SOCIETY’S CURRENT ATTITUDE TOWARDS WOMEN IN SCIENCE AND TECHNOLOGY BASED ARTISAN JOBS AS A FACTOR IN MAINSTREAMING GIRLS INTO EDUCATION
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SOCIETY’S
CURRENT ATTITUDE TOWARDS WOMEN IN SCIENCE AND TECHNOLOGY BASED ARTISAN JOBS AS
A FACTOR IN MAINSTREAMING GIRLS INTO STM EDUCATION
ABSTRACT
The study
investigated the effects of early childhood education on the cognitive
development of primary one pupils in Kosofe Local Government Area of Lagos
State. In this study, extensive and relevant literature review was carried out
under related sub-headings. The descriptive research survey was used in this
study in order to carry out the objective assessment of the opinions of the
respondents selected for this study. In addition, the questionnaire was adopted
for the collection of data necessary for this study, while the sampling
technique was applied in selecting the samples for this study. In total, four
null hypotheses were generated and tested in this study, with the application
of both the Pearson Product Moment Correlation and the t-test of independence
variable. At the end of the analyses, the following results emerged: that there
is a significant relationship between pre-primary school education and
cognitive development among children in schools, there is a significant
difference between pre-primary school education and children’s school
achievement in schools, that no significant difference exists between the
speech development of children taught by parents and those taught by teachers
and that there is a significant gender difference in cognitive development by
children due to attendance of pre-primary education. Based on the conclusions
of this study, the researcher recommended that the National Policy on Education
should be reviewed to include among others the education of the Nigerian child
from 0 – 2 years.
CHAPTER ONE
INTRODUCTION
1.1
Background to the Study
A baby is in
the making as soon as conception takes place. Normally, it takes 9 months for a
full grown baby in the womb to be born into the world, barring all accidents
and pre-mature delivery. A baby right from conception is a unique individual
with his or her special characteristics, Caplan and Caplan (1995). According to
them, the nature of children is such that no two children are completely the
same or alike in everything not even identical twins. Thus, there are obvious
differences that differentiate one child from another. Nwagbara (2003), the
complexities in children result both from nature and nurture. Children go
through different stages of development that is, from birth to young adults.
This early years from 2 years to 6 years are critical in their development.
During this period, children’s physical, mental and psychological development
take a leap as they are in a constant state of flux. They are in the process of
undergoing great changes and making significant development strides, especially
in the area of language acquisition and development.
It is
believed that children’s reading matter should be linked to their own spoken
language as well as to their interest and experiences for intellectual growth.
The focus on the cognitive growth of children is a welcome development
(Anyanwu, 1991). This is because the brain of a youngster is “tabula rasa”
ready to be occupied. Realizing that, educators go into searching for the
appropriate stimuli that can yield the best result for the children. Webber
(1970) opines that it must be recognized that something can be done about
children’s intelligence as a result of the type of experiences provided for
them.
Aiyedun
(1984) is of the opinion that story books provide such experiences that can
make for the intellectual growth of children. According to him, stories provide
and improve reading, writing and thinking skills especially as they stimulate
the intellect. Stories foster understanding of human actions. Just one story
can form the bases for more detailed exploration of other actions. Selected
experiences as reflected in story books give children the opportunity to use
words that are familiar to them through their family life. Children are thus
encouraged to extend vocabulary appropriately. Not only that they learn the
vocabulary of colours, shapes, textures etc early in life as their story books
are almost always pictorial. For the intellectual development of children,
story books give the practice of the four language skills – listening,
speaking, reading and writing. They also help children to learn new words as
well as alternative meanings of words contextually. This is possible,
especially if the language of the stories is not too simple.
According to
Anyamelue (2003), it is important to give young children the quality care,
nutrition and stimulation they need for healthy growth and development.
Moreover, the holistic care of young children has been receiving recognition
both in Nigeria and internationally. This was prominent in the CRC and
re-echoed more recently at the Dakar World Education Forum, 2000. At the forum,
the goal of expanding and improving comprehensive early childcare and education
was re-affirmed.
One of the
main features of early childhood is the rapid development of the brain.
According to Godges (2001) “the last three months of prenatal life and the
first two years after birth have been termed the most critical period to brain
growth spurt”. This is because, during this period, more than half of the adult
brain weight is added. It grows tremendously in the first few years of life,
increasing to about 2/3 of adult weight by the end of the first year and to
about 7.5% by the age of two years and 90% by the age of five. Thus, a five
year old’s brain has developed almost to the level of an adult’s.
However,
because of the rapid growth of the brain, the child needs adequate nutrition at
this period. This is because, poor nutrition before and after birth and in the
first few years of life can seriously hamper brain development. This can lead
to neurological and behavioural disorders, which may manifest in learning
disabilities.
There is
research evidence to show that a baby’s brain is composed of trillions of
neutrons waiting to be woven into the “intricate tapestry of the mind”. The
experiences of childhood determine which neutrons are used, that wire the
circuits of the brain. According to Hodges (2001), Begley observes that “the
experiences of childhood determine whether a child grows up to be intelligent
or dull, fearful or self assured, articulate or tongue tied”.
As Munonye
(2002) puts it, there is also scientific evidence on the importance of adequate
stimulation during early childhood period, necessary for the child’s cognitive
development. There are definite periods in childhood development when the
environment can influence how the brain is “wired” for certain functions like
language, music, physical activity and even mathematics. It therefore means
that the brain must receive the appropriate stimuli at the crucial time to
perform these functions, else it may be impossible for it to “re-wire” itself
later in life. Early childhood period therefore is a period that should be
handled with utmost care. The decision to use primary one pupils was informed
by their comparative level of advancement which diversifies their areas of
possible testing when compared to their junior counterparts. In addition, the
decision to use Kosofe Local Government Area in this study was borne out of its
closeness to the researcher’s residence, hence its familiarity.
1.2 Statement
of the Problem
Most
children these days do not develop well cognitively due to lack of early
childhood education which is mainly given to children firstly by their parents
and secondly by their teachers who are also regarded as surrogate parents in
the school (Adebesin, 2010). Majority of pupils in primary one in the Nigerian
school system, did not pass through the pre-primary schools where children are
taught basically through the methods befitting to the children’s learn ability
and comprehension in the early stage of life (Oyewale, 2006). Because of this
lapse, most children in the primary schools fail to grasp the content of their
lessons due to the fact that they started their early education from the stem
instead of from the root (Oyewale, 2006).
Also, most
of the teachers who are employed to teach at the primary one schools, do not
apply the correct teaching methods that are comprehensible to the child, hence
most children do not have high academic achievement in the early stages of
their primary school education. Due to low cognitive development of the
children, there has been poor academic performance virtually at all stages of
our educational system. This is because what a child could not achieve during
the early education, will be difficult for him/her to achieve at the apex stage
of his/her educational life. (Oyewale, 2006).
This study
sets out to examine the effect of early childhood education on the cognitive
development of primary one pupils.
1.3 Purpose of the Study
The main purpose
of this study is to examine the effects of ECE (write in full) on the cognitive
development of primary one pupils.
The
objectives are to:
1. determine the degree of connection
between early education and cognitive development among children in schools;
2. determine the effects of early education
on the developmental needs among children in schools
3. investigate if there are human resources
who can help with ece.
4. determine the developmental difference
of children that attended ECE school with those that did not.
5. compare the gender difference in the
cognitive development and social development of children due to early education
1.4 Research Questions
To achieve
the objectives of this study, the following research questions were raised.
1. Is there any connection between primary
school education and cognitive development among children in schools?
2. Does early education have any effect on
development among children in schools?
3. Are there sufficient human resources to
meet the cognitive and social developmental need of children in schools?
4. Is there any developmental difference
amongst children that attended early childhood education and those that did
not?
5. Will there be any gender difference in
the cognitive development of children due to pre-primary education?
1.5 Research Hypotheses
The
following research hypotheses were formulated and tested in this study:
H01: There is significant connection between
pre-primary school education and cognitive development among children in
schools.
H02: There is significant difference between
pre-primary school education and children’s school achievement in schools.
H03: There is significant difference between the
speech development of children was taught by their parents and those who were
taught by teachers.
H04: There is no significant gender difference in
the cognitive development of children due to pre-primary education.
1.6 Significance of the Study
The study
was a great benefit in the following ways:
• With the recommendation of this study,
teachers would be exposed to know how best to go about teaching or handling
children at the lower level of the school system, the early childhood classes.
• Teachers would be exposed to the
appropriate methods to be used in teaching language to the child in school,
especially at the nursery and primary school system.
• Parents would have a better insight on
the essence of teaching the child to gain mastery of the language of his/her
environment This study will expose them to the knowledge that they should be
the first people to impart knowledge to the child, especially concerning
children’s language development.
• With this study and its recommendations,
parents would be able to know the best techniques to always use in teaching
language to the children.
• The society will be exposed to the
process of language acquisition by the child in the society. With the
recommendations, the society will also be able to know how best to assist the
child in the area of acquisition and mastery of language.
1.7 Scope of the Study
This study
covered 5 primary schools in Kosofe Local Government Area of Lagos State. Its
main focus will be on the investigation of the effect of pre-primary education
on the cognitive development of the child in the primary schools in Lagos
State.
The sample
size of this study will comprise of 200 (two hundred) teachers and pupils, made
up of fifty (50) (25 males and 25 females) teachers; and 150 (one hundred and
fifty) pupils (made up 75 males and 75 female pupils) who will be randomly
selected from the five primary schools in the Local Government under review.
The stratified method of random selection was used. The stratified sampling
method was applied in order to select the respondents in their strata.
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