Effect of Learning Corners on the Pre-Schoolers Learning Outcomes in Early Childhood Education
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Effect of Learning Corners on the Pre-Schoolers Learning Outcomes in Early Childhood Education
Chapter one
INTRODUCTION
1.1 Background for the Study
The definition of Early Childhood Education (also known as Early Childhood Learning and Early Education) varies in scope and appears to be closely related to geographical region. While some definitions focus on age brackets, others take into account the environment in which education is given, and yet others mix the two.
ECE has been defined as pre-school, semi-formal education provided outside of the family (Oyewumi, Alhassan, and Ofoha, 2010). It comprises the crache, nursery, and kindergarten (Olaleye, Florence, & Omotayo, 2009).
This program was introduced for children aged 0 to 5 years. In Nigeria, ECE was established to aid and bring early child care within reach of the majority of Nigerian children, particularly those living in rural and low-income areas.
As a result, the Nigerian Educational Research and Development Council, in conjunction with UNICEF, is launching a low-cost, community-based, non-formal creche program.
Locally generated educational materials are presented to carers to facilitate the child’s cognitive, affective, and psychomotor development (Zakariyah, 2012).
Young children learn best by interacting with their surroundings via hands-on activities and play, which is why learning corners are such an important component of the preschool classroom.
Using learning corners to provide children with the hands-n experiences and play opportunities they require is critical, but there are several aspects that impact which learning corners would work best for your space, how you should set them up, and what resources you should include in each.
According to research, a well-organised classroom encourages students to engage constructively with one another, which improves their learning outcomes.
The early childhood classroom is designed to be an environment that promotes learning. Furniture, equipment, and materials are carefully selected and arranged to appeal to youngsters while promoting the curriculum’s subject goals.
The learning environment promotes both independent and cooperative play, and the resources reflect the diversity of children’s family experiences. Nakpodia (2011) defines “Interest Areas” or “Learning Corners” as designated areas in a preschool room where children can engage in various activities.
Preschool classrooms are typically organised into interest sections or learning corners. These designated places allow children to play and investigate items under the supervision of the teacher, either alone or in small groups.
Low dividers frequently separate the corners, although youngsters can freely move between them. Skills that lead to reading, writing, and math are not limited to certain corners, but are reinforced in many ways throughout the corners through communication, exploration, and play.
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