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
CHAPITRE ONE
INTRODUCTION
1.1 Background Of The Study
The breadth of Early Childhood Education (also known as Early Childhood Learning and Early Education) varies and appears to be closely related to geographical areas.
While some definitions focus on age groups, others examine the context in which education is given, and yet others mix the two. ECE is defined as a pre-school, semi-formal education provided outside the home (Oyewumi, Alhassan, and Ofoha, 2010). The crache, nursery, and kindergarten are all part of it (Olaleye, Florence, and Omotayo, 2009).
This programme was designed for youngsters aged 0 to 5 years. ECE was created in Nigeria to help and bring early child care within the reach of the majority of Nigerian children, particularly those in rural and poor socioeconomic areas.
As a result, in conjunction with UNICEF, the Nigerian Educational Research and Development Council is launching a low-cost, community-based, non-formal day care programme.
Carers are introduced to locally acquired educational resources in order to create avenues for the child’s cognitive, affective, and psychomotor development (Zakariyah, 2012).
Young children learn best via hands-on activities and play, which is why learning corners are such an important aspect of the preschool classroom.
It is crucial to use learning corners to provide children with the hands-on experiences and play opportunities they require, but there are a number of elements 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-organized classroom helps children learn and stimulates them to connect constructively with one another, which improves children’s learning outcomes.
The early childhood classroom is designed to be a learning environment. Furniture, equipment, and materials are carefully picked and arranged to appeal to youngsters while still promoting the content goals of the curriculum.
The learning environment promotes a balance of freedom and cooperative play, and resources reflect the diversity of children’s family experiences.
Interest Areas or “Learning Corners” are physical areas in a preschool room where specific activities are set up for the children to explore (Nakpodia, 2011).
Preschool classrooms are typically organised around areas of interest or learning nooks. These designated places allow children to play and experiment with items under the supervision of the teacher,
either alone or in small groups. Low dividers frequently separate the corners, although youngsters can freely move around them.
Reading, writing, and math skills are not isolated to certain corners, but are reinforced in various ways throughout all corners through conversation, exploration, and play.
The classroom setting communicates to students what is expected of them. What should be communicated is independence and a love of learning. Learning nooks are an important component of supporting student success in the early childhood classroom.
When deciding where to set up corners, three fundamental settings are required: a location for the entire class to work together, a place for students to work independently, and a place for teacher-directed small group work. To experiment with different configurations, use a map of the classroom with scale cutouts of furniture and equipment.
Early childhood education aims to care for and nurture young children in all aspects of their lives in order to promote holistic development. The early years, from zero to six years, are critical in setting the groundwork for maturity.
As a result, it is critical that all stakeholders involved handle this matter properly. According to Hirst, Jewis, Sojo, and Cavagh (2011), early childhood education is extremely valuable for all children and should be offered to all.
They contend that preschool provides a solid foundation for learning and aids in the development of skills, knowledge, personal competence and confidence, as well as a sense of social duty. As a result, every kid should have access to high-quality early childhood education.
He added that there has been a wide range of beneficial development and experiences in numerous nations, such as increased participation and professional development of teachers to improve enrolment and transition rates. The rates, however, are rather slow.
According to Duba and Orodho (2014), most households in Kenya’s rural dry and semi-arid areas confront many problems in terms of access to schooling and preschool education, with the girl child bearing the brunt of the burden.
Both the teacher and the assistant in a classroom are responsible for supporting children’s play and work in the learning corners, as well as monitoring children and encouraging supportive friendship behaviours.
The teacher’s job in the learning corners is to encourage children to share their thoughts and experiences with other children as well as with the teacher.
Engage children in dialogue and open-ended inquiries (questions that demand more than a yes or no answer). Introduce fresh concepts and things to youngsters to help them learn more. Examine children’s abilities, development, and interests.
1.2 Statement Of The Problem
Since the start of the implementation of Nigeria’s National Policy on Education, which seeks to ensure optimal and qualitative ECE, a number of stakeholders have expressed concerns about the quality of education in Early Childhood Development and Education (ECDE) and its actual implementation.
Despite all of the precautions put in place by Nigeria’s Federal Ministry of Education, there are still certain gaps in the program’s implementation and non-implementation.
Without a doubt, implementing Early Childhood Education necessitates the combined effort/input of all stakeholders, including the government, parents/guardians, and school authorities.
While the government is expected to provide appropriate teaching and learning resources, the availability of relevant age-grade pupils, as well as parental/guardian cooperation in enrolling their children/wards, cannot be overstated.
Another issue influencing Early Childhood Education is the large money required to build learning centres in Nigeria, which is more expensive to afford.
Because of the economic slump and inflation in the pricing of materials and electrical gadgets, the development of learning corners may be more difficult in advanced countries than in Africa, such as Nigeria.
1.3 Purpose Of The Study
The study’s goal is to look into the impact of learning corners on preschoolers’ learning outcomes in early childhood education. Specifically, the research will look into:
The association between learning corners and the learning outcomes of preschoolers.
The association between toddlers’ academic achievement and learning corners in early childhood education.
Effective learning corners research approaches for improving preschoolers’ performance.
1.4 Research Questions
The following research questions guide the study:
How do learning corners affect toddlers’ learning outcomes?
Is there a link between toddlers’ academic success and learning corners in early childhood education?
What are the ways for improving the performance of preschoolers through effective learning corners study methods?
1.5 Research Theories
For the study, the following hypotheses were proposed:
H0: There is no substantial association between preschoolers’ learning outcomes and learning corners.
H1: Learning corners have a significant association with preschoolers’ academic performance.
1.6 Importance of the Research
The significance of the study is discussed further below.
The study’s findings will enlighten carers, school administrators, and the government on the elements influencing learning corners and preschoolers’ learning outcomes in early childhood education.
The study will serve as a guide for carers on how to strategically improve learning corners, as well as for district education officers and school district inspectors to recognise the consequences of inadequate learning corners on preschoolers’ learning outcomes.
It will allow pre-nursery school owners to prepare methodically for the provision of good classrooms that will improve children’s academic achievement.
It will add to the existing body of knowledge and assist other scholars working on related subjects.
1.7 Scope Of The Study
The survey included all carers, instructors, and teachers who work in pre-nursery schools in Lagos State’s Education District IV. Only the impact of learning corners on the learning outcomes of preschoolers in pre-nursery school will be discussed.
1.8 Definition of Terms
Carer: A carer is an unpaid or compensated somebody who assists in the care of preschool children.
An instructor is defined as “a person who teaches a subject or skill: someone who instructs people.”
Preschool: A preschool is an educational facility or learning place that provides early childhood education to children, typically aged three to five, prior to the start of compulsory education in primary school.
Early Childhood Education (ECE) is a part of education philosophy that deals to the formal and informal training of young children up to the age of roughly eight.
A classroom is a learning place, a room where classes are held.
Education: The process of promoting learning or the development of knowledge, skills, values, beliefs, and habits is known as education.
Learning Corners: A specific learning activity for nursery children that develops independence and a love of learning.
Learning outcome: The measure of how individuals learn to think and reason for themselves in relation to their surroundings.
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