Philosophy of Pre-Primary and Primary School Education
TABLE OF CONTENT
Title page
Approval page
Dedication
Acknowledgment
Abstract
Table of content
CHAPETR ONE
1.0 INTRODUCTION
1.1 Background of the study
1.2 Statement of problem
1.3 Objective of the study
1.4 Research Hypotheses
1.5 Significance of the study
1.6 Scope and limitation of the study
1.7 Definition of terms
1.8 Organization of the study
CHAPTER TWO
2.0 LITERATURE REVIEW
CHAPTER THREE
3.0 Research methodology
3.1 sources of data collection
3.3 Population of the study
3.4 Sampling and sampling distribution
3.5 Validation of research instrument
3.6 Method of data analysis
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS AND INTERPRETATION
4.1 Introductions
4.2 Data analysis
CHAPTER FIVE
5.1 Introduction
5.2 Summary
5.3 Conclusion
5.4 Recommendation
Appendix
Abstract
This study was on philosophy of pre-primary and primary school education. The following objectives was used for the study: To examine the extent to which Pre-primary and primary school are receiving government support to be able to achieve the policy statement on Pre-primary education, to examine whether Pre-primary and primary schools are adequately provided with instructional materials that can aid the achievement of the policy objectives and to find out the relationship between pre-primary and primary school. The study emphasized that if preprimary education is to serve its purposes as stated in the National Policy of Education in Nigeria amongst others for making the children to have an effective smooth transition from the home to the school and prepare the child for the primary level of education, then it should be well supervised, staffed, equipped, financed and coordinated. To achieve this, this policy requires political will, determination, transparency, accountability and steadfastness and a close interface between policy formulation and implementation.
Chapter one
Introduction
1.1Background of the study
Early childhood education is largely a post-colonial development. The semblances of it during the colonial era were the kindergarten and infant classes, which consisted of groups of children considered not yet ready for primary education. As grouping for instruction in schools was not age-based during that period, some children aged six or even more, could be found in some of the infant classes. With the phasing out of infant classes, some parents began to feel the need for nursery schools. The need grew higher as a result of; increase in the number of working class mothers, changes in the economic life that warrant women picking up jobs in order to improve and support their families. Also the level of awareness of parents in terms of education gave an insight to most parents to see the need for pre-school classes, where their children could be given preparatory lessons before they attain school age.
The learning in the home begins at birth and under the supervision of the family until the child becomes ready for integration into the formal educational system. The formal schooling starts with pre-primary education also known as early childhood education. Aguokogbuo (2008) stated that pre-primary education means the education of children aged between three and four years. Its major objective is simply to tune the child to like schooling. Hence, programme provisions include plays, oral language development, arts and music. In affirmation UNESCO (2006) early childhood education and pre-primary education are widely recognized as having significant impact on the subsequent performance of children in basic education programs. They lay the foundations for acquiring basic literacy and numeracy skills. They considerably reduce drop out and repetition rates and, if well managed, they generate a predisposition of the child towards learning and attending schools. The above assertion is corroborated by Akinpelu (2005) who stated that the major purpose of pre-primary education is the holistic development of the child. This is particularly necessary in the developing countries like ours where many parents for social and economic reasons could no longer provide the needed stimulating environment for the child’s holistic development. The ideal pre-primary school establishment should therefore take care, not only of the intellectual aspect of the child’s development but the health, nutrition, social, emotional as well as the physical aspects of the child should adequately be taken care of in child-friendly environment. By so doing the child would have been exposed and adequately equipped for a higher education task ahead after the pre-primary level of education.
However, such holistic development could be enhanced or marred depending on the government policies and its implementation strategies. The National Policy on Education (1976, 1981, and 1998) is a document that is intended to guide the Nigeria educational system from Pre-primary, primary, secondary, technical levels and up to the tertiary level. The document presents National objectives which include: a free and democratic society; a just and egalitarian society; a united, strong and self reliant nation; a great and dynamic economy and a land of bright and full opportunities for all citizens. The objectives for Pre-primary education were derived from these national goals. The policy also stated that the quality of instruction at all levels had to be oriented towards inculcating the values of: respect for the dignity and worth of the individual, faith in man’s ability to take rational decisions, moral and spiritual values in inter-personal and human relations, shared responsibility for the common good of society, respect for the dignity of labour, promotion of the emotional, physical and psychological health of all children, and acquisition of competencies necessary for self reliance’ (FGN,2004, p 11).
Statement of the problem
Pre-primary and primary education are widely recognized as having significant impact on the subsequent performance of children in basic education programmes. They lay the foundations for acquiring basic literacy and numeracy skills, they considerably reduce drop out and repetition rates, and, if well managed, they generate a pre-disposition of the child toward learning and attending schools. This implies that all countries of the world should not only expand access to early childhood education, but also ensure that the quality of services provided at various pre-primary education centres promote the overall development of children. Based on this background the researcher wants to investigate the Philosophy of Pre-Primary and Primary School Education
Objective of the study
Objectives of the study are;
- To examine the extent to which Pre-primary and primary school are receiving government support to be able to achieve the policy statement on Pre-primary education
- To examine whether Pre-primary and primary schools are adequately provided with instructional materials that can aid the achievement of the policy objectives.
- To find out the relationship between pre-primary and primary school
Research question
- What is the extent to which Pre-primary and primary school are receiving government support to be able to achieve the policy statement on Pre-primary education?
- Are Pre-primary and primary schools are adequately provided with instructional materials that can aid the achievement of the policy objectives?
- Is there any relationship between pre-primary and primary school?
Research hypotheses
For the successful completion of the study, the following research hypotheses were formulated by the researcher;
H0: there is no extent to which Pre-primary and primary school are receiving government support to be able to achieve the policy statement on Pre-primary education
H1: there is an extent to which Pre-primary and primary school are receiving government support to be able to achieve the policy statement on Pre-primary education.
H02: Pre-primary and primary schools are not adequately provided with instructional materials that can aid the achievement of the policy objectives
H2: Pre-primary and primary schools are adequately provided with instructional materials that can aid the achievement of the policy objectives
H03: there is no relationship between pre-primary and primary school
H3: there is relationship between pre-primary and primary school
Significance of the study
The study will be very significant to students, ministry of education, parents and policy makers. The study will give a clear insight on the Philosophy of Pre-Primary and Primary School Education. The study will also the document lists a number of measures to be taken by government to ensure the achievement of the objectives of Pre-primary education. The study will also serve as a references to other researchers that will embark on the related topic
Scope of the study
The scope of the study covers Philosophy of Pre-Primary and Primary School Education. The study is limited some selected nursery and primary schools in Bassa local government area of plateau state
Limitation of the study
The researcher encounters some constraints which limit the scope of the study namely:
The research material available to the researcher is insufficient, thereby limiting the study
The time frame allocated to the study does not enhance wider coverage as the researcher has to combine other academic activities and examinations with the study.
Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
Definition of terms
Philosophy; the study of the fundamental nature of knowledge, reality, and existence, especially when considered as an academic discipline.
Pre-primary and primary: Education typically designed for children from 3 years of age to the start of primary school. Children are also introduced to alphabetical and mathematical concepts, and encouraged to explore their surrounding world and environment.
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