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A SURVEY OF
THE USE OF LOCALLY MADE MATERIALS IN THE TEACHING OF NURSERY SCHOOL CHILDREN
CHAPTER ONE
INTRODUCTION
1.1
Background to the Study
History is
not clear when man started inhabiting this earth, but there is some account
which suggests that man came to the earth in almost the same way as wild
animals around him, without weapons, houses and language. Man learnt about his
environment, which enabled him to determine what was to be eaten and what was
not to be eaten. Educational activities at the time were simple but functional
in the sense that they were taught to contribute to the needs of the society.
The above
analysis reveals that although early man was not as developed as we are today,
he had great capacity dictated by circumstances, to learn a grate deal of
things for the survival and for the good of his environment. Man, therefore, is
basically a learning animal and education must provide him with the necessary
challenges to learn. It stands to reason that education and man are
inextricably interrelated. Education is derived from the Latin word educare
which means to draw out. Education can therefore be defined as a process of
drawing out and developing the potentialities of an individual. In order words,
education is a systematic process whereby an individuals is exposed to and provided with the opportunities of acquiring
knowledge, skills, values and attitudes
which develop cumulatively with a view to:
1. Preparing him well to enable him
satisfactorily integrate effectively in the society;
2. Pursue a career; and
3. Sharpen his quest for continuous learning.
Lucy Ekwueme (2001)
Education
has several roles. It opens the door for one to attain economic, social,
cultural, politician and scientific
progress. Education is not only that passing on knowledge and cultural heritage
from one generation to the next, but that providing people with skills that
will enable them to analyze, diagnose, perform, questions and think.
Industrialization, migration and urbanization have, according to the world
forum on education (2001) impacted heavily on the field of early education
these effect changes in the structure and composition of the family and the
decline in infant motility, necessitating attention to the education and
development of children who now survive but may be in conductions that
negatively affect development.
No nation
can afford to neglect the education of its children because the children are
the future asserts of their various societies. Wheeler (1967) asserts that
every society educates its own children so
as to make them fit into that society. Stenhouse (1976) also affirms
that is the society that dictates the content and the standards of is
education. Such education starts from the early years of life with its
underlying goals derived from the society desire to support, stimulate and
guide the developmental processes of the child in the direction of competence.
Nigeria
educators have realized that the future of the Nigeria society depends on
laying a sound foundation for the children in early years of life it is
therefore importance that appropriate and meaningful early educational experiences one offered to the children.
Like the
other systems of education in this country, early childhood education, which
take place within the four walls or no educational institution, is a heritage
of the colonial masters. The period 1842-1848 was one of intensive missionary
activity. When the colonial masters
first arrived, their wives were left at home. Graduially, the wives came
to join their husbands. The need to have a school for their children. The first
school in Nigeria established by the missionaries in Badagry in the 1840s was called the “nursery of the
infant church”. However, contrary to its name, the school was a primary school.
The then colonial master paid no attention to pre-primary school education.
Usually, in
every primary school there was a nursery attached. The nursery classes so
established saved as feeder schools.
The 1969
national curriculum conferences was the very first time mention was made of the
education of children between 3 and 5 years of age.
The
pre-primary education has three basic dimensions which are the daycare centre,
which provide care of children as a substitute for that of the home where they
or their parents are considered to be in special need of such help. The
kindergarten caters for children between three and four years of age. While the
nursery school accepts children the ages of four and six years and prepares the
child for entry to the primary school by developing his linguistic and
mathematical abilities nursery school serves other purposes such as serving the
children whose homes are socially or educationally unsatisfactory; serving the
children whose mother had to go to work; and serving as a place where early
diagnosis of individual handicaps could be made and paper remedial treatment
given in order to rescue the deprived child.
Nursery
education originated from the western world, exclusively for the infants of the
wealthy parents until the masses had a breakthrough government pronouncements
to make kindergarten or nursery school compulsory and free in many parts of
developed countries.
In 1990, at
the world conference of education for
All (EFA) in Jomtien, and EFA summit in New Delhi (1993), the declaration
signed by 38 African countries recognized the importance or early childhood
development. It regarded basic education as the foundation for life long
learning and human development on which a country may build, systematically,
further levels and types of education and training. It thus strongly
recommended an expansion of early childhood development activities, exploration
of all available instruments of information, communication and social action,
to assist people to acquire the minimum basic learning necessary for a better
life.
The ultimate
purpose of an effective teaching is to bring about learning on the part of
the learner. The symbol of learning
outcome is “change in behavior”. This explains why learning is often defined as
any “change in behavior that is consequential on or due to experience” (Akande,
1985). A man of great learning is a man of understanding and therefore an educated
man. In the other hand teaching is a
cluster of actions and expressions that take place in a classroom
involving exchange of ideas and materials, between a teacher and the students
with the intention of developing cognitive, psychomotor, affective and
aesthetic goals in the students. Lucy Ekwueme (2001) it is the teacher’s task
to provide experiences which support, stimulate and structure children’s
learning to bring about a progression or understanding appropriate to the
child’s needs and abilities. It is therefore important for the teacher to use
teaching materials or aid to make teaching and learning simple, interesting,
systematic, positively interactive and meaningful educational experiences.
The value of
teaching materials or aids in the educational process cannot be
over-emphasized. It has been indicated that the use of locally made materials
is beneficial to the development of the nursery children. Although, these
materials may be available but effectively used by the teacher or the teacher lacks
the skills to use them or they are not
available. In the course of educating the child’s senses through which the
child acquires experiences that lay the foundation of knowledge. The more
senses you appeal to in a lesson, the richer the experience and knowledge that
result there from Akande, M.O (2002).
Educational
activities intends helping the child to take cognizance of his human nature,
and finish him with the elements of knowledge and provide a link between the
child and nature. UNICEF (1980) has reminded:
“That
concern for comprehensive child
development naturally includes concern for the survival, health care and growth
monitoring of children and attention to the learning and stimulation required
to help them realize their full potential, the intellectual, social and
emotional aspects of the child’s development. Systematic attention should be
given to creating a stimulating environment for the psychosocial development of
the young child. Activities should be tailored to the local context and should
aim both to draw on and to strengthen the resources available in the family and
the community. Particular attention should be paid to the needs of mother
during pregnancy and of children from
birth to 2years of age, as well as to ensuring that programmes for 3 to 6 years
olds address a broad range or urgent developmental needs, especially those of children living in poverty and
affected adversely by forces or social-economic change”.
The
environment in this phenomena having direct or indirect influence on man in a
given place. Human beings, human behaviours, societal law, values and customs,
natural, physical features and the prevailing socio-political situations are
components of the environment. All these components of the environment exert a
measure on what, when, how and where we teach.
Some
scholars (smith, Stanley and shore) rightly accentuate the significance of
environment when they assert that the “ curriculum is interwoven with the
social fabric that sustain it” the environment in this context is the society.
The social fabric is the network of interdependent variables which have direct
or indirect influence on educational activities within a given place.
Educational activities are based on the problems and opportunities that exist
in a given environment. Materials for teaching in terms of learning experiences
and audio-visual aids are derived from the environment. Educationists have also
discovered that there is a subtle relationship between the effect of the
environment on children and the study by children on the environment. Besides
the social environment is both context and content in education because what is
considered important in the school. The school itself is an integral part of the social environment.
Thus, the pupils also learn about themselves when they are taught facts of the
environment.
Considering
all of the above, teaching and learning aid/materials should be used to make
teaching and learning simple, interesting systematic, positively interactive
and meaningful educational experiences.
1.2
Statement of the Problem
The study
intend to unfold the non-availability, and lack of adequate skills to use
locally made instructional materials for effective teaching/learning by
children in nursery schools.
1.3 Purpose
of the Study
The study
has the overall purpose of evaluating the locally made instructional materials
used in the teaching of nursery school children in Apapa local government area.
Specifically,
the study is designed with the following objectives.
- To determine the utilization of local
made instructional materials in nursery schools.
- To assess the appropriateness of the
availability of locally made instructional materials in the effective teaching
of nursery school children.
1.4 Research
Question
In order to
achieve the desired objectives the following research questions were posited to
guide the study.
- To what extent are instructional
materials available to educate nursery school children in Lagos state?
- To what extent is the adequate
initialization of instructional made materials used for effective
implementation of nursery school children education in Lagos state?
1.5 Research
Hypotheses
In order to
provide answers to the question above, the following null hypotheses were
formulated:
There is no
significant relationship between the availability of locally made instructional
materials and effective implementation of nursery school children education.
There is no
significant relationship between the adequate Utilization of locally made
instructional of the nursery school.
1.6
Significant of the Study
These study
attempts to identify the use locally made materials in the teaching of nursery
school children as a distinguish factor for school effectiveness and
efficiency. However, a critical analysis or this study will enable school
proprietors and school heads such as head Masters/ Mistress, head teachers
etcetera understand the fact that the use of locally made materials is a cogent
factors if the school is to attain its aim of producing, breeding individuals
that will be useful to themselves and to the society at large. Furthermore,
this study will enable the government understand there is need for the use of
locally made materials in the teaching of nursery school children in order to
bring about the intended learning out come in individuals.
1.7
Scope/Limitation of the Study
This study
covered only Apapa local education district. The nursery schools randomly
selected from this area.
The research
was limited by a number of factors among which were transportation problem
within the state, finance problem, time constraint.
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