin, Coakley, 2000).

Listening comprehension is regarded as one of the most important predictors of long-term academic achievement (Brigman, Lane, and Switzer 2001). Isbell, Sobol, Lindauer, and Lowrance (2004), Gallets (2005), and Philips (2000) found that storytelling helps children develop their listening skills.

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Effectiveness of Teaching Styles in Early Childhood Education in Lagos State Primary Schools

Chapter one

INTRODUCTION

1.1 Background of the Study

Education is a systematic process in which an individual is exposed to and given the opportunity to acquire knowledge, skills, values, and attitudes that develop cumulatively with the goal of adequately preparing him to successfully integrate into society, pursue a career, and sharpen his quest for lifelong learning. Education entails teaching

which Encyclopaedia Americana (1995) defines broadly as the act of educating, instructing, disciplining, or giving knowledge to a pupil. According to Ekueme and Igwe (2007), it is the art and practice of teaching students skills, values, and norms that will benefit their overall growth.

There is no denying that the method(s) used by a teacher influences the learning outcomes of students or youngsters. Experienced and adequately trained teachers understand what and how to teach at the many levels of our educational system (pre-primary, primary, secondary, and tertiary levels). Because of the child’s immaturity at the pre-primary level, professional teachers must take care to use down-to-earth methods of instruction (Enoch, 2002).

According to Anyankanshi (2002), at the early childhood stage, teachers should employ teaching approaches that will help the child learn, rather than becoming confused and failing to understand what he or she should learn.

Anyakanshi proposed four sorts of teaching styles: play-way, gaming and stimulation, role-playing, and demonstrative techniques of teaching. He believes that the play-way approach provides abundant opportunities for the child to freely express himself in a play-way atmosphere, as youngsters enjoy playing spontaneously.

Concerning the gaming technique, Anyakanshi believes that the gaming and stimulation method, similar to the play-way method, is a good approach of educating children at an early age since it stimulates the child’s interest in what he or she is learning.

The role-playing technique of teaching also helps the youngster to put what is learnt in the classroom into practice. This is because the part a child plays in the classroom during instruction is imprinted in the child’s brain, but the group activity technique of teaching allows the child to learn from his or her peers. This strategy works well because it allows youngsters to exchange ideas and learn from one another in groups.

Recent study on teacher effectiveness has yielded some findings that should pique the curiosity of those who deal with young children, particularly in the primary grades. Although the findings of these studies are far from conclusive, and may never be, they do present a reasonably realistic picture of how good instructors work in their classrooms.

This statement implies that effective teachers (those whose classes consistently show gains in achievement) rely on traditional methods of instruction, at least for basic abilities. This is not to argue that open education and child-centered teaching methods are ineffective in early childhood education.

These methods are often required to achieve specific curriculum goals, but recent research suggests that it is wise to return to the basics in both teaching methods and content for early childhood education (Blaney, 2006).

According to Adegbiji (2007), teaching young children is both demanding and gratifying, and whatever technique or strategies a teacher uses to teach these young students will help them learn more effectively, hence the necessity to analyse the styles.

Evaluation is examining the strengths and weaknesses of programs, policies, persons, goods, methods, and organisations in order to improve their effectiveness. The fact that early infancy is special and valuable; bring about

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IMPACT OF ORPHANAGE HOME ON THE CHILD PERSONALITY DEVELOPMENT

CHAPTER ONE: Introduction

1.1 Background of the Study

The orphanage home is one of the many social institutions that have evolved in recent years to address some of the social requirements of orphanages linked with such issues.

Motherless kids are becoming more widespread as a result of society’s moral degradation. Young individuals who are unable to care for themselves are placed in families, and they end up leaving those precious, helpless newborns.

The current economic recession has increased the incidence of burdened family relationships, as well as the lack of firm authority over family members.

As seen by the increasing number of abandoned babies, such babies have become the core focus of the orphanage home.

The study attempts to compare children between the ages of one (1) month and three (3) years who grow up in orphanages to those who grow up with their parents. Children from orphanages behave in a distinct manner, displaying certain social behaviour attitudes that may be associated with their upbringing in the orphanage home.

I wish to learn about the positive and negative effects of orphanages on children’s personality development in general. Any baby who has lost a parent, particularly the mother, and has become mentally sick is removed from the mother by the orphanage. Children who have been abandoned in hospitals or on the streets are taken to the orphanage.

Social welfare services and training for professional social workers of all kinds can only succeed in contributing to the government’s goal of increasing people’s wellbeing if they have a thorough understanding of the situation.

The causes and effects of those individuals on the community Desertation is an attempt to document such changes as they occur. The study will concentrate on the impact of an orphanage home on a child’s personality development later in life.

Jammiyyar Matan Arewa gave birth to the Kaduna orphanage home.

The Jamiyar Matan Arewa is a social organisation of northern women founded on May 27, 1963, with the goal of uniting the women’s community and creating a forum for humanitarian operations.

The organisation was to be non-political, with membership open to all tribes, religions, and social statuses. At the first meeting of the Jammiyar Matan Arewa, held in the house of General Hassan Usman Katsina, a steering committee was formed to carry on the task of mobilising women for the association, as well as to plan and organise fund-raising activities to meet the association’s financial obligations.

1.2 Statement of Problem

Children raised in orphanages are unable to cope effectively with the outside world, as seen by their dispositions. Most of them are introverts who prefer to remain to themselves. As a result, they are behind in terms of speed and linguistic intelligence.

According to Segmund Fraud (1945), children who grow up in orphanages are more likely to be influenced by their culture, traditions, and religion, as well as their interests, beliefs, ambitions, and ideas, affecting their personality development because their behaviours are not only more indiscriminate but also more immature than those of children raised by their natural parents.

As a result, there has been an upsurge in research to determine the usefulness and influence of these homes (orphanages) on the development of children’s personalities.

1.3 Objectives of the Study 

Discover the positive and negative effects of orphanage homes on children’s personal development.

Determine the impact of an orphanage home on a child’s psychological development.

Learn about the morale and attitudes of children raised in orphanages.

1.4 Research questions.

What are the positive and bad effects of orphanage homes on children’s personality development?

What are the potential effects of an orphanage home on a child’s personality?

What are the morals and attitudes of children raised in orphanages?

1.5 Scope of Study

This study is limited to the Kaduna orphanage home. As a result, the study is limited to the impact of orphanage homes on the development of children’s personalities.

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Effect of Visual Therapy on Expressive Art Performance of Autistic Children in Yaba Local Council Development Area in Lagos State

Abstract

Autism is a complex neurobehavioral and developmental condition characterised by difficulties in social interaction, language, and communication abilities, as well as rigid, repetitive behaviours.

Autism is a collection of closely linked illnesses with a common set of symptoms. The study’s major goal was to investigate autism and the impact of visual therapy on the expressive art performance of autistic youngsters.

The study area is the Yaba Local Council Development Area in Lagos. The study focused on the visual artworks of autistic children picked from three classes over the course of one month. Twenty schools.

Children diagnosed with autism were discovered and chosen as the study group to create art works with the assistance of six teachers who used various art therapy interventions to determine which strategies improved self-expression as well as communication skills and capacities.

A random continuous sampling procedure was used to pick the participants. This study’s instruments were a practical performance test for visual arts. The research instrument was given to a research professional to ensure content validity and reliability.

The findings show that art therapy promotes a more flexible and relaxed attitude, a better self-image, and enhanced communicative and learning skills in children with autism. Art therapy may be able to help with two major problem areas: social communication issues and confined and repetitive behaviour patterns.

Art therapy, including sensory experiences, can improve social behaviour, flexibility, and attention in autistic children. Given the scant data discovered, which mostly consists of extended clinical case descriptions, more empirical study into the process and consequences of art therapy with autistic children is strongly advised.

Chapter Five

Findings, Conclusions, and Recommendations

5.1 Findings.

Because of the numerous inherent communication hurdles that children and adolescents with autism face, it is critical that they develop positive and trustworthy forms of self expression.

The inability to interact with people or convey what they want to say is a recurring problem for this demographic, with little or no new developments in sight.

Given the prevalence of autism diagnoses in today’s culture, these extra communication modalities must be further developed to aid the growing number of newly diagnosed youngsters.

The art interventions done in this study revealed indications of self-expression, communication, and greater socialisation as a result of the art tasks in which the clients took part. In many of the art intervention examples

the students demonstrated a grasp of their emotions and communicated using colours associated with those emotions. Others displayed inventive thinking by drawing an animal they wanted to be or building it out of various things.

It was determined that the most effective art therapy interventions are the simplest, with step-by-step instructions to follow. When students were given written and posted directions, they responded positively. Making the directions simple and not abstract proved to ease the procedure and so interest the students even more.

Paper weaving, okro printing, colouring, and drawing perception were all effective interventions. All of these treatments provided specific instructions for students to follow while fostering abstract and creative thinking.

The lizard image sculpture was an example of an overly abstract notion that did not appear to work well due to a lack of grasp of anatomical structure. These conclusions were reached after cross-examining and assessing each artwork, as well as general observations and remarks from the class teacher.

5.2 Conclusion.

My dissemination of this chapter began with a summary of my important findings, which were thoroughly discussed in Chapter 4. I then discussed the implications of my study for the larger educational community, emphasising that art therapy should be respected and recognised not only for its diversity, but also for the hopeful outcomes it gives for students, particularly those diagnosed with autism.

I then presented implications for the parenting community, stating that if these art-based efforts have been proved to be good in the classroom, they should be used at home to extend the advantages. Later, I developed specific activities or recommendations for the school community, teacher community, and parent community.

In essence, these communities would benefit from networking with professionals in the field of art therapy to give effective training, school support, and home activities that may be implemented to improve the lives of all adolescents.

Finally, I identified areas for future research as gaps and more questions arose during the course of this study. Overall, I am convinced that this study has sparked a movement in the educational world to use visual art-based learning experiences to help children, particularly those identified with autism.

5.3 Recommended

Overall, this study was successful since numerous art therapy methods were recognised as useful in aiding children with autism to communicate through artwork. Further research on this topic is needed so that more interventions can be found and implemented to help this demographic.

Perhaps early intervention programs that treat children with autism might incorporate art therapy into their curricula, so improving effective communication.

The findings are relevant since several of the art interventions from this study have demonstrated to be successful in improving.

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