scholarly journals Evaluation of the National Objectives of Early Childhood Care Education (ECCE) Programme in Gwagwalada Area Council of FCT, Abuja, Nigeria.

2020 ◽  
Vol 6 (2) ◽  
pp. 149-158
Author(s):  
Niyi Jacob Ogunode
Keyword(s):  
Early Childhood ◽  
Sampling Technique ◽  
Good Health ◽  
Smooth Transition ◽  
Care Education ◽  
Early Childhood Care ◽  
Adequate Care ◽  
Childhood Care ◽  
Simple Sampling ◽  
Descriptive Survey

The objectives of this study were to evaluate the national objectives of Early Childhood Care Education (ECCE) programme in Gwagwalada Area Council of FCT, Abuja, Nigeria. The research designed method adopted for this study was descriptive survey. The method used for selecting the sample of the study was purposive random sampling technique. 200 respondents were selected for simple sampling techniques. Questionnaire was used for data collection in the study and the reliability of the instrument was determined by using split-half method. The results the research showed that the national objectives of the Early Childhood Care Education (ECCE) includes; effect on a smooth transition from home to school, prepare the child for the primary level of education, provide adequate care and supervision for the children while their parents are at work (on the farm, in the market or offices), instill the social norms, instill the spirit of inquiry and creativity through the exploration of nature, the environment, art, music, playing with toys and so on, develop a sense of cooperation and team spirit, learn good habits, especially good health habits and teach the basics of numbers, letters, colours, shapes, forms and so on through playing. It has been achieved to the moderate extent in all the centres of sample in Gwagwalada area, council of FCT.

scholarly journals THE EVALUATION OF THE NATIONAL OBJECTIVES ON THE EARLY CHILDHOODCARE EDUCATION (ECCE) PROGRAMIN GWAGWALADA AREACOUNCIL OF FCT, ABUJA, NIGERIA

2020 ◽  
Vol 6 (2) ◽  
pp. 149-158
Author(s):  
Niyi Jacob Ogunode
Keyword(s):  
Early Childhood ◽  
Sampling Technique ◽  
Good Health ◽  
Smooth Transition ◽  
Care Education ◽  
Early Childhood Care ◽  
Adequate Care ◽  
Childhood Care ◽  
Simple Sampling ◽  
Descriptive Survey

The objectives of this study were to evaluate the national objectives of Early Childhood Care Education (ECCE) programme in Gwagwalada Area Council of FCT, Abuja, Nigeria. The research designed method adopted for this study was descriptive survey. The method used for selecting the sample of the study was purposive random sampling technique. 200 respondents were selected for simple sampling techniques. Questionnaire was used for data collection in the study and the reliability of the instrument was determined by using split-half method. The results the research showed that the national objectives of the Early Childhood Care Education (ECCE) includes; effect on a smooth transition from home to school, prepare the child for the primary level of education, provide adequate care and supervision for the children while their parents are at work (on the farm, in the market or offices), instill the social norms, instill the spirit of inquiry and creativity through the exploration of nature, the environment, art, music, playing with toys and so on, develop a sense of cooperation and team spirit, learn good habits, especially good health habits and teach the basics of numbers, letters, colours, shapes, forms and so on through playing. It has been achieved to the moderate extent in all the centres of sample in Gwagwalada area, council of FCT.

scholarly journals Factors Affecting Teachers' Practices in Implementation of Early Childhood Care and Education Curriculum in Public Schools

2020 ◽  
Vol V (I) ◽  
pp. 623-632
Author(s):  
Raima Mubashar ◽  
Aroona Hashmi ◽  
Fasiha Altaf
Keyword(s):  
Early Childhood ◽  
Public Schools ◽  
Survey Design ◽  
Sampling Technique ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Factors Affecting ◽  
Early Childhood Care ◽  
Childhood Care ◽  
Significant Difference

The study was determined to find the factors that affect the teachers' practices in the implementation of the ECCE curriculum in public schools. The study was quantitative in nature, and a cross-sectional survey design was used. All the ECCE teachers in public schools formed the population of the study. The proportionate stratified random sampling technique was employed, and 278 teachers were selected as a sample of the study. The data were collected using the questionnaire on factors affecting teachers' practices in the implementation of the ECCE curriculum. The findings showed that there is a significant difference on the basis of experience as p (0.000) ? 0.05 and an insignificant difference on the basis of qualification and class size as p (0.000) > 0.05. The study recommended that teacher training institutes of early childhood care and education should induct the curricula that are activity-based, and schools may provide better learning conditions in ECCE centers.

scholarly journals “Don’t Delay Learning”: Igniting Promotion of Pedagogical Transformation Strategies in Early Childhood Care Education

2021 ◽  
Vol 20 (5) ◽  
pp. 177-188
Author(s):  
Shawe Thulebona ◽  
Nhase Zukiswa ◽  
Dube Bekithemba
Keyword(s):  
Early Childhood ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Hybrid Approach ◽  
Pedagogical Strategies ◽  
Face To Face ◽  
Care Education ◽  
Early Childhood Care ◽  
Childhood Care ◽  
To Come

The global pandemic COVID-19 has forced traditional teaching pedagogies to meet the new educational demands such as remote learning. The safety measures and regulations of COVID-19, such as social distancing, have challenged all facets of education to transform their pedagogical strategies to mitigate the spread of the pandemic, but the rate has been slow to catch up the lost learning time in Early Childhood Care Education (ECCE). This study, underpinned in critical emancipatory research, responded to two questions: what are the challenges of ECCE in the context of COVID-19 and how ECCE could adapt ways of promoting transformative pedagogical strategies. This article underpins the notion that ECCE practitioners should be equipped with novel technology methodologies that replace traditional face-to-face teaching and learning. However, it is reasonable to believe that face-to-face teaching and learning will not be totally replaced by any other new methodology or fads; it will remain important for some years to come, especially in the lower level classes. A hybrid approach of using both the in-person and distance learning strategies for flexibility and manageability by both learners and practitioners seems promising at the moment. In short, this paper explores the challenges to explore promotion of pedagogical transformation strategies in ECCE, and offers some correctives because this will be an ongoing issue for years to come. There are no easy solutions to be packaged in fancy terminology. We argue that the early promotion of transformative pedagogical strategies will assist the children and make the practitioners’ work more flexible and understandable.

scholarly journals Differentiating Instruction in Early Childhood Care Education: Teachers’ Practice

2017 ◽  
Vol 11 (3) ◽  
pp. 105
Author(s):  
A. O. Afurobi ◽  
A. C. Izuagba ◽  
P. C. Ifegbo ◽  
J. M. Opara
Keyword(s):  
Early Childhood ◽  
Care Education ◽  
Differentiating Instruction ◽  
Early Childhood Care ◽  
Childhood Care
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