EARLY CHILDHOOD EDUCATION

This study examined the level of art activities and pupils’ participation in kindergarten classrooms in Oredo Local Government Area of Edo State, Nigeria. The study also sought to find out if there is any significant difference in the level of art activities in kindergarten classrooms based on the location, age and ownership of the schools. Five research questions were raised. Two were answered while three were formulated into hypotheses and tested at 0.05 level of significance. The study adopted the descriptive survey research design the population consisted of all teachers of kindergarten classrooms in Oredo local government area. 48 teachers formed the sample for the study. They were selected through convenience sampling technique. A checklist was designed to elicit information on art activities in kindergarten classrooms. Data collected were analysed using mean standard deviation and independent sample t-test. The following findings were made: Drawing with a mean score of (4.65), Painting (4.10), colouring (4.08) and collage (3.35) are the prevalent art activities in kindergarten classrooms in Oredo Local Government Area. Drawing was rated at a very high level of art activities, painting and colouring were rated high and collage was rated moderate in the level of art activities in kindergarten classrooms. There is no significant difference in the level of art activities in kindergarten classrooms based on location, age of the school and ownership of the schools. Based on the findings, it was recommended among others that stakeholders in early childhood education, including government agencies, school proprietors, and teachers, should prioritize the integration of diverse art activities into the kindergarten curriculum through improved teacher training, adequate provision of instructional materials, and effective monitoring of classroom practices. In addition art activities should be more frequent in kindergarten classrooms because of it's inherent benefit to the pupils.

The study examined how preschool teachers' knowledge of the subject matter influences the quality and effectiveness of their instructional delivery in early childhood education. Investigation revealed that many teachers may rely on general teaching strategies without fully understanding the content, which leads to superficial learning experiences for students. The research design used in this report is descriptive design, utilizing questionnaire method to
obtain information from the respondents for this project. A total of 60 (Sixty) respondents were selected for this study to represent the entire population of the study. Data was collected using the questionnaire and analyzed using the frequency distribution table to seek answers to the five (3) research questions. The data were presented on a frequency distribution table and analyzed using simple percentage. The Findings indicate a clear correlation between teachers’ subject mastery and their ability to adapt instructional strategies to meet the diverse needs of young learners. Furthermore, ongoing professional development is identified as essential for enhancing teachers’ knowledge and pedagogical skills, which in turn fosters a more dynamic classroom environment. Based on the findings, it was recommended that professional development should be ongoing, allowing educators to stay updated on the latest research and best practices in early childhood education. Additionally, schools should foster a collaborative environment where teachers can share insights and resources, promoting a culture of continuous learning

This study investigates the relationship between socioeconomic status (SES) and academic performance among preprimary school children in Oredo Local Government Area, Edo State, Nigeria. Descriptive survey design was used for this study and the population of this study consisted of parents with children in preprimary schools in Oredo Local Government Area, Edo State and the sample size of sixty respondents was used for this study. The instrument used for data collection was questionnaire. The mean and standard deviation were used for data analysis. The research findings revealed diverse socioeconomic backgrounds among parents of preprimary school children in Oredo Local Government Area, Edo State. While neither socioeconomic status nor parental education alone significantly predicted academic performance, they still had a modest influence on outcomes. The study recommends increasing funding for schools in low-income areas to provide equitable access to educational resources. It suggests implementing educational workshops for parents to enhance their ability to support their children's learning. Advocating for flexible work policies can help parents balance their job responsibilities with active involvement in their children's education. Additionally, targeted academic support programs such as after-school tutoring and enrichment activities should be established to help bridge the academic performance gap among children from various socioeconomic backgrounds. Ultimately, the research seeks to contribute to the development of tailored interventions that support the academic success of all children, regardless of their socioeconomic background.

Early Childhood Education (ECE) plays a vital role in the cognitive, social, emotional, and moral development of young children. One effective way to enhance quality learning in early childhood settings is through strong collaboration between parents and educators. This study examined the role of early childhood education in fostering collaborative leadership between parents and educators, with emphasis on shared responsibility, effective communication, and mutual tA descriptive survey research design was adopted for the study. The population comprised early childhood educators and parents from selected pre-primary schools. Data were collected using a structured questionnaire designed to assess the level of parent teacher collaboration, the roles of collaborative leadership, challenges affecting partnerships, and strategies for strengthening collaboration in early childhood educationrust in supporting children’s holistic development.

The research work investigated the Impact of child rearing practices prevalent
among the Binis:A case study of pre-primary school pupils in Oredo Local
Government Area, Edo State. Four research questions were raised to guide the
study. One was answer why three were formulated into hypotheses and tested at
0.05 level of significance.
The study adopted the descriptive survey design and
the population of the study consists of preschool teachers in private nursery
schools and parents in Oredo Local Government Area, Edo State. Three
school were selected for the study. 10 teacher and 10 parent were selected from
each school using convenience sampling technique.
The research instrument
was a questionnaire which was validated by the researcher's supervisor and two
others at the Institute of Education, and the reliability was ascertained using
Cronbach Alpha statistics and gave the value 0.84. The data collected were
analyzed using mean, standard deviation for research question one, while the
hypothesis were tested at 0.05 level of significance, using independent sample
t-test and the analysis of variance. The findings that emerged include the prevalent
child rearing practices among the Binis which were Authoritative, Authoritarian,
Permissive and uninvolved parenting Authoritative ranked as the first and
uninvolved as the least. There was no significant difference in child rearing
practices among the Binis based on location, parent religious background and
qualifications. Based on the findings, it was recommended that cultural and
religious bodies should ensure that children are being given the necessary care,
attention and guidance that they need to grow well by creating public awareness
and conducting programs to this effect. M