EARLY CHILDHOOD EDUCATION

This study investigates the influence of home environment on the academic performance of lower basic pupils in Oredo Local Government Area, Benin City. The research objectives was to determine how various aspects of the home environment, including the availability of educational resources, family structure, and parental involvement affect pupils' learning outcomes. The study employs a descriptive survey design, utilizing a structured questionnaire administered to a sample of 100 teachers selected from nine public primary schools in the area. The instrument was validated by three lecturers in the institute of education. The data was analyzed frequency counts, simple percentage, mean and standard deviation. The findings reveal that a supportive home environment significantly enhances children's academic performance. Access to educational materials such as books, computers, and educational toys is positively correlated with better academic outcomes. The study also highlights that children from stable family structures and those receiving active parental support and involvement, such as assistance with homework and participation in school activities, perform better academically. Conversely, children from homes with many siblings, fractionalized homes, or single-parent households tend to have lower academic performance due to less individualized attention and support. The study concludes that the home environment plays a crucial role in shaping the academic success of lower basic pupils. It was therefore recommended that parents should provide educational resources at home, fostering a stable family environment, and promoting active parental involvement in their xi children's education. These findings underscore the need for collaborative efforts between teachers and parents to create conducive learning environments both at home and in school.

The purpose of this study is to explore the critical role of parent-teacher collaborationin early childhood education, focusing on its significant impact on children’s academic achievements and social-emotional development. By reviewing extensive literature
and conducting original research, this study aims to understand the dynamics, communication patterns, and challenges influencing effective collaboration between parents and teachers. In early childhood, parents play a profound role in shaping a child’s learning experiences. Recognizing this, the study examines how collaborative efforts between parents and teachers can create optimal learning environments. Modern educational landscapes demand a dynamic and continuous partnership beyond periodic meetings and report cards. This study identifies the benefits of such collaborations and the barriers that might hinder them. Using a survey design, data was gathered from 100 participants in private pre-primary schools in Oredo Local Government Area, Benin City, Edo State. The survey instrument, a questionnaire titled “Parent-Teacher Collaboration in Early ChildhoodEducation,” captured detailed insights into the participants’ perceptions and experiences. Findings highlight that strong parent-teacher partnerships are linked to improved academic outcomes and enhanced social skills for children. Effective collaboration allows parents and teachers to create a supportive learning environment tailored to the needs of each child. Regular discussions about a child’s progress enable early identification and resolution of issues, contributing to a child’s overall well- being. However, significant barriers to effective collaboration include communication gaps often exacerbated by cultural differences and misconceptions. The study underscores the importance of clear, frequent, and effective communication to bridge these gaps. Digital communication platforms, such as online portals and instant messaging, can enhance parent-teacher interactions, making it easier for parents to monitor their child’s progress and participate in school activities. The study also examines the impact of diverse family structures and socioeconomic factors on parent-teacher collaboration. Schools need to be sensitive to the diverse needs of different family structures and provide support to ensure consistent collaboration across various socioeconomic backgrounds. Cultural competence training for teachers is recommended. Finally, aligning collaborative efforts with educational goals is critical. Inclusive practices, such as involving parents in classroom activities and aligning home-based activities with the school curriculum, are essential. Mutual trust and open communication between parents and teachers further enhance these collaborations.

Education is a fundamental aspect of a child's development, and parents play a crucial role in determining the educational path their children follow. The socioeconomic status of parents, encompassing factors such as income, educational level, and occupation, often
influences their decisions regarding the type of school their children attend. This study delves into the various dimensions of parental socioeconomic background and its impact on school choice. It investigates how income disparities, access to educational resources, and social networks influence parents' decisions, ultimately shaping the educational opportunities available to their children. Additionally, the study examines the implications of these choices on children's academic achievement and future prospects. Furthermore, this study analyzes policy implications and recommendations for addressing disparities in school choice stemming from parental socioeconomic backgrounds. It underscores the importance of equity in education and suggests strategies to promote equal access to quality education for all children, regardless of their parents' socioeconomic status. Through a comprehensive review of literature, empirical
analysis, and case studies, this study contributes to a deeper understanding of the
multifaceted relationship between parental socioeconomic background and school choice. Ultimately, it seeks to inform policymakers, educators, and parents on the significance of addressing socioeconomic disparities in education to foster a more equitable educational
system for all children.

This study investigated the perceptions of preschool teachers on the impact of earlytalent identification (ETI) on the academic performance of children in OredoLocal Government. A cross-sectional survey approach was employed. The populationcomprised all the preschool teachers in Oredo Local Government Area. The Samplewas 100 preschool teachers selected through convenience sampling technique. Descriptive statistics validated by three lectures in the institute of Education was usedto analyse the data. The findings revealed that teachers perceive earlytalent identification positively, acknowledging its role in enhancing academic performancethrough tailored support and enrichment opportunities. However, challenges suchasparental attitudes, resource limitations, and systemic inadequacies hinder effectivetalent identification. Despite challenges, teachers are highly rated in implementingcurriculum differentiation and enrichment for early talent identification. The researchunderscores the importance of early talent identification in preschool educationandemphasizes the need for collaborative efforts to optimize learning experiences forchildren in Oredo Local Government. Based on the findings it was recommendedamong others that Edo State Government and School Operators should allocatesufficient resources to overcome limitations in facilities, materials, and staffingthat affect building of preschool talent.

The study examined promoting resilience and social-emotional development in children of single parent, A case study of children in pre-primary schools in Oredo Local Government Area. To guide the study, four research questions were raised but three were answered. The population of this study consisted of some pre-primary school teachers in Oredo Local Government Area. The instrument used for this study was a questionnaire, The survey research design that was used for this study and the data was analyzed using the standard deviation and mean score analysis. The major findings of this study revealed that Parental involvement refers to the level of involvement and support a single parent provides in a child's life. Research suggests that consistent, positive parental involvement can have a significant impact on a child's emotional health and social development. Single parents may face financial constraints, which can affect the resources available for their children's preschool education. This may include access to educational materials, extracurricular activities or specialized support services. It is important for preschoolers to be aware of these limitations and provide equal opportunities to all children.
Based on the findings of the study, it was revealed that children from single-parent families may face stigma or social challenges from their peers due to their family structure. This can lead to feelings of exclusion or a feeling of not belonging. Promoting inclusion, teaching empathy and acceptance, and celebrating the diversity of family structures can help create a supportive and inclusive social environment.

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