An Appraisal of Child-Friendly Status (Cfs) of Early Childhood Care Education (Ecce) Schools in Niger State.
Abstract
The purpose of this study was to appraise the Child-friendly status of ECCE schools in Niger state. The study was guided by five research questions and five hypotheses.
The population of the study consisted of all the 272 teachers in the 34 UNICEF-designated child friendly schools in Niger State.
The sample for this study consisted of 272 teachers and 68 parents of ECCE pupils. Structured questionnaire was used to collect data to answer the research questions and hypothesis formulated to guide the study.
This instrument was validated by three experts. Data were arranged and analyzed according to the research questions using means scores and standard deviation while the t-test was tested at 0.05significance level.
The major findings of the study were that: To a great extent ECCE Schools in Niger State show diversity to ensure equal opportunities for all children; With respect to quality learning outcomes, ECCE Schools in Niger State to a great extent are child friendly;
To a great extent, ECCE Schools in Niger State are accessible; Niger state do less to enhance ECCE teachers’ capacity; Niger State ECCE schools to a less extent are community-based.
Table of Contents
Title Page i
Approval Page ii
Certification iii
Dedication iv
Acknowledgements v
Table of Contents vi
Abstract x
CHAPTER ONE: INTRODUCTION
Background of the Study 1
Statement of the Problems 11
Purpose of the Study 12
Significance of the Study 12
Scope of the Study 14
Research Questions 15
Research Hypothesis 15
CHAPTER TWO: REVIEW OF RELATED LITERATURE
Conceptual Framework 17
- Concept of Child/Childhood 18
- Concept of Environment 20
- Concept of Early Childhood Care and Education (ECCE) 21
- Concept of Child-Friendly Status (CFS) 28
- Concept of Appraisal 32
Theoretical Framework 33
- Socio-cultural theory of Vygotsky 33
- Social Cognitive theory of Albert Bandura 35
Review of Empirical Studies 37
- Studies on ECCE 37
- Studies on CFS 40
- Studies on the Influence of School Location 47
Summary of Literature Reviewed 49
CHAPTER THREE: RESEARCH METHOD
Design of the Study 52
Area of the Study 53
Population of the Study 53
Sample and Sampling Technique 54
Instrument for Data Collection 54
Validation of the Instrument 55
Reliability of the Instrument 56
Method of Data Collection 56
Method of Data Analysis 57
CHAPTER FOUR: PRESENTATION AND ANALYSIS OF DATA
Research Question 1 58
Research Question 2 59
Research Question 3 61
Research Question 4 62
Research Question 5 63
Summary of Finding 68
CHAPTER FIVE: DISCUSSION OF RESULTS, CONCLUSION, RECOMMENDATIONS AND SUMMARY
Discussion of Results 69
Conclusions 74
Educational Implications 74
Recommendations 76
Limitation of the Study 76
Suggestions for Further Studies 77
Summary of the Study 78
References 80
Introduction
Background of Study
A child could mean different thing to different people. A child is a young human being whose development has employed the attention of the government, community, as well as the parents.
The United Nations Convention on the Rights of the Child (CRC, 2007) defines a child as every human being below the age of 18 years.
In another definition, Obinaju (2004) viewed a child as a young person, especially between infancy and youth. United Nation International Children’s Fund (UNICEF, 2007) also defines the child as a human being below the age of eighteen years. For the purpose of this study, a child is seen as a person from the age of zero to five years.
It is the right of every child to be educated, since education is one of the natural phenomena associated with human growth.
This is in line with the United Nations Convention on the Right of the Child (1989) declaration “that education is a fundamental human right” (UNICEF, 2013).
For instance; Nigeria has domesticated this right of children to education by implementing the universal and compulsory basic education through Early Childhood Care and Education (ECCE).
References
Abdalla, U. A. (2003). Community participation in universal basic education (UBE) in a dwindling economy – Lessons from World Bank Reviews. A Journal of Basic Education in Nigeria, 3. 47 – 66.
Abolarin, E. E. (2010).Essentials of developmental psychology: A foundation for teaching.Abuja: Petra Digital Press.
Aborisade F. (2001). Nigerian education, still in the Doldrums after 41yrs” In: Edukugbo (Eds.).Vanguard Thursday October 4, p.13 and 16.
Agada, J. C. (1996). The environment and the learning child. In: Maduewesi, J. A. & Akahara,A. (Eds.) Nursery education in Nigeria: Understanding and teaching the pre-primary child 62-69
Ajayi, O. H. (2008) Early childhood education in Nigeria: A reality or mirage. Contemporary Issues in Early Childhood. 9, 4.
Ajeyalemi, D. (2003) Science and technology education in early childhood education. In: Ehindero, O. J. & Aladejana, F. O. Readings in Early Childhood and Universal Basic Education. OAU: Ile- Ife.
Be the first to comment